The focus of Cirkidz in Schools Pilot Project was to enable primary school children an opportunity to be involved in a circus based training program as an ...
School of Health Sciences
Cirkidz in Schools 2014 The impacts of circus-based training on children’s motivation & engagement
Australia & New Zealand Association for Leisure Studies 2015
Kristen Stevens & Richard McGrath
Acknowledgement This presentation is in relation to the ‘Cirkidz in Schools Pilot Project’ run in 2014 The project was initiated by Cirkidz and funded by the Australian Council for the Arts, Arts SA and SA Department for Education & Child Development. Research conducted by University of South Australia in collaboration with Cirkidz.
Background Focus is on early intervention • Earlier years of child development – children learn and develop both soft and hard skills
A number of risk factors remain • Obesity • Low levels of education and economic stability being associated to low socio-economic households.
Background Primary schools have often been settings where interventions are implemented tackling these issues.
• However, some issues have been identified: – school attendance and – levels of motivation and engagement of students
Both have been associated as significant issues impeding possible success of interventions.
Physical activity in school • The focus of Cirkidz in Schools Pilot Project was to enable primary school children an opportunity to be involved in a circus based training program as an alternative to mainstream competitive sport. • Aim was for two key outcomes from Cirkidz in Schools Pilot Program. – To provide an opportunity to influence student’s motivation and engagement to learning through their involvement in a circus skills training troupe. – Provide teachers with alternative teaching tools through the adoption of circus based techniques
Methodology • The research study adopted a mixed methods research approach – self-completed questionnaires and – focus groups/interviews.
• An experimental pre/post intervention design – incorporated into the study in relation to the motivation and engagement surveying of students.
• The survey instrument used was the validated Motivation and Engagement Questionnaire (Martin 2003, 2009).
Data collection & Sample • Pre-intervention survey included a sample of 96 students, with the Post-intervention sample obtaining a sample of 99 students. • Comparative statistical analysis was conducted on the survey data. • A focus group was conducted with students involved in the Cirkidz troupe (n=15), while interviews were conducted with teachers (n=4) and trainers (n=2). • Content analysis was conducted on the qualitative data, with key themes being noted in this report.
Results • Improvements identified across a number of MES-JS mean scores for Cirkidz troupe students following the intervention. • Qualitative data analysis indicated the Cirkidz in Schools did have an impact on students involvement in the weekly circus based training sessions. • Teamwork and meeting new people was identified by students as a positive aspect of the circus based training sessions, as was the opportunity to learn new skills and perform for others.
Results • The opportunity to be involved in the training sessions: – enabled some energetic students to develop self-control and sharing behaviours in the classroom, – while for quieter students it provided an opportunity for them to exhibit extrovert behaviours.
• Trainers identified the development of teamwork, trust, empathy and respect behaviours from those students involved in the weekly training sessions.
Discussion • Mean scores of troupe students increased and remained higher than non-troupe for three positive motivation and engagement to learning areas across the two survey periods. – Planning, Persistence and Learning Focus
• Beneficial decrease in three negative motivation and engagement to learning areas for students involved in the Cirkidz troupe. – Failure Avoidance, Uncertain Control and Self Sabotage
• Further analysis: Self-efficacy • Circus as a protective factor • Overall a positive outcome
Next Stage • Following the pilot study in 2014, the research team have been working with another school throughout 2015. • Building on feedback and results from the 2014 study the current study includes: – More interaction between Cirkidz trainers & teachers, – Development of two troupes, – Student focused data collection occurring during every term, – Ongoing feedback from teachers. •
Final data collection has just occurred, with analysis to be conducted in early 2016.
