Natalie Lander
Biographic Data
| ID | 3747268 |
|---|---|
| NAME | Natalie Lander |
| GIVEN NAMES | Natalie |
| FAMILY NAME | Lander |
| SIGNATURE | LANDER N |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-0279-3724 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Reimagining teaching in higher education
Purpose Physically Active Learning (PAL) integrates purposeful movement into academic instruction and has been associated with improved student learning and health outcomes in school settings. However, evidence supporting PAL implementation in higher education is limited. This mixed-methods pilot study evaluated university educators' experiences of the TransformUs Higher Ed PAL program and explored perceived changes in teaching practice, competen…
Young women’s experiences using technology for physical activity and its perceived impact on physical activity and physical literacy
Young women report low levels of physical activity (PA), which hinders the development of their physical literacy (skills and behaviours that support PA). Technology-supported PA (interactive digital tools that promote PA) may improve PA and physical literacy. This study examines young women’s experiences with technology-supported PA, their perceptions of technology-supported PA, and the way that technology-supported PA can align with components …
Observation of practical teaching skills instrument (Optin)
OPTIn provides a novel, practice-informed tool for observing and improving active teaching strategies. Its use can support teacher professional development and contribute to advancing the measurement of physical activity integration within educational practice
A decade of impact
Background: Motor competence (MC), an umbrella term for movement skills, motor coordination, and/or stability, is an important contributor to child health and development. Despite its importance, MC levels among children are low, and declining. Further, girls often display lower levels of MC, particularly object control skills, compared to boys. Interventions targeting girls’ MC are critical, and implementation sustainability is crucial for the l…
Using participatory action to develop and refine an online motor competence assessment educational resource for teachers
Background Primary schools are ideal settings for developing children’s motor competence (MC), with accurate assessment critical for effective instruction. Despite the availability of valid, reliable, and feasible MC assessments, these tools are seldom used by primary Health and Physical Education (HPE) teachers. Reported barriers include limited time, inadequate teacher education, and insufficient awareness, access, and support. Using a multi-ph…
Critical contextual factors of sustainable online teaching
Background The COVID-19 pandemic has upended schooling around the world and prompted a shift to online teaching and learning, including in primary (elementary) physical education (PE). PE is typically characterized by physicality and close proximity to others, the shift to online delivery has drastically changed this landscape and brings significant consequences for the future of PE in schools. Teacher and school administrator perspectives on the…
From theory to practice
Introduction Teacher effectiveness is a critical factor influencing student outcomes, with physically active learning (PAL) emerging as an evidence-based approach that enhances academic achievement and health. Embedding PAL within Initial Teacher Education (ITE) may support pre-service teachers to develop pedagogical competence and confidence. TransformUs Higher Ed is a research-informed intervention designed to integrate PAL within ITE, aligned …
How education policy actors interpret, portray and contest risk in children’s physically active play in schools
Children’s physical activity is low and play outdoors has been declining, coinciding with a greater preoccupation with risk in many countries. This study examines how policy actors frame the issue of risk in children’s active physical play in schools. Using a theory-informed, multi-method, qualitative case-study design, 30 participants from a range of sectors involved in policy relevant to children’s physical activity and play in schools particip…
Exploring Australian teachers’ perceptions of physical literacy
Background Physical literacy (PL) has generated substantial international interest across sport, health and education sectors. Teachers play a crucial role in supporting children’s PL growth. Despite PL featuring in several physical education curricular texts, research into teacher understanding and perception of the concept is scarce. This study aimed to explore the understanding and perception of PL among Australian teachers of health and physi…
Beyond “Brain Breaks”
Regular physical activity provides physical, mental and cognitive benefits for children. However, globally, only 20% of children meet the recommended levels of physical activity and, on average, students sit for three-quarters of the school day. Active breaks are a well-tested component of many school-based physical activity interventions, but there are many barriers to the sustainable implementation of active breaks by teachers in schools. To ov…
Forces at play
This study investigated (i) the social and political factors driving risk averse decision making for children's physically active play in schools, and (ii) the policies shaping these decisions in Victoria, Australia. A theory-informed multi-method case study design combined policy document mapping, semi-structured interviews, and photo elicitation with 30 education policy actors. Data were analysed using reflexive thematic analysis. Findings show…
Equipping future teachers with innovative strategies that increase physical activity in the classroom
Introduction TransformEd targets initial teacher education (ITE) to equip future teachers with innovative strategies that increase physical activity in the Primary school classroom. Methods This hybrid implementation-effectiveness trial investigated the effects of the TransformEd program when embedded in ITE degrees at two Australian universities (University 1 Single Unit offering; University 2 Dual Unit offering) over a 12-week period, on pre-se…
Development of a self-report scale to assess children’s perceived physical literacy
Background: The construct of physical literacy is gaining traction internationally and yet measurement of physical literacy is in its infancy. This paper describes the development of a pictorial child report scale of perceived physical literacy based on the comprehensive Australian Physical Literacy Framework, which includes 30 elements within four domains (physical, psychological, cognitive and social).Methods: An expert reference committee with…
Rationalizing teacher roles in developing and assessing physical literacy in children
Embedding Active Pedagogies within Pre-Service Teacher Education
The physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. Instead of targeting in-service teachers, this study embedded an evidence-based active pedagogy program called Transform-Ed! into pre-service teacher education. Pre/post surveys and post-program interviews …
Teacher perspectives of online continuing professional development in physical education
Continuing professional development (CPD) is important to ensure teachers continuously maintain and update the best practice knowledge and skills needed for the profession. Limited research into CPD in physical education (PE-CPD) suggests that current provisions are largely ineffective, particularly regarding access, and the specific teaching of motor skills (e.g. throw, catch, run). Improved PE-CPD is clearly needed, and online programmes may pr…
No prominent works on this page.
Embedding Active Pedagogies within Pre-Service Teacher Education
The physical activity levels of children in Australia are critically low and correlate with reduced academic achievement and poor health outcomes. Schools provide an ideal setting for physical activity interventions to help children move more. Instead of targeting in-service teachers, this study embedded an evidence-based active pedagogy program called Transform-Ed! into pre-service teacher education. Pre/post surveys and post-program interviews …
Teacher perspectives of online continuing professional development in physical education
Continuing professional development (CPD) is important to ensure teachers continuously maintain and update the best practice knowledge and skills needed for the profession. Limited research into CPD in physical education (PE-CPD) suggests that current provisions are largely ineffective, particularly regarding access, and the specific teaching of motor skills (e.g. throw, catch, run). Improved PE-CPD is clearly needed, and online programmes may pr…
Rationalizing teacher roles in developing and assessing physical literacy in children
Development of a self-report scale to assess children’s perceived physical literacy
Background: The construct of physical literacy is gaining traction internationally and yet measurement of physical literacy is in its infancy. This paper describes the development of a pictorial child report scale of perceived physical literacy based on the comprehensive Australian Physical Literacy Framework, which includes 30 elements within four domains (physical, psychological, cognitive and social).Methods: An expert reference committee with…
Equipping future teachers with innovative strategies that increase physical activity in the classroom
Introduction TransformEd targets initial teacher education (ITE) to equip future teachers with innovative strategies that increase physical activity in the Primary school classroom. Methods This hybrid implementation-effectiveness trial investigated the effects of the TransformEd program when embedded in ITE degrees at two Australian universities (University 1 Single Unit offering; University 2 Dual Unit offering) over a 12-week period, on pre-se…
Exploring Australian teachers’ perceptions of physical literacy
Background Physical literacy (PL) has generated substantial international interest across sport, health and education sectors. Teachers play a crucial role in supporting children’s PL growth. Despite PL featuring in several physical education curricular texts, research into teacher understanding and perception of the concept is scarce. This study aimed to explore the understanding and perception of PL among Australian teachers of health and physi…
Beyond “Brain Breaks”
Regular physical activity provides physical, mental and cognitive benefits for children. However, globally, only 20% of children meet the recommended levels of physical activity and, on average, students sit for three-quarters of the school day. Active breaks are a well-tested component of many school-based physical activity interventions, but there are many barriers to the sustainable implementation of active breaks by teachers in schools. To ov…
Forces at play
This study investigated (i) the social and political factors driving risk averse decision making for children's physically active play in schools, and (ii) the policies shaping these decisions in Victoria, Australia. A theory-informed multi-method case study design combined policy document mapping, semi-structured interviews, and photo elicitation with 30 education policy actors. Data were analysed using reflexive thematic analysis. Findings show…
A decade of impact
Background: Motor competence (MC), an umbrella term for movement skills, motor coordination, and/or stability, is an important contributor to child health and development. Despite its importance, MC levels among children are low, and declining. Further, girls often display lower levels of MC, particularly object control skills, compared to boys. Interventions targeting girls’ MC are critical, and implementation sustainability is crucial for the l…
Using participatory action to develop and refine an online motor competence assessment educational resource for teachers
Background Primary schools are ideal settings for developing children’s motor competence (MC), with accurate assessment critical for effective instruction. Despite the availability of valid, reliable, and feasible MC assessments, these tools are seldom used by primary Health and Physical Education (HPE) teachers. Reported barriers include limited time, inadequate teacher education, and insufficient awareness, access, and support. Using a multi-ph…
Critical contextual factors of sustainable online teaching
Background The COVID-19 pandemic has upended schooling around the world and prompted a shift to online teaching and learning, including in primary (elementary) physical education (PE). PE is typically characterized by physicality and close proximity to others, the shift to online delivery has drastically changed this landscape and brings significant consequences for the future of PE in schools. Teacher and school administrator perspectives on the…
From theory to practice
Introduction Teacher effectiveness is a critical factor influencing student outcomes, with physically active learning (PAL) emerging as an evidence-based approach that enhances academic achievement and health. Embedding PAL within Initial Teacher Education (ITE) may support pre-service teachers to develop pedagogical competence and confidence. TransformUs Higher Ed is a research-informed intervention designed to integrate PAL within ITE, aligned …
How education policy actors interpret, portray and contest risk in children’s physically active play in schools
Children’s physical activity is low and play outdoors has been declining, coinciding with a greater preoccupation with risk in many countries. This study examines how policy actors frame the issue of risk in children’s active physical play in schools. Using a theory-informed, multi-method, qualitative case-study design, 30 participants from a range of sectors involved in policy relevant to children’s physical activity and play in schools particip…
Reimagining teaching in higher education
Purpose Physically Active Learning (PAL) integrates purposeful movement into academic instruction and has been associated with improved student learning and health outcomes in school settings. However, evidence supporting PAL implementation in higher education is limited. This mixed-methods pilot study evaluated university educators' experiences of the TransformUs Higher Ed PAL program and explored perceived changes in teaching practice, competen…
Young women’s experiences using technology for physical activity and its perceived impact on physical activity and physical literacy
Young women report low levels of physical activity (PA), which hinders the development of their physical literacy (skills and behaviours that support PA). Technology-supported PA (interactive digital tools that promote PA) may improve PA and physical literacy. This study examines young women’s experiences with technology-supported PA, their perceptions of technology-supported PA, and the way that technology-supported PA can align with components …
Observation of practical teaching skills instrument (Optin)
OPTIn provides a novel, practice-informed tool for observing and improving active teaching strategies. Its use can support teacher professional development and contribute to advancing the measurement of physical activity integration within educational practice
Children's Physical and Motor Development (11 works) · Physical Education and Pedagogy (11 works) · Psychology (11 works) · Pedagogy (7 works) · Sociology (7 works) · Mathematics education (6 works) · Medical education (6 works) · Medicine (6 works) · Qualitative research (6 works) · Inclusion and Disability in Education and Sport (5 works)