Moove It Groove It (MIGI)
Click on the relevant reports, resources and publications for more information.
| Program/Project | Move It Groove It (MIGI) |
| Period/Length | Two years (including pre and post testing) |
| Aim | To develop a model aimed at enhancing knowledge, understanding and practices in order to increase physical activity levels in primary school children that may be applied in other schools |
| Year | 1999-2000 |
| Target Group | Primary aged children on the North Coast |
| Reach | 18 schools, 9 intervention schools and 9 control schools |
| Locations | Grafton to Tweed Heads |
| Partners | Southern Cross University and Department of Education & Training. |
| Funding | NSW Ministry of Health (Physical Activity Demonstration Grant) |
| Contact | Avigdor.zask@health.nsw.gov.au |
| Full Report | Move It Grove It ‘MIGI” Final Report (2001) |
| Resources | |
| More Information | See below |
| Publications |
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What strategies were used?
PE lessons and Fundamental Movement Skill (FMS) interventions targeted Year 3 and Year 4 children while the playground component targeted the whole school. Interventions included: ‘buddying’ of pre-service teachers with each of the control schools for in class work with teachers and students; professional development of classroom teachers; collaborative planning with the schools project team; and resource allocation in the form of a web-site and funding for equipment purchase.
What were the program outcomes?
MIGI exceeded the objective of increasing FMS mastery by 10%, with mastery levels increasing by a relative 11% to 60% depending on type of skill, when compared to control schools. The nature of the professional development afforded teachers through the project was such that it pinpointed explicitly the component skills of each of the identified FMS’s. This allowed the teachers’ to concentrate on systematic teaching of those skills to effect enhanced performance. MIGI did not achieve the 10% increase in overall PA during PE lessons, however vigorous PA was increased by 3.03%. There was no evidence of a positive intervention effect on child PA in the playground or the participation rate of girls in the playground. Both the PE and playground outcomes probably reflect the brevity of the MIGI intervention in a complex inter-sectoral context rather than lack of responsiveness to change or inherent ineffectiveness of intervention strategies.
For an intervention that lasted a little over one year (with six months of pre testing and six months for post testing), MIGI achievements are considerable and the intervention contributed greatly to Australian knowledge in the area of PA in schools. Possibly the greatest outcome of MIGI was the wealth of knowledge regarding collaborative approaches to school PA programs. In particular, the buddies system proved a resounding success that will likely continue as a self-sustaining collaborative venture between Southern Cross University and DET. A range of recommendations is made for future collaborative projects with schools and for future research into PA.