Prof Lisa Barnett
Passion for hiking and nature. Getting kids active through building motor competence and physical literacy
- Reposted by Prof Lisa BarnettNew accepted paper by Leonel Reis, @lisabarnettphd.bsky.social et al. Authors translated the Pictorial Scale of Perceived Water Competence into 🇵🇹 & validated with 120 children Results: ✅ high skill familiarity ✅ strong sequencing ⚠️ lower scores for inexperienced kids. PSPWC is a well-adapted tool.
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- Reposted by Prof Lisa BarnettNew study by Natalie Lander from @deakinuniversity.bsky.social 🇦🇺, with colleagues including @lisabarnettphd.bsky.social, who developed a deep learning model to assess motor competence in children. The model reached 83% accuracy & is accessible for practitioners via a user-friendly web platform.
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- Reposted by Prof Lisa BarnettOriginal Research 🔍 Physical literacy - motivation, confidence, competence and knowledge - is essential to children’s health. This study validates the #PL-C Quest to assess physical literacy in English primary school children and support interventions. 👉 zurl.co/uJdCH
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- Reposted by Prof Lisa Barnett
@lisabarnettphd.bsky.social’s senior lecture @NASPSPA ‘25. A short overview of an impressive career with some valuable career lessons. - Reposted by Prof Lisa BarnettShare your latest research, transformative programs, and policy-shaping initiatives at ASPA 2025 in Newcastle, Australia! Submit your abstract by 30 June: aspactivity.org/conference-2... #ASPA2025 #physicalactivity #research #policy #innovation
- Reposted by Prof Lisa BarnettThrilled to be given the opportunity to present my work at #ISNBPA2025 It's inspiring to see so many amazing people doing such important work
- We are looking for motivated PHD students to join our team! Excellent opportunity between @Deakin and @covcampus @DeakinIPAN www.deakin.edu.au/study/fees-a...
- Reposted by Prof Lisa BarnettNew accepted paper by Samantha Snow from @deakinuniversity.bsky.social 🇦🇺 with T. Brown, @lisabarnettphd.bsky.social, and N. Lander who explored primary PE teachers’ MC assessment practices finding that valued, evidence-based tools were underused, indicating a need for teacher-informed solutions
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