How to Make 100000 a Year Running a Martial Arts School by David Miller
Think and Move
Nick Riley believes integrating physical activity into core school subjects can amend not only students' health only their behaviour and their academic operation.
"At that place are lot of health benefits that come from increased activeness and there is a lot of enquiry that suggests that active children actually take the potential to perform meliorate academically," Dr Riley says.
Dr Riley, who trained in concrete educational activity but spent 14 years as a classroom teacher in principal schools in the North of England, has developed a program called "Thinking While Moving" in partnership with the NSW DoE School Sport Unit of measurement.
The program integrates physical action into everyday maths and English language lessons. Dr Riley has already completed 4 RCT's with local schools and the research has consistently demonstrated improved on task behaviour and enhanced bookish outcomes likewise equally enhancing levels of school-based physical action.
Dr Riley believes high quality professional learning helps teachers to continuously improve and maintain their teaching practice and develop their careers. Therefore, he has subsequently trained over 700 teachers from over 400 NSW schools in TWM via accredited teacher professional learning and the School sport Unit of measurement website hosts a series of videos and lesson plans for teachers. " As these traditional face to face professional person development offerings for teachers have been impacted by COVID 19 (schoolhouse closures, restrictions to travel etc.) teachers have had to turn to the online delivery of professional learning for support and therefore it has been crucial that providers of such learning transition to a more than flexible delivery style, Recently over 1500 teachers have completed a recently designed online version of Thinking while Moving via the MyPL platform bachelor to teachers in NSW".
"I believe all kids have huge potential and as educators and teachers we take to find the central to unlock that potential. For some pupil's movement-based learning is that key ".
Pre-service teachers may hold the key
Schools provide an platonic setting for physical activity interventions to assistance children move more. All the same, for the next phase of Dr Riley'south research instead of targeting current teachers, Dr Riley will focus on pre-service teachers. He is working in partnership with academics from Deakin University in Melbourne to increase cognition about the importance of children in school existence active and sitting less equally part of the Transform Ed study.
Best start needed for Kindergarten students
Dr Riley is besides leading a study to develop an assessment tool for children's foundational movement skills. Dr Riley is currently trialling the playground circuit and associated app that will act as a fourth dimension efficient assessment of children's foundational movement that will be used by classroom teachers using the All-time Beginning digital app. This volition not only act as an cess tool to inform teachers and create summative reports of student capabilities, just the associated playground markings will and then be used equally a stimulus to develop lesson plans and ideas that teachers can implement to amend foundational movement capabilities.
"The NSW Section of Education provides an assessment to ascertain each child's literacy and numeracy skills at school entry to enable the development of advisable learning programs and teaching plans moving forrad. So why should nosotros non do this for students' foundational move as well?" Dr Riley asks.
Think and Move
Riley believes integrating physical activity into core school subjects can improve not only students' health simply their behaviour and their academic performance.
Read more than
Career Summary
Biography
Nick has consistently demonstrated teaching excellence and a commitment to quality didactics and learning across a diverse range of courses at The University of Newcastle. He is a highly valued fellow member of the School of Educational activity, specialising in Principal and Secondary School Health and Physical Education. He has previously been the plan Convenor for Secondary Instruction (PDHPE and Stem) and since the start of 2021 been the Program Convenor for the Available of education Primary Degree.
Nick has won numerous awards for both his teaching at UoN and the dissemination of his research across NSW Public Schools. The DVC(A) Merit Listing for Teaching and Learning Excellence was established in 2018 to recognise exemplary teaching practices and outstanding student outcomes. Nick was an inaugural inductee to this list. The Merit List is adamant by a number of factors including pupil outcomes in i or more courses, as well as consistent affirmations from students regarding the quality of the learning experience.
Research Expertise
Since the completion of his PhD in April 2016, Nick has secured multiple inquiry grants equally Lead Investigator ( to enhance the evidence base for both the concrete, academic and cognitive benefits of schoolhouse-based concrete activity. Building on the success of his PhD he has designed evidence-based professional learning workshops (Thinking while Moving in Maths and English) and online resource for dissemination across department public schools. During 2016-2020, he has also presented 32 Professional NESA accredited workshops across regional and metropolitan NSW, for teachers (n=682) from public schools (n=382). He has recruited and trained 7 teachers to deed as facilitators across all NSW regions for TWM and teachers are trained at the NESA highly accomplished level. This level of 'noesis translation' is difficult to achieve and highlights the novelty and substantial impact of his current research in Australian schools. The Department of Education promote Thinking While Moving as a recommended strategy for all department schools to meet the mandatory school concrete activity policy requirements, and they accept provided the online platform for all teachers to admission the resource he has have created. ( https://app.education.nsw.gov.au/sport/psc/Resources) Nick's near recent research is looking at the issue of cognitively demanding physical activity inside Secondary schoolhouse Mathematics lessons.
Teaching Expertise
Secondary and Master School Health and Concrete Educational activity.
Nick currently teaches /coordinates/ lectures on a variety of Secondary and Chief schoolhouse HPE courses at the Academy.
Course Coordinator for EDUC2747, EDUC6747, EDUC 2058, EDUC1014, EDIC4016, EDUC1058
Qualifications
- Doctor of Philosophy, University of Newcastle
- Bachelor of Scientific discipline (Honours), Lancaster University - England
- Certificate in Education, University of Liverpool - UK
- Document Iii in Information Technology, University of Central Lancashire
Keywords
- Cognitively engaging concrete activity
- Health and Physical Teaching
- Motility-based Learning
- PDHPE
- Physical Action
- Primary School
- Sedentary Behaviour
- Student engagement
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 390111 | Physical education and development curriculum and didactics | 60 |
| 390304 | Primary instruction | 20 |
| 390307 | Teacher education and professional development of educators | 20 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Senior Lecturer | Academy of Newcastle School of Education Australia |
Academic appointment
| Dates | Championship | Organisation / Section |
|---|---|---|
| 1/2/2010 - 31/12/2018 | Lecturer | Faculty of Pedagogy and Arts, The Academy of Newcastle, Australia Australia |
| 10/1/2008 - i/1/2010 | Casual Bookish | Faculty of Educational activity and Arts, Academy of Newcastle School of Education Australia |
Professional person appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/9/2001 - 1/12/2007 | Teacher Adviser | Lancashire Education Authority U.k. |
Awards
Laurels
| Twelvemonth | Accolade |
|---|---|
| 2021 | College Excellence award for Customs Engagement (Team) College of Human and Social Futures | University of Newcastle |
| 2019 | DVC (A) Merit List for Teaching Excellence Office of the DVC (A), The University of Newcastle, Australia |
Recognition
| Yr | Laurels |
|---|---|
| 2018 | FEDUA Dean's Excellence Award for Collaboration Kinesthesia of Pedagogy and Arts |
| 2016 | 2016 Faculty of Educaion and Arts Award for Excellence Kinesthesia of Education and Arts, University of Newcastle |
| 2011 | Vice Chancellors award for instruction excellence University of Newcastle |
Enquiry Award
| Year | Award |
|---|---|
| 2020 | 2020 Kinesthesia of Education and Arts Early Career Research Honor Recipient Faculty of Educational activity and Arts, Academy of Newcastle |
| 2019 | ECR Scholarship Award Office of DVC (Research and Innovation), University of Newcastle, Commonwealth of australia |
| 2018 | PRC Innovation Award Priority Enquiry Centre for Physical Acivity and Diet |
| 2017 | PRC Physical Activity and Nutrition Innovation Award 2017 Priority Enquiry Centre for Physical Acivity and Nutrition |
Education Award
| Twelvemonth | Award |
|---|---|
| 2020 | 2020 Kinesthesia of Pedagogy and Arts Pedagogy Excellence Award Faculty of Education and Arts, The University of Newcastle, Commonwealth of australia |
Invitations
Keynote Speaker
| Year | Title / Rationale |
|---|---|
| 2014 | Myuna Bay Organisation: Sport and Recreation Annual Conference Clarification: Integrating Maths in Ourdoor Education Centres |
| 2013 | ACHPER Organisation: Academic Performance and physical Activity Description: ACHPER Regional Conferences March Western Sydney. July- Fundamental Coast Sept- Mid Noth Coast Coffs Harbour |
Edit
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Affiliate (1 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2018 | Lloyd A, Eather Due north, Riley N, 'Physical Instruction and Numeracy', Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, Springer, Singapore 341-372 (2018) [B1]
|
Periodical article (23 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2022 | de Vlieger NM, Sainsbury L, Smith SP, Riley N, Miller A, Collins CE, Bucher T, 'Feasibility and acceptability of vitavillage : A serious game for nutrition teaching', Nutrients, fourteen (2022) Computer games take previously been used to improve nutrition knowledge in children. This paper describes the acceptability and feasibility of a serious game, ¿VitaVillage¿, for i... [more] Computer games have previously been used to better nutrition knowledge in children. This paper describes the acceptability and feasibility of a serious game, ¿VitaVillage¿, for improving child nutrition knowledge. VitaVillage is a farming-style game in which the actor undertakes quests and completes questions aimed at increasing several aspects of diet and healthy eating knowledge. Children aged ix¿12 years in 2 master schools (command vs. intervention) completed a nutrition cognition questionnaire at baseline (T1) and later on 1 week (T2). Participants at the intervention school (n = 75) played VitaVillage for 20 minutes on two occasions. Control participants (n = 94) received no nutrition education. Likeability question scores and written feedback from intervention participants was reported qualitatively. Paired sample t-tests were used to compare T1 and T2 nutrition knowledge changes between control and intervention participants. Engagement with VitaVillage improved children¿s overall nutrition knowledge (Hateful increment of two.25 points between T1 and T2, Standard Departure (SD) half-dozen.31, p = 0.035) compared to controls. The game was liked overall (hateful score 77 (SD 24.half-dozen) on calibration of 0¿100) and positive feedback was given. Results indicate that VitaVillage has the potential to be successful as a nutrition teaching tool. In the future, VitaVillage¿s content and gameplay will be revised, extended and evaluated for its long-term impact on eating behaviour and cognition changes.
| ||||||||||
| 2022 | Robinson K, Lubans D, Mavilidi M, Hillman C, Benzing V, Valkenborghs Southward, Barker D, 'Effects of Classroom-Based Resistance Preparation With and Without Cognitive Grooming on Adolescents Cognitive Function, On-job Behavior, and Muscular Fitness', Frontiers in Psychology, (2022)
| ||||||||||
| 2021 | Riley North, Mavilidi M, Kennedy Southward, Morgan P, Lubans D, 'Dissemination of Thinking while Moving in Maths: Implementation Barriers and Facilitators', Translational Journal of the American College of Sports Medicine, vi 1-12 (2021) [C1]
| ||||||||||
| 2021 | Burt LD, Riley Due north, Parkes RJ, Eather N, 'The Boot-Smart Program: A Randomised Feasibility Trial Evaluating the Feasibility and Efficacy of a Master-School Based Martial Arts Program Integrating Mathematics, Physical Fitness and Well-Being', Periodical of Instruction and Preparation Studies, ix 47-57 (2021) [C1]
| ||||||||||
| 2021 | Riley N, Mavilidi M, Kennedy S, Morgan P, Lubans D, 'Dissemination of Thinking while Moving in Maths: Implementation Barriers and Facilitators', Translational Journal of the American College of Sports Medicine, 6 1-12 (2021) [C1]
| ||||||||||
| 2020 | Eather North, Babic One thousand, Riley N, Harris North, Jung M, Jeffs Yard, et al., 'Integrating high-intensity interval grooming into the workplace: The Work-HIIT pilot RCT', Scandinavian Journal of Medicine and Scientific discipline in Sports, 30 2445-2455 (2020) [C1] The purpose of this written report was to assess the feasibility and preliminary efficacy of a loftier-intensity interval training (HIIT) intervention integrated into the workplace on physica... [more] The purpose of this written report was to assess the feasibility and preliminary efficacy of a high-intensity interval preparation (HIIT) intervention integrated into the workplace on physical and mental health outcomes in a sample of adults. The Piece of work-HIIT intervention was evaluated at the Academy of Newcastle (March-July 2019). University employees (18+¿years) who self-identified as predominantly sedentary at piece of work (n¿=¿47, 43.0¿±¿10.7¿years; 41 female) were recruited, screened, and randomized afterward baseline assessments into Work-HIIT (due north¿=¿24) or await-list control (north¿=¿23) conditions. Participants were asked to attend two-3 researcher-facilitated HIIT sessions/week (weeks 1-8). Sessions included a ii-infinitesimal gross-motor warm-upward, followed past various combinations of aerobic and muscular fettle exercises lasting viii¿minutes (using thirty:30¿2nd piece of work: rest intervals). Programme feasibility was assessed using measures of satisfaction, compliance, adherence, allegiance, and retention. Physiological and psychological outcomes were measured at baseline and 9¿weeks. Feasibility information were investigated using descriptive statistics and efficacy outcomes determined using linear mixed models and Cohen's d event sizes. Participant ratings showed high levels of satisfaction (iv.six/5); 71% of participants attended =2 sessions/wk and averaged 85.9% HRmax beyond all sessions (including rest and work intervals). Small-to-medium positive effects resulted for cardiorespiratory fitness [+ii.9 laps, 95% CI (-4.nineteen-x.14); d¿=¿0.34] and work productivity [+0.26, d¿=¿0.47]. Large positive effects resulted for muscular fettle [push-ups +iii.5, d¿=¿0.95; standing bound +10.ane¿cm, d¿=¿ane.12]; HIIT self-efficacy [+sixteen.53, d¿=¿one.57]; sleep [weekday +0.76¿hours, d¿=¿1.05]; and democratic motivation [+0.23, d¿=¿0.76]. This study supports the feasibility and preliminary efficacy of facilitator-led Piece of work-HIIT as a time-efficient, enjoyable, and convenient workplace practice choice for adults.
| ||||||||||
| 2020 | Mavilidi MF, Lubans DR, Miller A, Eather N, Morgan PJ, Lonsdale C, et al., 'Bear on of the Thinking while Moving in English intervention on primary school children due south academic outcomes and physical action: A cluster randomised controlled trial', International Journal of Educational Enquiry, 102 101592-101592 (2020) [C1]
| ||||||||||
| 2020 | Mavilidi MF, Bricklayer C, Leahy AA, Kennedy SG, Eather Due north, Hillman CH, et al., 'Event of a Fourth dimension-Efficient Physical Activity Intervention on Senior School Students' On-Task Behaviour and Subjective Vitality: the 'Burn down two Larn' Cluster Randomised Controlled Trial', EDUCATIONAL PSYCHOLOGY REVIEW, 33 299-323 (2020) [C1]
| ||||||||||
| 2020 | Mavilidi MF, Drew R, Morgan PJ, Lubans DR, Schmidt Thousand, Riley N, 'Effects of different types of classroom concrete activity breaks on children s on-chore behaviour, bookish achievement and cognition', Acta Paediatrica, International Journal of Paediatrics, 109 158-165 (2020) [C1] Aim: This report examined the effects of different types of classroom physical activity breaks on children¿s on-chore behaviour, academic achievement and knowledge. Methods: Partici... [more] Aim: This written report examined the effects of dissimilar types of classroom physical activity breaks on children¿south on-task behaviour, academic accomplishment and cognition. Methods: Participants were 87 Australian primary school students (mean age 9.eleven¿±¿0.62¿years), recruited from one school. Three classes were randomly assigned either to activity breaks only (n¿=¿29), activity breaks and mathematics combined (n¿=¿29), or control conditions involving only mathematical content (n¿=¿29). Students were engaged in five minutes of classroom physical activity breaks, three times per week, for iv weeks (divided into two minutes at the beginning of the usual mathematics curriculum lesson and 3 minutes in the heart of the lesson). Assessments were conducted at baseline and post-examination. Results: Meaning grouping-past-fourth dimension effects were found for on-chore behaviour (agile date: activity breaks and mathematics combined versus control, p¿=¿0.001; activity breaks versus control, p¿=¿0.001; action breaks and mathematics combined versus activeness breaks, p¿=¿0.037; passive engagement: activity breaks and mathematics combined versus command, p¿=¿0.001) and mathematics scores (activity breaks versus control, p¿=¿0.045). Decision: Physical activity breaks with and without integrated mathematics content were effective in improving children¿s on-task behaviour and learning scores.
| ||||||||||
| 2020 | Mavilidi MF, Ouwehand K, Riley Northward, Chandler P, Paas F, 'Effects of an acute physical activity break on test feet and math test performance', International Journal of Environmental Inquiry and Public Health, 17 (2020) [C1] (1) Background: Test feet has been found to negatively affect students¿ mental health and bookish performance. A chief caption for this is that anxiety-related thoughts ... [more than] (1) Background: Examination anxiety has been found to negatively affect students¿ mental health and academic performance. A main explanation for this is that feet-related thoughts occupy working retentiveness resources during testing that cannot be used for examination-related processes (such as information retrieval and problem-solving). The present intervention written report investigated whether concrete action could decrease anxiety levels and improve maths test performance in sixth-class children. (two) Methods: Sixty-eight children of 11¿12 years from two principal schools in New Southward Wales, Australia were categorised as low or high anxious from their scores on a trait-anxiety questionnaire. After this assessment, they were randomly assigned to the action interruption status, in which they had to do several concrete activities of moderate intensity (i.e., star jumps) for 10 min, or the command condition, in which they played a vocabulary game for 10 min. The outcome measures were children¿s anxiety levels at the beginning, during, and at the end of the exam, invested mental try, perceived job difficulty and maths test performance. (three) Results: Results showed that regardless of the condition, low anxious students performed better on the maths exam than high anxious children. No differences were institute for any of the variables between the activity suspension condition and the control condition. (4) Conclusions: Although test anxiety was not reduced as expected, this study showed that short physical activity breaks can exist used earlier examinations without impeding academic functioning.
| ||||||||||
| 2020 | de Vlieger N, van Rossum J, Riley N, Miller A, Collins C, Bucher T, 'Nutrition Education in the Australian New South Wales Chief Schoolhouse Curriculum: Knowledge and Attitudes of Students and Parents.', Children, 7 (2020) [C1]
| ||||||||||
| 2019 | Eather Due north, Riley N, Miller A, Imig Southward, 'Evaluating the Affect of Two Dialogical Feedback Methods for Improving Pre-Service Instructor'south Perceived Conviction and Competence to Teach Physical Education Within Accurate Learning Environments', Journal of Didactics and Training Studies, vii 32-46 (2019) [C1]
| ||||||||||
| 2019 | Smith JJ, Eather N, Weaver RG, Riley North, Beets MW, Lubans DR, 'Behavioral Correlates of Muscular Fitness in Children and Adolescents: A Systematic Review', SPORTS MEDICINE, 49 887-904 (2019) [C1]
| ||||||||||
| 2019 | Eather Due north, Riley Due north, Miller A, Smith V, Poole A, Vincze L, et al., 'Efficacy and feasibility of HIIT training for university students: The Uni-HIIT RCT', Periodical of Science and Medicine in Sport, 22 596-601 (2019) [C1]
| ||||||||||
| 2019 | de Vlieger N, Riley N, Miller A, Collins CE, Bucher T, 'Diet teaching in the Australian New Southward Wales primary school curriculum: An exploration of fourth dimension allocation, translation and attitudes in a sample of teachers', Wellness Promotion Journal of Australia, thirty 94-101 (2019) [C1] Issue addressed: The dietary intakes of Australian children are not optimal, with few coming together recommended vegetable and fruit intake targets. Nutrition education in childhood is i... [more] Outcome addressed: The dietary intakes of Australian children are non optimal, with few meeting recommended vegetable and fruit intake targets. Diet didactics in babyhood is important for developing good for you eating patterns, with schools an ideal setting for a broad reach. The aims of this report were to examine nutrition education within the NSW primary school syllabus, explore how much fourth dimension teachers spend teaching diet, what is taught, what materials are used, and to identify attitudes towards diet education. Method: An online survey consisting of 29 closed questions (with options for comments) was specifically adult for the purpose of this study. Teachers currently teaching at a NSW principal schoolhouse were eligible to participate. Results: A total of 33 NSW primary schoolhouse teachers completed the survey. Results indicate that limited time is spent on teaching nutrition with some of import diet didactics components currently missed, resources perceived to be inadequate and lack of time reported as the largest bulwark to teaching nutrition. Conclusion: In social club to ameliorate the quality of diet education in NSW primary schools, several important topics need to be integrated into the curriculum, and fourth dimension constraints of teachers should be taken into account. And so what?: Findings from the current survey volition inform the evolution of time to come nutrition education programs and resources with the aim of integrating nutrition instruction within the primary schoolhouse curriculum.
| ||||||||||
| 2018 | Mavilidi MF, Lubans DR, Eather N, Morgan PJ, Riley N, 'Preliminary Efficacy and Feasibility of the "Thinking While Moving in English": A Programme with Integrated Concrete Activeness into the Main School English Lessons.', Children (Basel, Switzerland), v 1-13 (2018) [C1]
| ||||||||||
| 2017 | Riley N, Lubans D, Holmes Grand, Gore JM, Hansen V, Morgan P, 'Motion-based mathematics: Enjoyment and engagement without compromising learning through the Easy Minds program', Eurasia Journal of Mathematics, Science and Technology Education, 13 1653-1673 (2017) [C1]
| ||||||||||
| 2017 | Eather N, Riley North, Miller D, Jones B, 'Evaluating the effectiveness of using peer-dialogue assessment (PDA) for improving pre-service teachers' perceived conviction and competence to teach physical education', Australian Journal of Teacher Educational activity, 42 69-83 (2017) [C1] Developing effective methods for improving student learning in higher education is a priority. Recent findings accept shown that feedback on student work can effectively facilitate ... [more] Developing constructive methods for improving student learning in higher educational activity is a priority. Recent findings take shown that feedback on student work can effectively facilitate learning if students are engaged equally agile participants in the feedback cycle, where they seek, generate and use feedback in the form of dialogue. This novel study investigates the utilise of peer dialogue cess every bit an assessment for learning tool used in an existing undergraduate concrete education course. Our findings demonstrate that when thirty six undergraduate physical educational activity students were provided with teaching and practice using peer dialogue assessment later sequent teaching performances, they exhibit significant improvements in perceived pedagogy conviction and competence, and didactics self-efficacy. Process evaluation results implying thatembedding peer dialogue assessment in higher education courses may be a viable approach for facilitating learning, and that students were satisfied with using peer dialogue as a feedback method for improving teaching practices.
| ||||||||||
| 2016 | Riley N, Lubans DR, Holmes Grand, Morgan PJ, 'Findings from the Easy minds cluster randomized controlled trial: Evaluation of a physical activity integration program for mathematics in master schools', Journal of Concrete Activeness and Health, 13 198-206 (2016) [C1] To evaluate the affect of a primary school-based concrete activeness (PA) integration program delivered by teachers on objectively measured PA and fundamental educational outcomes. Methods:... [more] To evaluate the bear on of a main schoolhouse-based physical action (PA) integration program delivered past teachers on objectively measured PA and cardinal educational outcomes. Methods: Ten classes from 8 Australian public schools were randomly allocated to treatment weather. Teachers from the intervention group were taught to embed movement-based learning in their students' (n = 142) daily mathematics program in 3 lessons per week for 6 weeks. The command group (due north = 98) continued its regular mathematics plan. The master result was accelerometer-determined PA across the school day. Linear mixed models were used to clarify treatment effects. Results: Pregnant intervention effects were institute for PA beyond the school day (adapted mean divergence 103 counts per minute [CPM], 95% confidence interval [CI], 36.5-169.7, P =.008). Intervention effects were also found for PA (168 CPM, 95% CI, 90.ane-247.4, P =.008) and moderate-to-vigorous PA (2.6%, 95% CI, 0.ix-4.4, P =.009) in mathematics lessons, sedentary time across the school solar day (-3.5%, 95% CI,-7.0 to-0.13, P =.044) and during mathematics (-eight.2%, CI,-13.0 to-2.0, P =.010) and on-job beliefs (thirteen.eight%, 95% CI, four.0-23.6, P =.011)-but not for mathematics operation or attitude. Conclusion: Integrating movement across the master mathematics syllabus is feasible and efficacious.
| ||||||||||
| 2015 | Riley N, Lubans DR, Morgan PJ, Young One thousand, 'Outcomes and process evaluation of a plan integrating physical activity into the primary school mathematics curriculum: The EASY Minds pilot randomised controlled trial', JOURNAL OF SCIENCE AND MEDICINE IN SPORT, xviii 656-661 (2015) [C1]
| ||||||||||
| 2014 | Riley N, Lubans DR, Holmes K, Morgan PJ, 'Rationale and report protocol of the Like shooting fish in a barrel Minds (Encouraging Activity to Stimulate Young Minds) program: cluster randomized controlled trial of a main school-based physical activity integration program for mathematics.', BMC Public Health, fourteen 816 (2014) [C3]
| ||||||||||
| 2011 | Lubans DR, Morgan PJ, Callister R, Plotnikoff RC, Eather N, Riley N, Smith CJ, 'Test-retest reliability of a battery of field-based health-related fettle measures for adolescents', Journal of Sports Sciences, 29 685-693 (2011) [C1]
| ||||||||||
| Show 20 more journal articles | |||||||||||
Conference (5 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2020 | De Vlieger N, Riley N, Miller A, Collins C, Bucher T, 'Development and Reliability Testing of a Nutrition Knowledge Questionnaire for Australian Children (CNK-AU)', SNEB.org (2020)
| ||||
| 2012 | Riley N, Morgan PJ, Lubans DR, 'Preliminary findings of the E.A.S.Y. (Encouraging Activity to Stimulate Young) Minds feasibility study: A curriculum-based physical activeness integration program in the chief school', Periodical of Science and Medicine in Sport, Sydney, Australia (2012) [E3]
| ||||
| 2011 | Riley N, Morgan PJ, Lubans DR, 'Methodology of the Eastward.A.Southward.Y. (Encouraging Activity to Stimulate Young) minds study: evaluation of a curriculum-based concrete activity integration program in the primary school', 2011 Annual Coming together of the International Guild for Behavioral Nutrition and Physical Activity (ISBNPA) eProceedings, Melbourne, VIC (2011) [E3]
| ||||
| 2010 | Riley N, Morgan PJ, Lubans DR, 'Rationale and intervention description of a primary school-based program to integrate concrete activeness beyond the curriculum and engage children in move-based learning', Obesity Research and Clinical Practice, Sydney, NSW (2010) [E3]
| ||||
| 2009 | Riley Due north, 'Rationale and intervention description of a primary school-based program to integrate physical action beyond the curriculum and engage parents in motility-based learning at home', Journal of Science and Medicine in Sport, Brisbane, QLD (2009) [E3] | ||||
| Show 2 more conferences | |||||
Edit
Grants and Funding
Summary
| Number of grants | 20 |
|---|---|
| Total funding | $997,806 |
Click on a grant title beneath to aggrandize the full details for that specific grant.
2022ane grants / $100,000
2022 CHSF Cash Contribution to Centre for Active Living and Learning$100,000
Funding trunk: College of Human and Social Futures | University of Newcastle
| Funding body | College of Homo and Social Futures | University of Newcastle |
|---|---|
| Projection Squad | Prof Ron Plotnikoff (lead), Prof David Lubans, Prof Philip Morgan, A/Prof Narelle Eather, Dr Jordan Smith, Dr Nick Riley |
| Scheme | CHSF |
| Role | Investigator |
| Funding Start | 2022 |
| Funding Cease | 2022 |
| GNo | |
| Blazon Of Funding | Internal |
| Category | INTE |
| UON | N |
2021v grants / $147,263
2021 College matching funding for UON Prc scheme - Priority Enquiry Centre for Concrete Activity and Nutrition$100,000
Funding trunk: Higher of Human and Social Futures, University of Newcastle
| Funding body | College of Human and Social Futures, University of Newcastle |
|---|---|
| Project Team | Professor Ron Plotnikoff (Director); A/Professor Narelle Eather; Professor David Lubans; Professor Philip Morgan (Deputy Managing director); Dr Nick Riley |
| Scheme | 2021 College matching funding for UON Mainland china scheme |
| Office | Investigator |
| Funding Commencement | 2021 |
| Funding Finish | 2021 |
| GNo | |
| Blazon Of Funding | Internal |
| Category | INTE |
| UON | N |
Best Start- cosmos of an APP to mensurate Primal movement Skills$22,863
Funding body: NSW Department of Teaching
Thinking While Moving- Dissemination and creation of online learning Modules$12,000
Funding torso: NSW Department of Education
Musculus Movers$x,000
Funding body: National Eye Foundation of Australia
Research Output Scheme Funding$2,400
Funding body: College of Human and Social Futures, University of Newcastle
| Funding body | College of Human and Social Futures, University of Newcastle |
|---|---|
| Scheme | 2021 CHSF Research Output Scheme |
| Role | Pb |
| Funding Kickoff | 2021 |
| Funding Finish | 2021 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Northward |
2020ii grants / $102,441
2020 Kinesthesia matching funding for UON PRC Scheme - Priority Research Centre in Physical Action and Diet$100,000
Funding torso: Kinesthesia of Education and Arts, University of Newcastle
| Funding body | Faculty of Pedagogy and Arts, University of Newcastle |
|---|---|
| Project Squad | Prof Ron Plotnikoff (Director); Prof Philip Morgan (Co-Deputy Director); Dr Alyce Barnes; Dr Narelle Eather; Prof David Lubans; Dr Nick Riley; Dr Hashemite kingdom of jordan Smith. |
| Scheme | 2020 Faculty matching funding for UON People's republic of china scheme |
| Role | Investigator |
| Funding Commencement | 2020 |
| Funding Stop | 2020 |
| GNo | |
| Blazon Of Funding | Internal |
| Category | INTE |
| UON | North |
PRCPAN "Inquiry Booster" scheme.$2,441
Funding body: PRCPAN
| Funding body | PRCPAN |
|---|---|
| Project Squad | Nicholas Riley |
| Scheme | PRCPAN |
| Office | Atomic number 82 |
| Funding Kickoff | 2020 |
| Funding Finish | 2020 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20193 grants / $145,750
Faculty matching funding for UON PRC Scheme - Priority Research Centre in Concrete Activity and Nutrition$100,000
Funding trunk: Faculty of Instruction and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, Academy of Newcastle |
|---|---|
| Project Team | Professor Ron Plotnikoff (Manager); Professor Philip Morgan (Co-Deputy Managing director); Dr Alyce Barnes; Dr Narelle Eather; Professor David Lubans; Dr Nick Riley; Dr Jordan Smith; Dr Myles Young. |
| Scheme | Kinesthesia funding |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2019 |
| GNo | |
| Blazon Of Funding | Internal |
| Category | INTE |
| UON | N |
20183 grants / $148,364
Faculty matching funding for UON Red china Scheme - Priority Research Heart in Concrete Activity and Nutrition$100,000
Funding body: Faculty of Instruction and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Project Squad | Professor David Lubans; Professor Phil Morgan (Co-Deputy Managing director); Professor Ron Plotnikoff (Director); Dr Alyce Barnes; Dr Narelle Eather; Dr Nick Riley; Dr Jordan Smith; Dr Myles Young. |
| Scheme | Faculty funding |
| Function | Investigator |
| Funding Kickoff | 2018 |
| Funding Finish | 2018 |
| GNo | |
| Blazon Of Funding | Internal |
| Category | INTE |
| UON | Due north |
Evaluation and broadcasting of TWM using the RE-AIM framework$46,364
Funding body: NSW Department of Teaching
| Funding body | NSW Department of Education |
|---|---|
| Project Squad | Doctor Nick Riley, Physician Myrto Mavilidi, Professor David Lubans, Professor Philip Morgan |
| Scheme | NSW Schoolhouse Support Unit |
| Office | Lead |
| Funding Start | 2018 |
| Funding Finish | 2019 |
| GNo | G1800815 |
| Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
| Category | 2400 |
| UON | Y |
AISEP World Congress, Edinburgh, 25-28 July 2018$ii,000
Funding trunk: Kinesthesia of Education and Arts, University of Newcastle
| Funding torso | Faculty of Education and Arts, Academy of Newcastle |
|---|---|
| Scheme | FEDUA Briefing Travel Grant |
| Role | Lead |
| Funding First | 2018 |
| Funding Finish | 2018 |
| GNo | |
| Blazon Of Funding | Internal |
| Category | INTE |
| UON | N |
20174 grants / $229,420
Evaluating the effectiveness of using Peer-Dialogue Assessment (PDA) for improving instructor conviction and competence within undergraduate Chief's teacher educational activity programs$fourteen,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Dr Narelle Eather; Dr Nicholas Riley; Dr Scott Imig |
| Scheme | FEDUA Strategic Networks and Airplane pilot Projects (SNaPP) |
| Role | Investigator |
| Funding Start | 2017 |
| Funding Terminate | 2017 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Northward |
HMRI Equipment Grant$8,820
Funding torso: NSW Ministry building of Wellness
The Physical Literacy Plan - evaluation of student outcomes$6,600
Funding trunk: International Football game School
2016one grants / $lxx,000
Thinking while Moving (Like shooting fish in a barrel Minds)$70,000
Funding torso: Department of Teaching
20121 grants / $54,568
Thinking while moving: Development of a curriculum-based physical activity integration program in the principal school$54,568
Funding body: NSW Section of Education and Communities
| Funding trunk | NSW Section of Education and Communities |
|---|---|
| Project Team | Professor Philip Morgan, Professor David Lubans, Doctor Nick Riley, Associate Professor Kathryn Holmes |
| Scheme | Research Grant |
| Role | Investigator |
| Funding Starting time | 2012 |
| Funding End | 2013 |
| GNo | G1201201 |
| Type Of Funding | Other Public Sector - State |
| Category | 2OPS |
| UON | Y |
Edit
Research Supervision
Number of supervisions
Completed five
Current iv
Current Supervision
| Commenced | Level of Study | Research Championship | Plan | Supervisor Blazon |
|---|---|---|---|---|
| 2021 | Masters | Is the Remainder Correct? A Critical Analysis of How 'Soft Skills' and Emotional Competencies Nowadays in Initial Teacher Education Programs in Gild to Prepare Classroom Gear up and Life Ready Teacher Education Students Upon Graduation | M Philosophy (Education), College of Man and Social Futures, The University of Newcastle | Primary Supervisor |
| 2020 | Masters | Comparison the Utility and Effectiveness of Three Distinct Pedagogical Approaches for Developing Key Motility Skills (FMS) In Children; Bothmer Gymnastics, Linear, and a Games Centred Approach (GCA) for Fundamental Movement Skill Conquering and Improving Cognitive Outcomes in Children | M Philosophy (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2019 | PhD | Investigating the Impact of Cognitively Enervating Physical Activity Breaks in Secondary Schoolhouse Mathematics Lessons: An Efficacy and Feasibility Trial | PhD (Education), College of Human and Social Futures, The University of Newcastle | Main Supervisor |
| 2018 | PhD | An Investigation into the Teaching & Learning of Martial Arts | PhD (Education), Higher of Human being and Social Futures, The University of Newcastle | Co-Supervisor |
Past Supervision
| Yr | Level of Study | Enquiry Championship | Program | Supervisor Type |
|---|---|---|---|---|
| 2021 | Honours | The feasibility of fourth dimension efficient muscular strengthening curriculum breaks on adolescents muscular fitness and on task behaviour | Educational activity, School of Instruction, The University of Newcastle | Chief Supervisor |
| 2020 | PhD | Diet Pedagogy and Assessment Methods for Children: an Investigation of Methods, Current Nutrition Instruction Practices and Opportunities in Australian Master Schools | PhD (Nutrition & Dietetics), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
| 2018 | Honours | Examining the Effects of Integrating Physical Action into English language Lessons in the 'Thinking While Moving in English' Study on On-Task Behaviour and Academic Achievement | Teaching, Faculty of Education and Arts, The University of Newcastle, Commonwealth of australia | Co-Supervisor |
| 2018 | Honours | Thinking While Moving in English: a school-based physical action intervention to enhance learning and health outcomes in the primary schoolhouse | Instruction, Faculty of Pedagogy and Arts, The University of Newcastle, Commonwealth of australia | Co-Supervisor |
| 2017 | Honours | Uni-HIIT: Evaluating the impact of Loftier Intensity Interval Training (HIIT) on the concrete fettle, cognitive office and psychological health of young adults' in university settings | Educational activity, Academy of Newcastle Faculty of Education and Arts | Co-Supervisor |
Edit
News
Dr Nick Riley
Position
Senior Lecturer
School of Didactics
College of Homo and Social Futures
Focus area
Education
Edit
Source: https://www.newcastle.edu.au/profile/nicholas-riley
0 Response to "How to Make 100000 a Year Running a Martial Arts School by David Miller"
Post a Comment