Dr Natalie Lander

Development of a self-report scale to assess children's perceived physical literacy

L Barnett, E Mazzoli, M Hawkins, N Lander, D Lubans, S Caldwell, P Comis, R Keegan, J Cairney, D Dudley, R Stewart, G Long, N Schranz, T Brown, J Salmon

(2022), Vol. 27, pp. 91-116, Physical Education and Sport Pedagogy, C1

Teacher perspectives of online continuing professional development in physical education

N Lander, S Lewis, D Nahavandi, K Amsbury, L Barnett

(2022), Vol. 27, pp. 434-448, Sport, Education and Society, C1

How Do Physical Activity and Sedentary Behaviour Affect Motor Competence in Children with Autism Spectrum Disorder Compared to Typically Developing Children: A Pilot Study

S Thomas, L Barnett, N Papadopoulos, N Lander, J McGillivray, N Rinehart

(2022), Vol. 52, pp. 3443-3455, Journal of Autism and Developmental Disorders, United States, C1

Canadian Agility Movement Skill Assessment (CAMSA) in a Spanish Context: Evidences of Reliability and Validity

C Menescardi, I Villarrasa-Sapiña, N Lander, I Estevan

(2022), pp. 1-11, Measurement in Physical Education and Exercise Science, London, Eng., C1

Exploring Australian teachers' perceptions of physical literacy: a mixed-methods study

I Essiet, E Warner, N Lander, J Salmon, M Duncan, E Eyre, L Barnett

(2022), pp. 1-20, Physical Education and Sport Pedagogy, London, Eng., C1

Perceptions and practices of fundamental movement skills in grassroots soccer coaches

M Duncan, A Weldon, L Barnett, N Lander

(2022), pp. 1-11, International Journal of Sports Science and Coaching, London, Eng., C1

Reliability and validity of the PL-C Quest, a scale designed to assess children's self-reported physical literacy

Lisa Barnett, Emiliano Mazzoli, Steven Bowe, Natalie Lander, Jo Salmon

(2022), Vol. 60, pp. 1-12, Psychology of Sport and Exercise, Amsterdam, The Netherlands, C1

"All the fun stuff, the teachers say, 'that's dangerous!'" Hearing from children on safety and risk in active play in schools: a systematic review

A Jerebine, K Fitton-Davies, N Lander, E Eyre, M Duncan, L Barnett

(2022), Vol. 19, pp. 1-25, International Journal of Behavioral Nutrition and Physical Activity, London, Eng., C1

Accuracy vs. Practicality of Inertial Measurement Unit Sensors to Evaluate Motor Competence in Children

N Lander, D Nahavandi, N Toomey, L Barnett, S Mohamed

(2022), Vol. 4, Frontiers in Sports and Active Living, C1

"Children are precious cargo; we don't let them take any risks!": Hearing from adults on safety and risk in children's active play in schools: a systematic review

Alethea Jerebine, Katie Fitton-Davies, Natalie Lander, Emma Eyre, Michael Duncan, Lisa Barnett

(2022), Vol. 19, pp. 1-22, International Journal of Behavioral Nutrition and Physical Activity, London, Eng., C1

Rationalizing teacher roles in developing and assessing physical literacy in children

I Essiet, J Salmon, N Lander, M Duncan, E Eyre, L Barnett

(2021), Vol. 50, pp. 69-86, Prospects, C1

Using Collective Intelligence to identify barriers to implementing and sustaining effective Fundamental Movement Skill interventions: a rationale and application example

J Ma, M Hogan, E Eyre, N Lander, L Barnett, M Duncan

(2021), Vol. 39, pp. 691-698, Journal of sports sciences, Abingdon, Eng., C1

It's Not Just What You Do but the Way You Do It: A Systematic Review of Process Evaluation of Interventions to Improve Gross Motor Competence

J Ma, N Lander, E Eyre, L Barnett, I Essiet, M Duncan

(2021), Vol. 51, pp. 2547-2569, Sports Medicine, New Zealand, C1

A systematic review of tools designed for teacher proxy-report of children's physical literacy or constituting elements

I Essiet, N Lander, J Salmon, M Duncan, E Eyre, J Ma, L Barnett

(2021), Vol. 18, International Journal of Behavioral Nutrition and Physical Activity, England, C1

Enhancing the implementation and sustainability of fundamental movement skill interventions in the UK and Ireland: lessons from collective intelligence engagement with stakeholders

J Ma, M Hogan, E Eyre, N Lander, L Barnett, M Duncan

(2021), Vol. 18, International Journal of Behavioral Nutrition and Physical Activity, England, C1

Empowering the future generation of teachers to promote optimal academic outcomes through physical activity: Transform-Ed!

S Cassar, N Lander, E Mazzoli, J Salmon, N Symington

(2021), Vol. 24, pp. S10-S10, Journal of Science and Medicine in Sport, C1

Are children with higher self-reported wellbeing and perceived motor competence more physically active? A longitudinal study

E Visser, E Mazzoli, T Hinkley, N Lander, T Utesch, L Barnett

(2020), Vol. 23, pp. 270-275, Journal of Science and Medicine in Sport, Amsterdam, The Netherlands, C1

The stability of perceived motor competence of primary school children from two countries over one year

C van Veen, N Schott, N Lander, M Tietjens, T Hinkley, D Dreiskämper, B Holfelder, T Utesch, L Barnett

(2020), Vol. 24, pp. 74-80, Measurement in physical education and exercise science, London, Eng., C1

Bringing objectivity to motor skill assessment in children

Natalie Lander, Darius Nahavandi, Shady Mohamed, I Essiet, Lisa Barnett

(2020), Vol. 38, pp. 1539-1549, Journal of Sports Sciences, London, Eng., C1

Conceptualising and testing the relationship between actual and perceived motor performance: A cross-cultural comparison in children from Australia and Germany

M Tietjens, L Barnett, D Dreiskämper, B Holfelder, T Utesch, N Lander, T Hinkley, N Schott

(2020), Vol. 38, pp. 1984-1996, Journal of Sports Sciences, England, C1

Validity and reliability evidence for motor competence assessments in children and adolescents: A systematic review

R Hulteen, L Barnett, L True, N Lander, B del Pozo Cruz, C Lonsdale

(2020), Vol. 38, pp. 1717-1798, Journal of Sports Sciences, England, C1

Three-year maintenance of a teacher-led programme targeting motor competence in early adolescent girls

N Lander, J Salmon, P Morgan, N Symington, L Barnett

(2020), Vol. 38, pp. 1886-1896, Journal of sports sciences, Abingdon, Eng., C1

Embedding active pedagogies within pre-service teacher education: Implementation considerations and recommendations

N Lander, E Mazzoli, S Cassar, N Symington, J Salmon

(2020), Vol. 7, Children, Switzerland, C1

Can a teacher-led RCT improve adolescent girls' physical self-perception and perceived motor competence?

N Lander, J Mergen, P Morgan, J Salmon, L Barnett

(2019), Vol. 37, pp. 357-363, Journal of Sports Sciences, England, C1

The feasibility and impact of embedding pedagogical strategies targeting physical activity within undergraduate teacher education: Transform-Ed!

N Lander, H Koorts, E Mazzoli, K Moncrieff, J Salmon

(2019), Vol. 5, Pilot and Feasibility Studies, England, C1

A comparison of parent report and actual motor competence in young children

S Maher, N Schott, N Lander, T Hinkley, L Barnett

(2018), Vol. 65, pp. 387-394, Australian Occupational Therapy Journal, Australia, C1

The relationship between fundamental movement skills and physical self-perception among adolescent girls

V Rogers, L Barnett, N Lander

(2018), Vol. 6, pp. S378-S390, Journal of motor learning and development, Champaign, Ill., C1

Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review

N Lander, N Eather, P Morgan, J Salmon, L Barnett

(2017), Vol. 47, pp. 135-161, Sports Medicine, New Zealand, C1

The reliability and validity of an authentic motor skill assessment tool for early adolescent girls in an Australian school setting

N Lander, P Morgan, J Salmon, S Logan, L Barnett

(2017), Vol. 20, pp. 590-594, Journal of Science and Medicine in Sport, Australia, C1

Physical education teachers' perspectives and experiences when teaching FMS to early adolescent girls

N Lander, L Hanna, H Brown, A Telford, P Morgan, J Salmon, L Barnett

(2017), Vol. 36, pp. 113-118, Journal of teaching in physical education, Champaign, Ill., C1

Improving early-adolescent girls' motor skill: a cluster randomized controlled trial

N Lander, P Morgan, J Salmon, L Barnett

(2017), Vol. 49, pp. 2498-2505, Medicine and science in sports and exercise, Philadelphia, Pa., C1

Teachers perceptions of a Fundamental Movement Skill (FMS) assessment battery in a school setting

N Lander, P Morgan, J Salmon, L Barnett

(2016), Vol. 20, pp. 50-62, Measurement in Physical Education and Exercise Science, C1

Fundamental movement skills: an important focus

L Barnett, D Stodden, K Cohen, J Smith, D Lubans, M Lenoir, S Iivonen, A Miller, A Laukkanen, D Dudley, N Lander, H Brown, P Morgan

(2016), Vol. 35, pp. 219-225, Journal of teaching in physical education, Champaign, Ill., C1

Physical education teacher training in fundamental movement skills makes a difference to instruction and assessment practices

N Lander, L Barnett, H Brown, A Telford

(2015), Vol. 34, pp. 548-556, Journal of Teaching in Physical Education, C1

Validity and reliability of field-based measures for assessing movement skill competency in lifelong physical activities: a systematic review

R Hulteen, N Lander, P Morgan, L Barnett, S Robertson, D Lubans

(2015), Vol. 45, pp. 1443-1454, Sports medicine, Berlin, Germany, C1

Interrater reliability assessment using the Test of Gross Motor Development-2

L Barnett, C Minto, N Lander, L Hardy

(2014), Vol. 17, pp. 667-670, Journal of Science and Medicine in Sport, Amsterdam, Neverlands, C1

Physical education teachers' fundamental movement skill training influences their assessment practices

Natalie Lander, Helen Brown, Amanda Telford, Lisa Barnett

(2014), Vol. 36, pp. S70-S70, Journal of sport and exercise psychology, Champaign, Ill., C1