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Volpato LA, Weber VMR, Lopes WA, Sasaki JE, Romanzini CLP, Ronque ERV, Romanzini M. Associations Between Substitution of Sedentary Behavior Patterns With Physical Activity and Cardiovascular Risk Factors in Adolescents: A 3-Year Longitudinal Study. J Phys Act Health 2024:1-7. [PMID: 39322213 DOI: 10.1123/jpah.2024-0149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2024] [Revised: 06/05/2024] [Accepted: 07/29/2024] [Indexed: 09/27/2024]
Abstract
BACKGROUND Little is known on how the substitution of time spent in sedentary behavior (SB) patterns with time spent in physical activity impacts cardiovascular risk factors during adolescence. The study aimed to investigate how the substitution of time spent in SB and sedentary bouts with time spent in different physical activity intensities was associated with longitudinal changes in cardiovascular risk factors in analyses stratified by sex. METHODS This is a prospective cohort study with a mean follow-up period of 3.2 (±0.34) years, involving 109 (60 girls and 49 boys) Brazilian adolescents. Body mass index, waist circumference, and cardiorespiratory fitness were the cardiovascular risk factors considered. A cardiovascular risk score was calculated. Sedentary bouts, light physical activity (LPA), and moderate to vigorous physical activity (MVPA) were measured by accelerometers. Multivariate linear regression models adopting the isotemporal substitution were used to analyze the association between substitution of 10 minutes per day of sedentary bouts with LPA and MVPA and risk factors. All analyses considered 5% significance levels. RESULTS Substitutions of SB, short and long bouts, with MVPA were associated with higher cardiorespiratory fitness in boys (β = 0.077; 95% confidence interval, 0.001 to 0.55; β = 0.076; 95% confidence interval, 0.003 to 0.154; and β = 0.084; 95% confidence interval, 0.001 to 0.167, respectively). No associations were observed when analyses involved substitution of sedentary bouts with LPA, adiposity, cardiovascular risk score, and girls. CONCLUSIONS Substituting SB bouts with MVPA appears to favorably influence changes of cardiorespiratory fitness in boys during adolescence. Greater benefits appear to occur when longer sedentary bouts are substituted by MVPA.
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Affiliation(s)
- Leonardo Alex Volpato
- Laboratory of Physical Activity and Health, Center of Physical Education and Sports, State University of Londrina-UEL, Londrina, PR, Brazil
| | - Vinícius Muller Reis Weber
- Post-Graduation Program Associated in Physical Education, State University of Maringá/State University of Londrina, State University of Londrina-UEL, Londrina, PR, Brazil
| | - Wendell Arthur Lopes
- Department of Physical Education, Health Sciences Center, State University of Maringá-UEM, Maringá, PR, Brazil
| | - Jeffer Eidi Sasaki
- Department of Sport Sciences, Federal University of Triângulo Mineiro, Uberaba, MG, Brazil
| | - Catiana Leila Possamai Romanzini
- Laboratory of Physical Activity and Health, Center of Physical Education and Sports, State University of Londrina-UEL, Londrina, PR, Brazil
| | - Enio Ricardo Vaz Ronque
- Laboratory of Physical Activity and Health, Center of Physical Education and Sports, State University of Londrina-UEL, Londrina, PR, Brazil
| | - Marcelo Romanzini
- Laboratory of Physical Activity and Health, Center of Physical Education and Sports, State University of Londrina-UEL, Londrina, PR, Brazil
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Scoppolini Massini M, Pinelli E, Masini A, Zinno R, Dallolio L, Bragonzoni L. Workplace active breaks for university workers: the UNIFIT pilot study protocol. BMJ Open Sport Exerc Med 2024; 10:e002184. [PMID: 39253039 PMCID: PMC11381634 DOI: 10.1136/bmjsem-2024-002184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/19/2024] [Indexed: 09/11/2024] Open
Abstract
Sedentary behaviour (SB) is associated with an increased risk of metabolic issues (negative effects on diabetes, fasting glucose, fasting insulin, triglycerides, high-density lipoprotein cholesterol and waist circumference), cardiovascular diseases, increased risk of all-cause mortality and accelerated ageing of skeletal muscle power. The research on SB is relatively new, with much evidence regarding its negative health effects gathered within the last decade. Office workers exhibit pronounced sedentary habits, with studies indicating they can spend up to 82% of their working day sitting. To address this issue, workplaces are responsible for promoting physical activity and minimising SB among employees. In this context, one potential strategy for reducing SB and its associated risks could be implementing active breaks (ABs). ABs are defined as brief, structured periods of physical activity or exercise. This quasi-experimental pilot study aims to implement workplace ABs programme aimed at interrupting SB among the University of Bologna (Italy) workers, and it will include both intervention and control groups. The intervention group will participate in an 8-week ABs programme. The findings from this study could establish a robust basis for future large-scale research on the effectiveness of ABs interventions in workplace settings.
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Affiliation(s)
| | - Erika Pinelli
- Department for Life Quality Studies, Alma Mater Studiorum University of Bologna, Rimini, Italy
| | - Alice Masini
- Department of Translational Medicine, University of Eastern Piedmont, Novara, Italy
| | - Raffaele Zinno
- Department for Life Quality Studies, Alma Mater Studiorum University of Bologna, Rimini, Italy
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, Alma Mater Studiorum University of Bologna, Bologna, Italy
| | - Laura Bragonzoni
- Department for Life Quality Studies, Alma Mater Studiorum University of Bologna, Rimini, Italy
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Saunders RP, Dowda M, Dishman RK, Pate RR. A Comprehensive Planning Framework for Designing Effective Physical Activity Interventions in Youth. J Phys Act Health 2024; 21:890-905. [PMID: 39069284 DOI: 10.1123/jpah.2023-0178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Revised: 03/27/2024] [Accepted: 05/14/2024] [Indexed: 07/30/2024]
Abstract
BACKGROUND Effective physical activity (PA) interventions are needed to counter the insufficient and declining levels of PA in youth. These require an updated, comprehensive planning framework that consolidates recent decades of progress in promoting PA in young children, children, and adolescents. Effective PA interventions require program planning and conceptual model development that target a coordinated and multilevel set of age-specific PA determinants. Accordingly, this paper presents a comprehensive planning framework that researchers can use to design intervention research to promote PA in youth. METHODS The first author conducted targeted searches through Google Scholar to compile PA models/frameworks/guides applicable to youth, a comprehensive set of PA determinants, and determinant-linked strategies to promote PA focusing on review articles. The information was summarized in tables, synthesized, and used to create a planning framework, all of which were reviewed by coauthors. RESULTS The APPLE Framework for Planning PA Opportunities for Youth (APPLE = Age, PA focus, Place and time, Leverage relevant influences and strategies, and ensure Enjoyable PA opportunities) incorporated all core elements from targeted reviews to create a comprehensive planning framework. The APPLE Planning Framework has a set of questions/prompts that guide the intervention planning process and conceptual model templates to organize planning efforts for designing intervention research. CONCLUSIONS The APPLE Framework for Planning PA Opportunities for Youth will enable researchers to develop comprehensive conceptual models to guide the design of PA interventions for youth. Future research should refine the model and its components to enable PA intervention research in youth to move forward.
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Affiliation(s)
- Ruth P Saunders
- Department of Health Promotion, Education, and Behavior, Public Health Research Center, University of South Carolina, Columbia, SC, USA
| | - Marsha Dowda
- Department of Exercise Science, Public Health Research Center, University of South Carolina, Columbia, SC, USA
| | - Rod K Dishman
- Department of Kinesiology, Ramsey Student Center, The University of Georgia, Athens, GA, USA
| | - Russell R Pate
- Department of Exercise Science, Public Health Research Center, University of South Carolina, Columbia, SC, USA
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Unger A, Schwarzenlander A, Wilke J. Policies and opportunities for physical activity engagement in Austrian schools: a census survey. PeerJ 2024; 12:e17794. [PMID: 39157767 PMCID: PMC11328834 DOI: 10.7717/peerj.17794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2024] [Accepted: 07/01/2024] [Indexed: 08/20/2024] Open
Abstract
Background Compelling evidence suggests that schools' infrastructure and policy represent potential predictors of health and physical activity (PA) in children and adolescents. However, the translation of these findings into practice has not been examined. This study investigated the activity friendliness of Austrian schools. Methods Using a census sampling method, principals of Austrian schools (n = 342) were invited to participate in an online survey assessing 1) the availability of PA facilities (e.g. playgrounds, sports courts, swimming halls) and 2) applied PA policies (e.g. cooperation with sports clubs and involvement in PA projects). Results A total of 130 principals answered the survey which corresponds to a minimal response rate of 38%. While most schools (87.4%, n = 111) had a gymnastic hall, only one third (37%, n = 47) had access to a swimming hall. On average, the schools had 4.2 ± 2 PA facilities with significant variation between school types (i.e., high schools: 5 ± 2 vs. primary schools: 3.5 ± 2, p < 0.05). The most common facilities were meadow areas (89%, n = 113), sports fields (71.7%, n = 91), and playgrounds (64.6%, n = 82). Almost half of the schools were part of a PA project (e.g. "active break", 45%, n = 56) and offered extracurricular PA programs and courses (54%, n = 67), but only one in five (22%, n = 27) regularly conducted fitness tests. PA policies varied between school types (p < 0.05) but almost all principals (94%, n = 117) would welcome a stronger promotion of activity friendliness at their school. Conclusion Schools are mostly activity-friendly regarding infrastructure although the limited possibilities for swimming lessons seem worrisome. PA promotion through projects, extracurricular PA offerings and fitness tests may be expanded.
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Affiliation(s)
- Alexandra Unger
- Department of Sport Science, University of Klagenfurt, Klagenfurt, Carinthia, Austria
- Department of Secondary Level, University of Teacher Education, Klagenfurt, Carinthia, Austria
| | | | - Jan Wilke
- Department of Sport Science, University of Klagenfurt, Klagenfurt, Carinthia, Austria
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Masini A, Rossi C, Dallolio L, Mascherini G. A cross-sectional analysis between physical activity levels, weight status and empathy-related behaviors in a sample of Tuscany primary school children. J Sports Med Phys Fitness 2024; 64:835-840. [PMID: 38842376 DOI: 10.23736/s0022-4707.24.15915-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2024]
Abstract
BACKGROUND The present study aimed to investigate the relationship between physical activity (PA) and the development of relational empathy skills in children, taking into account weight status. METHODS Parents/guardians of primary school children were involved in filling out a questionnaire: the Empathy Questionnaire (EmQue-I13) and children were asked to complete the Physical Activity Questionnaire for Children (PAQ-C) to investigate the self-reported PA levels. The weight status was assessed using a self-reported Body Mass Index (BMI). RESULTS Three hundred seventy parents or guardians of students who attended primary school (8.53±1.61 yrs) were recruited. The total score was 2.41±0.89 for PAQ-C and 41.17±6.32 for EmQue-I13. The three domains of EmQue-I13 were: contagion (8.16±2.67), attention to others' feelings (19.40±2.99) and prosocial actions (13.62±3.01). Linear regression models showed that a higher PAQ-C score was positively associated with empathy-related total score P<0.000. Weight status, age and gender were not associated with EmQue-I13. CONCLUSIONS Our results underline the positive association between physical activity and the development of relational empathic skills.
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Affiliation(s)
- Alice Masini
- Department of Translational Medicine, University of Eastern Piedmont, Novara, Italy
| | - Chiara Rossi
- Department of Experimental and Clinical Medicine, University of Florence, Florence, Italy
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Science, University of Bologna, Bologna, Italy
| | - Gabriele Mascherini
- Department of Experimental and Clinical Medicine, University of Florence, Florence, Italy -
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Ruiz-Hermosa A, Sánchez-López M, Castro-Piñero J, Grao-Cruces A, Camiletti-Moirón D, Martins J, Mota J, Ceciliani A, Murphy M, Vuillemin A, Sánchez-Oliva D. The Erasmus+ EUMOVE project-a school-based promotion of healthy lifestyles to prevent obesity in European children and adolescents. Eur J Public Health 2024:ckae113. [PMID: 39074353 DOI: 10.1093/eurpub/ckae113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/31/2024] Open
Abstract
The aim of this study was to describe the goals, activities, and methods of EUMOVE project in developing a set of resources targeting both primary and secondary schools that allow the entire educational community to promote healthy lifestyles (HL). The EUMOVE project is an Erasmus+ program based in the Creating Active Schools (CAS) framework. The project lasted 3 years and was developed by 14 academic and non-governmental institutions from Spain, Portugal, France, Italy, and the UK. EUMOVE was divided into three phases. In the first phase, several work packages were carried out aimed to ensure the coordination/management of the project activities. In the second phase, seven educational resources strengthened by rigorous scientific research were developed to promote HL from schools. During the last phase, all the resources were disseminated through scientific seminars, workshops with families and teachers, and the online promotion by the non-governmental institutions of each country. The EUMOVE project developed and promoted a smartphone APP, video/activity repository of physically active lessons, active break virtual platform, learning units, and parent/teachers/school-leaders' guidelines to promote physical activity, active commuting, active school playgrounds, healthy diet, and sleep habits. To our knowledge, EUMOVE is the first European project to provide a set of practical tools based on scientific evidence to help schools or future school-wide interventions implement a paradigm shift based on the CAS framework for the promotion of HL. Future research will need to investigate the implementation, effectiveness, and scalability of this proposal.
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Affiliation(s)
- Abel Ruiz-Hermosa
- Social and Health Care Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain
- ACAFYDE Research Group, Faculty of Sports Sciences, University of Extremadura, Cáceres, Spain
| | - Mairena Sánchez-López
- Social and Health Care Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain
- Faculty of Education, Universidad de Castilla-La Mancha, Ciudad Real, Spain
| | - José Castro-Piñero
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
| | - Alberto Grao-Cruces
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
| | - Daniel Camiletti-Moirón
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
| | - João Martins
- Pedagogical Laboratory, Faculty of Human Kinetics, University of Lisbon, Portugal
| | - Jorge Mota
- Centro de Investigação em Actividade Física, Saúde e Lazer, Universidade do Porto, Porto, Portugal
| | - Andrea Ceciliani
- Department for Life Quality Studies, University of Bologna, Bologna, Italy
| | - Marie Murphy
- Centre for Exercise, Physical Activity, Medicine and Health, Ulster University, Jordanstown, Northern Ireland, United Kingdom
| | - Anne Vuillemin
- Laboratoire Motricité Humaine Expertise Sport Santé (LAMHESS), Université Côte d'Azur, Nice, France
| | - David Sánchez-Oliva
- ACAFYDE Research Group, Faculty of Sports Sciences, University of Extremadura, Cáceres, Spain
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
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Alalawi A, Blank L, Goyder E. Umbrella review of international evidence for the effectiveness of school-based physical activity interventions. PLoS One 2024; 19:e0304513. [PMID: 38870155 PMCID: PMC11175402 DOI: 10.1371/journal.pone.0304513] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2024] [Accepted: 05/14/2024] [Indexed: 06/15/2024] Open
Abstract
BACKGROUND Obesity and physical inactivity among children and young people are public health concerns. Despite the wide variety of interventions available to promote physical activity, little is known about which interventions are most effective. This review aimed to evaluate the existing literature on school-based interventions that aim to increase physical activity among children and young people aged 6 to 18 years. METHODS A systematic review of reviews was undertaken. We searched for systematic reviews and meta-analyses published between December 2017 and January 2024 using databases such as PubMed, Scopus, and CINAHL. Titles and abstracts were independently screened by two reviewers, who also conducted data extraction and quality assessments. We focused on outcomes like changes in physical activity levels and body mass index to assess the effectiveness of the interventions. RESULTS A total of 23 reviews examining school-based physical activity interventions met the inclusion criteria, comprising 15 systematic reviews and 8 meta-analyses. All reviews (N = 23) were implemented in the school setting: three in primary schools, seven in secondary schools, and thirteen targeted both primary and secondary schools. The findings demonstrated that six reviews reported a statistical increase in physical activity levels among the target population, and one review found a decrease in body mass index. The most promising interventions focused on physical activity included within the school curriculum and were characterised as long-term interventions. 20 out of 23 reviews assessed the quality of primary studies. CONCLUSION Some interventions were promising in promoting physical activity among school-aged children and young people such as Daily Mile, Active Break, and Active transport while multi-component interventions seem to be positively effective in reducing BMI. Future efforts should focus on long-term, theory-driven programmes to ensure sustainable increases in physical activity.
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Affiliation(s)
- Abdullah Alalawi
- Health and Related Research, University of Sheffield, Sheffield, United Kingdom
- Al Qunfudah Health Sciences College, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Lindsay Blank
- Health and Related Research, University of Sheffield, Sheffield, United Kingdom
| | - Elizabeth Goyder
- Health and Related Research, University of Sheffield, Sheffield, United Kingdom
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Pesce C, Tocci N. Creativity and consciousness in motion: The roundtrip of "mindful" and "mindless" processes in embodied creativity. PROGRESS IN BRAIN RESEARCH 2024; 287:123-151. [PMID: 39097351 DOI: 10.1016/bs.pbr.2024.05.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/05/2024]
Abstract
In this opinion paper, we make a journey across different accounts of creativity that emphasize either the mindful, conscious and cognitive expression of creativity, or its mindless, unconscious and sensorimotor expression. We try to go beyond dichotomy, putting creativity in motion and outlining its embodied and enactive features. Based on the assumption that no creative act is purely conscious or purely unconscious, our discussion on creativity relies on the distinction of three types of creativity that complementarily contribute to the creative process through shifts in the activation of their substrates in the brain: the deliberate, spontaneous and flow types of creativity. The latter is a hybrid and embodied type, in which movement and physical activity meet creativity. We then focus on the most fascinating contribution of unconscious processes and mind wandering to spontaneous and flow modes of creativity, exploring what happens when the individual apparently takes a break from a deliberate and effortful search for solutions and the creative process progresses through an incubation phase. This phase and the overall creative process can be facilitated by physical activity which, depending on its features and context, can disengage the cognitive control network and free the mind from filters that constrain cognitive processes or, conversely, can engage attentional control on sensorimotor and cognitive task components in a mindful way. Lastly, we focus on the unique features of the outer natural environment of physical activity and of the inner environment during mindful movements that can restore capacities and boost creativity.
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Affiliation(s)
- Caterina Pesce
- University of Rome "Foro Italico", Department of Movement, Human and Health Sciences, Rome, Italy.
| | - Nicoletta Tocci
- University of Rome "Foro Italico", Department of Movement, Human and Health Sciences, Rome, Italy
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Quader ZS, Sliwa S, Haardörfer R, Suglia SF, Gazmararian JA. School Poverty Level Moderates the Effectiveness of a Physical Activity Intervention. Am J Health Promot 2024:8901171241257309. [PMID: 38850049 DOI: 10.1177/08901171241257309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/09/2024]
Abstract
PURPOSE To explore whether school poverty level and funding modified the effectiveness of an evidence-based Comprehensive School Physical Activity Program called Health Empowers You! implemented in elementary schools in Georgia. DESIGN Secondary data analysis of a multi-level, cluster-randomized controlled trial. SETTING 40 elementary schools in Georgia in 2018-2019. SUBJECTS 4th grade students in Georgia. MEASURES Intervention schools implemented the Health Empowers You! program to increase school-day physical activity. The outcome was average daily moderate-to-vigorous physical activity, school free-reduced price lunch (FRPL) percentage and per pupil expenditures were effect modifiers. ANALYSIS Separate linear mixed regression models estimated the effect of the intervention on average daily moderate-to-vigorous physical activity, with interaction terms between intervention status and (1) school FRPL percentage or (2) per pupil expenditures. RESULTS The effect of the intervention was significantly higher in schools with higher FRPL percentage (intervention*school % FRPL β (95% CI): .06 (.01, .12)), and was modestly, but not statistically significantly, higher in schools with lower per pupil expenditures. CONCLUSION Findings support the use of the Health Empowers You! intervention, which was effective in lower income schools, and may potentially reduce disparities in students' physical activity levels.
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Affiliation(s)
- Zerleen S Quader
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Sarah Sliwa
- Division of Population Health, National Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | - Regine Haardörfer
- Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Shakira F Suglia
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA, USA
| | - Julie A Gazmararian
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA, USA
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Bourke M, Haddara A, Loh A, Saravanamuttoo KA, Bruijns BA, Tucker P. Effect of capacity building interventions on classroom teacher and early childhood educator perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills: a systematic review and meta-analysis. BMC Public Health 2024; 24:1409. [PMID: 38802762 PMCID: PMC11129429 DOI: 10.1186/s12889-024-18907-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 05/21/2024] [Indexed: 05/29/2024] Open
Abstract
BACKGROUND Capacity building may play an important role in improving classroom teachers' and early childhood educators' (ECE) capacity to implement physical activity and FMS interventions. Capacity building is the development of knowledge, skills, and structures to improve the capability of individuals and organisations to achieve effective health promotion. This review aimed to determine the efficacy of capacity building interventions on teachers' and ECEs' perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills. METHODS An exhaustive literature search of six electronic databases was conducted. Controlled, single-group pre-post studies were included if they measured the effect of a capacity building intervention on in-service or pre-service classroom teachers' (primary or secondary) or ECEs' physical activity or fundamental skills related perceived capabilities, knowledge, or attitudes. The effects of interventions were synthesised using random effects meta-analysis. Subgroup analysis and meta-regression was conducted to determine if the effects differed based on study design, type of teacher (ECE vs. primary school), or teacher level (pre-service vs. in-service). RESULTS A total of 22 studies reporting on 25 unique samples were included in the meta-analyses. Only studies reporting on ECEs and primary school teachers were identified. Interventions most commonly included training/professional development, resources and toolkits, communities of practice, mentorships, and ongoing support. Results showed that capacity building interventions significantly improved teachers' and ECEs' perceived capabilities (g = 0.614, 95% CI = 0.442, 0.786), knowledge (g = 0.792 95% CI = 0.459, 1.125), and attitudes (g = 0.376 95% CI = 0.181, 0.571). The effects did not differ significantly as a function of any of the moderators examined. CONCLUSION Findings from this review provide strong support that capacity building interventions are efficacious at improving teachers' and ECEs' perceived capabilities, knowledge, and attitudes related to promoting physical activity and teaching fundamental movement skills. Pre-service teachers and ECEs should be provided training in physical activity and fundamental movement skills as part of their degrees, and continual professional development and capacity building should be offered to in-service teachers and ECEs to promote physical activity and fundamental movement skills in children.
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Affiliation(s)
- Matthew Bourke
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada.
- Health and Wellbeing Centre for Research Innovation, School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, Australia.
| | - Ameena Haddara
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Aidan Loh
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Kendall A Saravanamuttoo
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Brianne A Bruijns
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Patricia Tucker
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
- Children's Health Research Institute, 800 Commissioners Road East, London, ON, N6C 2V5, Canada
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Peiris DLIHK, Duan Y, Vandelanotte C, Liang W, Baker JS. In-classroom physical activity breaks program among school children in Sri Lanka: study protocol for a randomized controlled trial. Front Public Health 2024; 12:1360210. [PMID: 38711768 PMCID: PMC11070516 DOI: 10.3389/fpubh.2024.1360210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Accepted: 04/09/2024] [Indexed: 05/08/2024] Open
Abstract
Background The problem of sedentary behavior among primary school children is alarming, with numbers gradually increasing worldwide, including Sri Lanka. Physical activity interventions within classroom settings have been acknowledged as a critical strategy to increase students' movement behaviors while enhancing their academic achievement and health. Yet, the busy curriculum and challenging educational demands encourage more sedentary classroom behavior. Hence, this study aims to develop and evaluate an in-classroom physical activity breaks (IcPAB) intervention among fifth graders in Sri Lanka. Methods The study will adopt a randomized controlled trial (RCT), comprising an in-classroom physical activity breaks program group and a control group to evaluate the effects of IcPAB on academic achievement, movement behaviors and health outcomes. The intervention design is based on the capability (C), opportunity (O) and motivation (M) behavior (B) (COM-B) model. A least 198 fifth graders will be recruited from two schools in Uva province, Sri Lanka. The recruitment process will start in late 2022. Class teachers of the intervention group will implement 5-min activity breaks at least three times a day after completing a training session. The primary variables include mathematics and reading achievement. The secondary variables include physical activity levels, steps count, sedentary behavior, body mass index, aerobic fitness, and perceived stress. Data collection will be implemented at pre-test and post-test, respectively. Intervention fidelity and the process will also be evaluated. Discussion The IcPAB is designed to prevent pure educational time loss by introducing curriculum-integrated short bouts of physical active breaks into the classroom routine. If the IcPAB is effective, it can (1) improve the mathematics and reading achievement of fifth-grade girls and boys, which is a significant factor determining the performance at the Grade Five National Scholarship Examination in Sri Lanka; (2) improve movement behaviors as well as physical and mental health outcomes among primary school students. Sequentially, the IcPAB will enrich school-based physical activity intervention approaches which can in turn bring academic and health benefits to primary school children in Sri Lanka. Trial registration The first version of the trial was registered with the ISRCTN registry (Ref: ISRCTN52180050) on 20/07/2022.
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Affiliation(s)
- D. L. I. H. K. Peiris
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Kowloon, Hong Kong SAR, China
| | - Yanping Duan
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Kowloon, Hong Kong SAR, China
| | - Corneel Vandelanotte
- Physical Activity Research Group, School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton, QLD, Australia
| | - Wei Liang
- School of Physical Education, Shenzhen University, Shenzhen, China
| | - Julien Steven Baker
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Kowloon, Hong Kong SAR, China
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Porter A, Walker R, House D, Salway R, Dawson S, Ijaz S, de Vocht F, Jago R. Physical activity interventions in European primary schools: a scoping review to create a framework for the design of tailored interventions in European countries. Front Public Health 2024; 12:1321167. [PMID: 38389941 PMCID: PMC10883314 DOI: 10.3389/fpubh.2024.1321167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Accepted: 01/18/2024] [Indexed: 02/24/2024] Open
Abstract
Introduction Schools provide a unique environment to facilitate physical activity for children. However, many school-based physical activity interventions have not been effective. We propose a new approach, which allows schools to tailor interventions to their specific context. This scoping review aimed to identify intervention components from previous school-based physical activity interventions to form the basis of a tailored approach in a European setting. Methods Joanna Briggs Institute guidelines for conducting scoping reviews were followed. European school-based intervention studies aimed at increasing physical activity in children aged 7-11 years published in English since 2015 were included. Databases searched were Ovid Medline, Embase, PsycINFO, Web of Science Social Sciences Citation Index, ERIC and British Education Index. Data was extracted on intervention components, context-related factors (geographical location, school size, child socioeconomic status and ethnicity), feasibility, acceptability and cost-effectiveness. A data-driven framework was developed to summarize the identified intervention components. Results 79 articles were included, constituting 45 intervention studies. We identified 177 intervention components, which were synthesized into a framework of 60 intervention component types across 11 activity opportunities: six within the school day, three within the extended school day and two within the wider school environment. Interventions most frequently targeted physical education (21%), active and outdoor learning (16%), active breaks (15%), and school-level environmewnt (12%). Of the intervention components, 41% were delivered by school staff, 31% by the research team, and 24% by external organizations. Only 19% of intervention studies reported geographical location and only 10% reported school size. Participant ethnicity and socioeconomic information was reported by 15% and 25%, respectively. Intervention acceptability was reported in 51% of studies, feasibility in 49%, and cost effectiveness in 2%. Discussion This review offers a first step in developing a future framework to help schools to develop context-specific, tailored interventions. However, there was a lack of reporting of contextual factors within the included studies, making it difficult to understand the role of context. Future research should seek to measure and report contextual factors, and to better understand the important aspects of context within school-based physical activity.
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Affiliation(s)
- Alice Porter
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
- NIHR Bristol Biomedical Research Centre, University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
| | - Robert Walker
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Danielle House
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Ruth Salway
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Sarah Dawson
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
- The National Institute for Health Research, Applied Research Collaboration West (NIHR ARC West), University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
| | - Sharea Ijaz
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
- The National Institute for Health Research, Applied Research Collaboration West (NIHR ARC West), University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
| | - Frank de Vocht
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
- The National Institute for Health Research, Applied Research Collaboration West (NIHR ARC West), University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
| | - Russell Jago
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
- NIHR Bristol Biomedical Research Centre, University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
- The National Institute for Health Research, Applied Research Collaboration West (NIHR ARC West), University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
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Masini A, Longo G, Ricci M, Scheier LM, Sansavini A, Ceciliani A, Dallolio L. Investigating Facilitators and Barriers for Active Breaks among Secondary School Students: Formative Evaluation of Teachers and Students. CHILDREN (BASEL, SWITZERLAND) 2024; 11:155. [PMID: 38397267 PMCID: PMC10887277 DOI: 10.3390/children11020155] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Revised: 01/23/2024] [Accepted: 01/23/2024] [Indexed: 02/25/2024]
Abstract
Physical activity in the form of "active breaks" can be combined with academic instruction in primary school. However, few studies have examined the feasibility of conducting active breaks in secondary school. To address this gap, we conducted focus groups (FGs) regarding the implementation of an active breaks (ABs) protocol with 20 teachers and 10 secondary school students. Barriers/facilitators toward the implementation of ABs were classified using grounded theory inductive methods framed by the socio-ecological model. Individual-level factors were instrumental for both teachers and students. Teachers highlighted personal fears and concerns regarding using ABs, while students reported fears related to peer behaviour during the activity. Both teachers and students agreed that ABs can improve cognitive skills and time-on-task behaviour. Teachers articulated concerns related to student behaviour during ABs including possible social exclusion and injury. Students felt that ABs might affect classroom management and interfere with maintaining students' academic focus. Teachers underscored that ABs required social support from the administration and colleagues. Students felt that ABs could support teachers' instructional focus and provide them with an energy respite. Collectively, the FGs suggested that environmental limitations could hinder the implementation of ABs. Involving teacher and student feedback during the codesign phase can rationally inform the design of school-based ABs.
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Affiliation(s)
- Alice Masini
- Department of Translational Medicine, University of Eastern Piedmont, 28100 Novara, Italy;
| | - Giulia Longo
- Department of Biomedical and Neuromotor Sciences, Section of Hygiene and Preventive Medicine, University of Bologna, 40126 Bologna, Italy; (G.L.); (M.R.); (L.D.)
| | - Matteo Ricci
- Department of Biomedical and Neuromotor Sciences, Section of Hygiene and Preventive Medicine, University of Bologna, 40126 Bologna, Italy; (G.L.); (M.R.); (L.D.)
| | - Lawrence M. Scheier
- LARS Research Institute, Inc., Sun City, AZ 85351, USA
- Prevention Strategies, Greensboro, NC 27410, USA
| | - Alessandra Sansavini
- Department of Psychology “Renzo Canestrari”, University of Bologna, 40127 Bologna, Italy;
| | - Andrea Ceciliani
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy;
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, Section of Hygiene and Preventive Medicine, University of Bologna, 40126 Bologna, Italy; (G.L.); (M.R.); (L.D.)
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Reyes-Amigo T, Ibarra-Mora J, Aguilar-Farías N, Gómez-Álvarez N, Carrasco-Beltrán H, Zapata-Lamana R, Hurtado-Almonácid J, Páez-Herrera J, Yañez-Sepulveda R, Cortés G, Rolle-Cáceres G, Bezerra A. An active break program (ACTIVA-MENTE) at elementary schools in Chile: study protocol for a pilot cluster randomized controlled trial. Front Public Health 2024; 11:1243592. [PMID: 38259740 PMCID: PMC10800631 DOI: 10.3389/fpubh.2023.1243592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Accepted: 12/20/2023] [Indexed: 01/24/2024] Open
Abstract
Background Physical inactivity is prevalent in childhood. Schools can be an ideal context to promote the regular practice of physical activity since children spend there a large part of the day. In this sense, an emerging and current trend is active breaks at school. This article presents a study protocol that seeks to assess the feasibility and effectiveness of an intervention with active breaks (ACTIVA-MENTE program) in a school context on physical activity, on-task classroom behavior, and the physical activity enjoyment in schoolchildren. Methods The protocol includes children aged 10 to 11 years. Two groups will be randomized (intervention and control groups). The intervention group will use the active break program, ACTIVA-MENTE, which consists of the application of a 4-min, 30-s video with moderate to vigorous-intensity physical activity. These breaks will be taken 6 times a day in the classes for 6 weeks. The total physical activity will be measured with accelerometers (Actigraph wGT3X-BT), the on-task behavior through the Direct Behavior Rating Scale and the level of enjoyment through the Physical Activity Enjoyment Scale. Discussion Previous research reported that active breaks have positive results in physical activity levels. This study will be one of the few to design active breaks through videos without depending on the presence of a physical education teacher and it can also provide new findings on the effectiveness of an active break's structure (e.g., types of exercises and intensity) on the indicated outcomes. Expected results It is expected that the ACTIVA-MENTE program can be a suitable program for school settings, potentially increasing physical activity levels, and the commitment to the task, as well as be a pleasant moment for the students. Clinical trial registration Clinicaltrials.gov, identifier NCT05403996.
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Affiliation(s)
- Tomás Reyes-Amigo
- Physical Activity Sciences Observatory (OCAF), Department of Physical Activity Sciences, Universidad de Playa Ancha, Valparaíso, Chile
| | - Jessica Ibarra-Mora
- Physical Education, Universidad Metropolitana de las Ciencias de la Educación, Ñuñoa, Chile
| | - Nicolás Aguilar-Farías
- Department of Physical Education, Sports and Recreation, Universidad de La Frontera, Temuco, Chile
| | - Nicolás Gómez-Álvarez
- Physical Activity, Health and Education Research Group (AFSYE), Physical Education Pedagogy, Universidad Adventista de Chile, Chillán, Chile
| | - Hernaldo Carrasco-Beltrán
- Physical Activity Sciences Observatory (OCAF), Department of Physical Activity Sciences, Universidad de Playa Ancha, Valparaíso, Chile
| | | | - Juan Hurtado-Almonácid
- Physical Education School, Pontificia Universidad Católica de Valparaísio, Viña del Mar, Chile
| | - Jacqueline Páez-Herrera
- Physical Education School, Pontificia Universidad Católica de Valparaísio, Viña del Mar, Chile
| | | | - Guillermo Cortés
- School of Education, Universidad Viña del Mar, Viña del Mar, Chile
| | - Grissel Rolle-Cáceres
- Faculty of Education and Social Sciences, Universidad Andrés Bello, Viña del Mar, Chile
| | - Andréa Bezerra
- Research Centre in Physical Activity, Health and Leisure, Faculty of Sports, Universidade do Porto, Porto, Portugal
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González-Pérez M, Sánchez-Oliva D, Grao-Cruces A, Cano-Cañada E, Martín-Acosta F, Muñoz-González R, Bandera-Campos FJ, Ruiz-Hermosa A, Vaquero-Solís M, Padilla-Moledo C, Conde-Caveda J, Segura-Jiménez V, González-Ponce I, García-Calvo T, Castro-Piñero J, Camiletti-Moirón D. Effects of the inclusion of physical activity in secondary education academic classes on educational indicators and health markers: rationale and methods of the ACTIVE CLASS study. Front Public Health 2024; 11:1329245. [PMID: 38249387 PMCID: PMC10796663 DOI: 10.3389/fpubh.2023.1329245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2023] [Accepted: 12/13/2023] [Indexed: 01/23/2024] Open
Abstract
Background Increasing physical activity (PA) levels and reducing sedentary behaviors in children and adolescents is a need, especially in schools. Active breaks and physically active learning are examples of two emerging methodologies that have been shown to be effective in increasing PA levels and additionally produce improvements in children's educational markers. However, the evidence in adolescents is very limited. This paper presents the design, measurements, and interventions implemented in the ACTIVE CLASS study, whose objectives are: (i) evaluate the effects of two interventions on PA levels, sedentary time, health-related physical fitness academic indicators, cognition, and markers of psychological health among secondary education students; (ii) evaluate teachers' and students' experiences about the implementation of these the two school-based PA intervention. Methods A randomized controlled study is conducted with a total of 292 students aged 12-14 years old from six schools (7th and 8th grade) in Spain (three in Cadiz and three in Caceres). One school from each study provinces is randomly assigned to either the active break intervention group, the physically active learning intervention group, or the control group. The interventions have a duration of 16 weeks. Nine main measurement categories are assessed: PA and sedentary time, health-related physical fitness, academic indicators, cognition, psychological health, motivational variables, dietary patterns, sociodemographic characteristics, as well as qualitative information through semi-structured individual interviews and focus groups. Three independent measurements of evaluation are distinguished: pre-intervention, post-intervention (week 16) and retention measurement (4 weeks after the intervention). For quantitative variables, descriptive, correlational, regression and repeated measures ANOVA will be applied. Discussion To the best of our knowledge, the ACTIVE CLASS study is the first of its kind in Spain to evaluate the effects of incorporating active breaks and physically active learning in secondary education. In addition, this project provides important information on the effects of two school-based PA intervention arms on educational variables and health markers in adolescents. This will provide valuable and innovative training to the educational community, enabling them to implement teaching methodologies that have the potential to enhance academic performance and improve the quality of life for their students. Clinical trial registration clinicaltrials.gov, NCT05891054.
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Affiliation(s)
- María González-Pérez
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
| | - David Sánchez-Oliva
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
- ACAFYDE Research Group, Department of Didactics of Musical, Plastic and Body Expression, Faculty of Sports Sciences, University of Extremadura, Cáceres, Spain
| | - Alberto Grao-Cruces
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
| | - Enrique Cano-Cañada
- ACAFYDE Research Group, Department of Didactics of Musical, Plastic and Body Expression, Faculty of Sports Sciences, University of Extremadura, Cáceres, Spain
| | - Fátima Martín-Acosta
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
| | - Raúl Muñoz-González
- ACAFYDE Research Group, Department of Didactics of Musical, Plastic and Body Expression, Faculty of Sports Sciences, University of Extremadura, Cáceres, Spain
| | - Francisco J. Bandera-Campos
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
| | - Abel Ruiz-Hermosa
- ACAFYDE Research Group, Department of Didactics of Musical, Plastic and Body Expression, Faculty of Sports Sciences, University of Extremadura, Cáceres, Spain
- Social and Health Care Research Center, University of Castilla-La Mancha, Cuenca, Spain
| | - Miguel Vaquero-Solís
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
- ACAFYDE Research Group, Department of Didactics of Musical, Plastic and Body Expression, Faculty of Sports Sciences, University of Extremadura, Cáceres, Spain
| | - Carmen Padilla-Moledo
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
| | - Julio Conde-Caveda
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
| | - Víctor Segura-Jiménez
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
- UGC Medicina Física y Rehabilitación, Hospital de Neurotraumatología y Rehabilitación, Hospital Universitario Virgen de las Nieves, Granada, Spain
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
| | - Inmaculada González-Ponce
- ACAFYDE Research Group, Department of Didactics of Musical, Plastic and Body Expression, Faculty of Sports Sciences, University of Extremadura, Cáceres, Spain
| | - Tomás García-Calvo
- ACAFYDE Research Group, Department of Didactics of Musical, Plastic and Body Expression, Faculty of Sports Sciences, University of Extremadura, Cáceres, Spain
| | - José Castro-Piñero
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
| | - Daniel Camiletti-Moirón
- GALENO Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Puerto Real, Spain
- Instituto de Investigación e Innovación Biomédica de Cádiz (INiBICA), Cadiz, Spain
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Haakenstad MK, Butcher MB, Noonan CJ, Fyfe-Johnson AL. Outdoor Time in Childhood: A Mixed Methods Approach to Identify Barriers and Opportunities for Intervention in a Racially and Ethnically Mixed Population. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:7149. [PMID: 38131701 PMCID: PMC10743276 DOI: 10.3390/ijerph20247149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Revised: 10/25/2023] [Accepted: 11/20/2023] [Indexed: 12/23/2023]
Abstract
A growing body of literature suggests that outdoor time is beneficial for physical and mental health in childhood. Profound disparities exist in access to outdoor spaces (and the health benefits thereof) for children in communities of color. The objectives of this research were to: (1) identify challenges and solutions to outdoor time for children; (2) assess the importance of outdoor time for children; and (3) evaluate results stratified by race/ethnicity. Using a convergent mixed methods approach, we conducted a thematic analysis from 14 focus groups (n = 50) with outdoor educators, parents with children attending outdoor preschools, and community members with children. In addition, 49 participants completed a survey to identify challenges and solutions, perceived importance, and culturally relevant perspectives of outdoor time. The main challenges identified for outdoor time were safety concerns, inclement weather, lack of access to outdoor spaces, and parent work schedules. The primary proposed solution was integrating outdoor time into the school day. Nearly all participants, independent of racial identity, reported that outdoor time improved physical and mental health. Overall outdoor time was lower in participants from communities of color (~8 h/week) compared to their White counterparts (~10 h/week). While 50% of people of color (POC) reported that outdoor time was an important cultural value, only 18% reported that people in their respective culture spent time outside. This work contributes to accumulating knowledge that unique barriers to outdoor time exist for communities of color, and the children that live, learn, and play in these communities. Increasing outdoor time in school settings offers a potential solution to reduce identified barriers and to promote health equity in childhood.
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Affiliation(s)
- Magdalena K. Haakenstad
- Institute for Research and Education to Advance Community Health, Elson S. Floyd College of Medicine, Washington State University, Seattle, WA 98101, USA; (M.K.H.); (C.J.N.)
| | - Maria B. Butcher
- Elson S. Floyd College of Medicine, Washington State University, Spokane, WA 99202, USA;
| | - Carolyn J. Noonan
- Institute for Research and Education to Advance Community Health, Elson S. Floyd College of Medicine, Washington State University, Seattle, WA 98101, USA; (M.K.H.); (C.J.N.)
| | - Amber L. Fyfe-Johnson
- Institute for Research and Education to Advance Community Health, Elson S. Floyd College of Medicine, Washington State University, Seattle, WA 98101, USA; (M.K.H.); (C.J.N.)
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Masini A, Marini S, Ceciliani A, Barone G, Lanari M, Gori D, Bragonzoni L, Toselli S, Stagni R, Bisi MC, Sansavini A, Tessari A, Dallolio L. The effects of an active breaks intervention on physical and cognitive performance: results from the I-MOVE study. J Public Health (Oxf) 2023; 45:919-929. [PMID: 37403403 DOI: 10.1093/pubmed/fdad102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 04/12/2023] [Indexed: 07/06/2023] Open
Abstract
BACKGROUND The present quasi-experimental study aimed to evaluate the effects of active breaks intervention (ABs) to promote physical and cognitive improvement in primary school. METHODS The active breaks group (ABsG) performed 10 min of ABs three times per school day and the control group (CG) did normal lessons. The baseline and follow-up evaluation was conducted respectively in October 2019 and in May 2021. Cognitive performance was assessed using working memory test, physical performance was analyzed with ActiGraph accelerometers and physical fitness tests, quality of life was monitored using the Paediatric Quality of Life questionnaire (PedsQL) and classroom behavior was collected with an ad hoc questionnaire. RESULTS We enrolled 153 children (age: 7.61 ± 1.41, 54.2% males). Working memory significantly increased in the ABsG (ΔWM: 1.30 ± 1.17) than in CG (ΔWM: 0.96 ± 1.20). The 6 min Cooper test increased in the ABsG (Δ: 1.77 ± 136.03) but not in CG (Δ: -156.42 ± 187.53), P < 0.05. The weekly physical activity levels increased in both groups; however, the sedentary behavior significantly increased both in ABsG and CG. Children reported improvements in their quality of school life including feeling better in class and in school when using ABs; moreover, children improved their time on task behaviors in ABsG. CONCLUSION The present study has proven to be effective on children's physical and cognitive performance.
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Affiliation(s)
- Alice Masini
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Sofia Marini
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Andrea Ceciliani
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Giuseppe Barone
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Marcello Lanari
- Pediatric Emergency Unit, S. Orsola University Hospital, Scientific Institute for Research and Healthcare (IRCCS) Azienda Ospedaliero-Universitaria di Bologna, 40138 Bologna, Italy
| | - Davide Gori
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Laura Bragonzoni
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Stefania Toselli
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Rita Stagni
- Department of Electrical, Electronic, and Information Engineering "Guglielmo Marconi" University of Bologna, 40136 Bologna, Italy
| | - Maria Cristina Bisi
- Department of Electrical, Electronic, and Information Engineering "Guglielmo Marconi" University of Bologna, 40136 Bologna, Italy
| | - Alessandra Sansavini
- Department of Psychology "Renzo Canestrari", University of Bologna, 40127 Bologna, Italy
| | - Alessia Tessari
- Department of Psychology "Renzo Canestrari", University of Bologna, 40127 Bologna, Italy
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
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Polevoy G, Cazan F, Padulo J, Ardigò LP. The effectiveness of one "physical education minute" during lessons to develop concentration in 8- to 10-year-old schoolchildren. Front Sports Act Living 2023; 5:1283296. [PMID: 38022779 PMCID: PMC10668119 DOI: 10.3389/fspor.2023.1283296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2023] [Accepted: 10/10/2023] [Indexed: 12/01/2023] Open
Abstract
The demands of the school day, which includes multiple lessons, require sustained attention from students; this can be challenging, especially for young children. Concentration of attention is a critical cognitive function that impacts learning. This study involved 129 healthy schoolchildren aged 8-10 years (spanning grades 2 and 3) from a regular secondary school in Kirov, Russian Federation. A "physical education minute" (PEM), consisting of various physical exercises, was introduced during the middle of a regular lesson for the experimental group (EG), while the control group (CG) continued with their regular studies. Concentration and attention were assessed before and after the PEM using the Bourdon test. The Bourdon test results indicated a significant decrease in concentration during the lesson for the CG (p < 0.001), while the EG exhibited significant improvement in concentration after the PEM (p < 0.001). The effect size was large, demonstrating a substantial impact of this break for physical activity on concentration. It can be concluded that implementing a set of exercises in the form of a PEM in the middle of a lesson significantly improves concentration among students aged 8-10. This study underscores the effectiveness of integrating short breaks for physical activity into the daily classroom routine, ultimately benefiting students' attention, learning, and overall educational experience. Further research could explore additional factors affecting concentration and the long-term effects of the PEM on cognitive development.
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Affiliation(s)
- Georgiy Polevoy
- Department of Physical Education, Moscow Polytechnic University, Moscow, Russia
- Federal State Budgetary Educational Institution of Higher Education, Vyatka State University, Kirov, Russia
| | - Florin Cazan
- Faculty of Physical Education and Sport, Ovidius University of Constanta, Constantia, Romania
| | - Johnny Padulo
- Department of Biomedical Sciences for Health (SCIBIS), Università Degli Studi di Milano, Milan, Italy
| | - Luca Paolo Ardigò
- Department of Teacher Education, NLA University College, Oslo, Norway
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Fiore M, Ricci M, Rosso A, Flacco ME, Manzoli L. Chronic Obstructive Pulmonary Disease Overdiagnosis and Overtreatment: A Meta-Analysis. J Clin Med 2023; 12:6978. [PMID: 38002593 PMCID: PMC10672453 DOI: 10.3390/jcm12226978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2023] [Revised: 10/31/2023] [Accepted: 11/06/2023] [Indexed: 11/26/2023] Open
Abstract
This meta-analysis of observational studies aimed at estimating the overall prevalence of overdiagnosis and overtreatment in subjects with a clinical diagnosis of Chronic Obstructive Pulmonary Disease (COPD). MedLine, Scopus, Embase and Cochrane databases were searched, and random-effect meta-analyses of proportions were stratified by spirometry criteria (Global Initiative for COPD (GOLD) or Lower Limit of Normal (LLN)), and setting (hospital or primary care). Forty-two studies were included. Combining the data from 39 datasets, including a total of 23,765 subjects, the pooled prevalence of COPD overdiagnosis, according to the GOLD definition, was 42.0% (95% Confidence Interval (CI): 37.3-46.8%). The pooled prevalence according to the LLN definition was 48.2% (40.6-55.9%). The overdiagnosis rate was higher in primary care than in hospital settings. Fourteen studies, including a total of 8183 individuals, were included in the meta-analysis estimating the prevalence of COPD overtreatment. The pooled rates of overtreatment according to GOLD and LLN definitions were 57.1% (40.9-72.6%) and 36.3% (17.8-57.2%), respectively. When spirometry is not used, a large proportion of patients are erroneously diagnosed with COPD. Approximately half of them are also incorrectly treated, with potential adverse effects and a massive inefficiency of resources allocation. Strategies to increase the compliance to current guidelines on COPD diagnosis are urgently needed.
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Affiliation(s)
- Matteo Fiore
- Section of Hygiene and Preventive Medicine, University of Bologna, 40126 Bologna, Italy; (M.F.); (M.R.)
| | - Matteo Ricci
- Section of Hygiene and Preventive Medicine, University of Bologna, 40126 Bologna, Italy; (M.F.); (M.R.)
| | - Annalisa Rosso
- Department of Environmental and Prevention Sciences, University of Ferrara, 44121 Ferrara, Italy; (A.R.); (M.E.F.)
| | - Maria Elena Flacco
- Department of Environmental and Prevention Sciences, University of Ferrara, 44121 Ferrara, Italy; (A.R.); (M.E.F.)
| | - Lamberto Manzoli
- Section of Hygiene and Preventive Medicine, University of Bologna, 40126 Bologna, Italy; (M.F.); (M.R.)
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Zask A, Pattinson M, Ashton D, Ahmadi M, Trost S, Irvine S, Stafford L, Delbaere K, Adams J. The effects of active classroom breaks on moderate to vigorous physical activity, behaviour and performance in a Northern NSW primary school: A quasi-experimental study. Health Promot J Austr 2023; 34:799-808. [PMID: 36527187 DOI: 10.1002/hpja.688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 10/26/2022] [Accepted: 11/30/2022] [Indexed: 12/23/2022] Open
Abstract
ISSUE ADDRESSED Approximately 77% of NSW children aged 5 to 15 years do not meet physical activity guidelines and many spend a considerable amount of time sitting. Active breaks at primary school are feasible, may increase daily moderate to vigorous physical activity (MVPA) and decrease off-task behaviour without adversely affecting cognitive function and learning. METHODS In this quasi-experimental study, 101 primary school children in six intervention classrooms participated in three 10-minute active breaks per day for six-weeks during class time, while five control classrooms were run as usual (n = 89). Physical activity levels were measured using wrist-worn Actigraph wGT3X-BT accelerometers and analysed using a random forest model. Students' off-task behaviour, wellbeing, cognitive function and maths performance were also measured. School staff completed a brief feedback survey. RESULTS Children in the intervention group engaged in 15.4 and 10.9 minutes more MVPA per day at 3 and 6 weeks respectively (P < .001). Participation significantly increased the proportion of children who met the Australian 24-Hour Movement Guidelines (P < .001). At pre, middle and end of intervention, 44.4%, 60.8% and 55.1% of intervention children and 46.5%, 45.9% and 45.8% of controls met the guidelines. Significantly fewer students engaged in off-task behaviour in the intervention classes at mid and final weeks of intervention (-1.4 students, P = .003). No significant intervention effects were found for wellbeing, cognitive and maths performance. CONCLUSIONS Active classroom breaks are an effective way to increase physical activity among primary school children while reducing off-task classroom behaviour. SO WHAT?: Primary school students' health would benefit from active breaks with no detrimental effects on wellbeing, maths and cognitive performance.
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Affiliation(s)
- Avigdor Zask
- Health Promotion, Northern NSW Local Health District, Lismore, Australia
- North Coast University Centre for Rural Health, School of Public Health, University of Sydney, Sydney, Australia
| | - Martina Pattinson
- Health Promotion, Northern NSW Local Health District, Lismore, Australia
| | - Daniel Ashton
- Aboriginal Health, Northern NSW Local Health District, Lismore, Australia
| | - Matthew Ahmadi
- Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Stewart Trost
- School of Human Movement Studies, The University of Queensland, Saint Lucia, Australia
| | - Sam Irvine
- St Mary's Catholic School, Casino, Casino, Australia
| | - Lauren Stafford
- Health Promotion, Northern NSW Local Health District, Lismore, Australia
| | - Kim Delbaere
- Neuroscience Australia (NeuRA), University of NSW, Randwick, Australia
| | - Jillian Adams
- Health Promotion, Northern NSW Local Health District, Lismore, Australia
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Sanmarchi F, Scheier LM, Dallolio L, Ricci M, Longo G, Ceciliani A, Masini A. Association of Socioeconomic Factors and Physical Activity with Health-Related Quality of Life in Italian Middle School Children: An Exploratory Cross-Sectional Study. Healthcare (Basel) 2023; 11:2092. [PMID: 37510533 PMCID: PMC10379006 DOI: 10.3390/healthcare11142092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2023] [Revised: 07/17/2023] [Accepted: 07/19/2023] [Indexed: 07/30/2023] Open
Abstract
Health-related quality of life (HRQoL) provides a broad assessment of an individual's well-being and can serve as a good prognosticator of life's outcomes later for children and adolescents. Understanding the factors associated with HRQoL is crucial for promoting better health and life satisfaction. This study investigated the cross-sectional association of socioeconomic status, cardio fitness, and physical activity levels with HRQoL in 224 Italian early adolescents attending secondary school in the Emilia-Romagna region located in Northern Italy. In a multivariate path regression model, younger students and females reported a higher quality of life (β = -0.139, p = 0.015, 95% CI: -0.254--0.023 and β = 0.142, p = 0.019, 95% CI: 0.011-0.273, respectively). Having both parents employed and having a higher familiar educational status were also associated with a higher quality of life (β = 0.142, p = 0.013, 95% CI 0.027-0.257 and β = 0.133, p = 0.017, 95% CI 0.022-0.244, respectively). Greater engagement in routine physical activity levels from moderate to vigorous intensity was positively associated with quality of life (β = 0.429, p < 0.001, 95% CI: 0.304-0.554). Endurance (speed) was positively associated with quality of life (β = 0.221, p = 0.001, 95% CI: 0.087-0.355), and students with longer times on the shuttle run reported less quality of life (β = -0.207, p = 0.002, 95% CI: -0.337--0.077). These relations remained intact even when controlling for socioeconomic factors. The current findings reinforce the importance of promoting regular physical activity among younger children and also addressing socioeconomic status disparities to improve children's well-being. Future studies may want to consider expanding the array of measures used to assess physical activity and include additional measures assessing nutrition, cultural factors, and family functioning, all of which can influence a child's willingness to engage in physical activity and their well-being. The emphasis on fitness and physical activity and their contribution to a child's well-being should be the prime focus for stakeholders who work in the education, public health, and health policy sectors.
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Affiliation(s)
- Francesco Sanmarchi
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Lawrence M Scheier
- LARS Research Institute, Inc., Sun City, AZ 85351, USA
- Prevention Strategies, Greensboro, NC 27410, USA
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Matteo Ricci
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Giulia Longo
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126 Bologna, Italy
| | - Andrea Ceciliani
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, 47921 Rimini, Italy
| | - Alice Masini
- Department of Translational Medicine, University of Eastern Piedmont (UNIUPO), Via Solaroli, 17, 28100 Novara, Italy
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Peiris DLIHK, Duan Y, Vandelanotte C, Liang W, Baker JS. Identifying opportunity, capability and motivation of Sri Lankan 5th grade schoolteachers to implement in-classroom physical activity breaks: A qualitative study. PLoS One 2023; 18:e0288916. [PMID: 37471376 PMCID: PMC10359008 DOI: 10.1371/journal.pone.0288916] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 07/07/2023] [Indexed: 07/22/2023] Open
Abstract
BACKGROUND Classroom-based physical activity interventions have demonstrated positive effects in reducing sedentary behaviour among school children. However, this is an understudied area, especially in low- and middle-income countries such as Sri Lanka. This study aims to explore teachers' opportunity, capability and motivation relating to the implementation of an in-classroom physical activity breaks programme. METHODS Twenty-seven teachers were recruited through snowball sampling and participated in semi-structured telephone interviews from early-January to the mid-June 2022. The Capability, Opportunity, and Motivation Behaviour (COM-B) model was used to guide and deductively thematic analyse the interviews. RESULTS 21 out of the recruited teachers responded to the full study. The mean age of respondents was 39.24 years old ranging from 27 years to 53 years. Teaching experience of the respondents ranged from three to 37 years, and 57% were female. Three teachers had a degree with a teacher training diploma, while others were having General Certificate of Education in Advanced Level with a teacher training diploma as the highest education qualification. Capability factors such as age, dress code, mask wearing, knowledge, skills and workload of the teachers were identified as important factors in implementing a physical activity breaks intervention in a Sri Lankan classroom setting. Classroom space, facilities, student backgrounds and safety were identified as opportunity factors. Obtaining policy level decisions to implement the activity breaks and managing the time of the activities to reduce time lost in education time were identified as motivational factors. CONCLUSION During the intervention development phase, implementation facilitators and barriers must be considered carefully. Behaviour change techniques can be utilised to address the identified COM-B factors to ensure a good implementation of the intervention.
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Affiliation(s)
- D L I H K Peiris
- Faculty of Social Sciences, Department of Sport, Physical Education and Health, Hong Kong Baptist University, Hong Kong, China
| | - Yanping Duan
- Faculty of Social Sciences, Department of Sport, Physical Education and Health, Hong Kong Baptist University, Hong Kong, China
| | - Corneel Vandelanotte
- Physical Activity Research Group, School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton, Australia
| | - Wei Liang
- College of Physical Education, Shenzhen University, Shenzhen, China
| | - Julien Steven Baker
- Faculty of Social Sciences, Department of Sport, Physical Education and Health, Hong Kong Baptist University, Hong Kong, China
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Jiménez-Parra JF, Valero-Valenzuela A. Impact of an Interdisciplinary Educational Programme on Students' Physical Activity and Fitness. Healthcare (Basel) 2023; 11:healthcare11091256. [PMID: 37174798 PMCID: PMC10178393 DOI: 10.3390/healthcare11091256] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Revised: 04/23/2023] [Accepted: 04/25/2023] [Indexed: 05/15/2023] Open
Abstract
Educational initiatives and actions are needed to provide students with skills to create active habits and lifestyles in order to increase the physical activity and fitness levels of young people. The main objective of this study was to analyse the effects of a classroom-based physical activity and life skills programme on students' physical activity and fitness levels. The sample consisted of 65 students in the 6th grade of Primary Education, aged between 11 and 13 years (11.86 ± 0.53), divided into a control group (CG) and an experimental group (EG) for convenience and accessibility. This was a quasi-experimental, repeated measures, longitudinal cut-off research design. For 16 weeks, an interdisciplinary educational programme based on a combination of classroom-based physical activity and life skills was implemented. The results showed that the educational programme had a positive effect on students' physical activity levels during school hours, specifically on reducing sedentary time (p < 0.001) and increasing light (p < 0.001) and moderate-to-vigorous (p < 0.001) physical activity. Positive effects were also found on the variables of explosive strength (p < 0.05) and aerobic capacity (p < 0.05) related to physical fitness. In conclusion, interdisciplinary educational programmes based on the promotion of physical activity and life skills could contribute to the development of responsible daily physical activity habits in students to facilitate their transfer to other environments (social and family) outside school.
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Affiliation(s)
- José Francisco Jiménez-Parra
- SAFE (Salud, Actividad Física y Educación) Research Group, Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, 30720 Murcia, Spain
| | - Alfonso Valero-Valenzuela
- SAFE (Salud, Actividad Física y Educación) Research Group, Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, 30720 Murcia, Spain
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Latino F, Tafuri F, Saraiello E, Tafuri D. Classroom-Based Physical Activity as a Means to Improve Self-Efficacy and Academic Achievement among Normal-Weight and Overweight Youth. Nutrients 2023; 15:2061. [PMID: 37432221 DOI: 10.3390/nu15092061] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Revised: 04/18/2023] [Accepted: 04/21/2023] [Indexed: 07/12/2023] Open
Abstract
Although physical activity has positive physical and mental health outcomes, particularly among adolescents, a significant percentage of young people maintain a largely sedentary lifestyle. Considering that the youths spend the greater part of the day at school, this is considered an ideal setting to foster active and healthy living. Consequently, this study is intended to investigate the connection between physical activity, self-efficacy and academic achievement in normal-weight and overweight adolescents. In total, 100 students (aged 14-15) from a public high school placed in the south of Italy were enrolled. They participated either in a 12-week classroom-based physical activity break program performed during science classes (60'/2 days per week) in which a nutritional educational program was carried out or in regular science lessons (60'/2 days per week). At the beginning and end of the intervention programs, a set of standardized motor evaluation tests (standing long jump test, Harvard step test, push up, sit and reach test), the scholastic self-efficacy test and the Amos 8-15 were administered. As a result, a meaningful Time × Group interaction for the self-efficacy variable and Amos 8-15 was observed in the intervention group. Specifically, they reported significant improvement in study skills, motivational factors, concentration and self-efficacy, as well as a decrease in anxiety and BMI (p < 0.001). No significant change was observed in the control group. The conclusions of this research underpin the notion that classroom-based physical activity break is a successful approach for enhancing students' psycho-physical well-being, as well as academic achievement.
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Affiliation(s)
- Francesca Latino
- Faculty of Human Sciences, Pegaso University, 80100 Napoli, Italy
| | - Francesco Tafuri
- Heracle Lab Research in Educational Neuroscience, Niccolò Cusano University, 00166 Roma, Italy
| | - Emma Saraiello
- Department of Movement Sciences and Wellness, University of Napoli "Parthenope", 80100 Napoli, Italy
| | - Domenico Tafuri
- Department of Movement Sciences and Wellness, University of Napoli "Parthenope", 80100 Napoli, Italy
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25
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McLoughlin GM, Calvert HG, Turner L. Individual and Contextual Factors Associated with Classroom Teachers' Intentions to Implement Classroom Physical Activity. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3646. [PMID: 36834340 PMCID: PMC9963212 DOI: 10.3390/ijerph20043646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Revised: 02/09/2023] [Accepted: 02/12/2023] [Indexed: 06/18/2023]
Abstract
Classroom-based physical activity (CPA) is an evidence-based practice that improves student physical activity outcomes, but national data suggest implementation is insufficient in US classrooms. The purpose of this study was to examine individual and contextual factors associated with elementary school teachers' intentions to implement CPA. We collected input survey data from 181 classroom teachers (10 schools; 98.4% participation among eligible teachers) across three separate cohorts to examine associations between individual and contextual constructs and future CPA implementation intentions. Data were analyzed using multilevel logistic regression. Individual-level characteristics of perceived autonomy for using CPA, perceived relative advantage/compatibility of CPA, and general openness to educational innovations were positively associated with intentions to implement CPA (p < 0.05). Teacher perceptions of contextual factors such as administrator support for CPA were also associated with implementation intentions. This study adds to prior evidence about the importance of theoretically determined constructs for understanding behavioral intentions among front-line implementers such as classroom teachers. Additional research is needed to evaluate interventions designed to change malleable factors, including teachers' perceptions, as well as changing school environments so that teachers perceive more autonomy to use CPA and have the training and resources that build skills for implementation.
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Affiliation(s)
- Gabriella M. McLoughlin
- College of Public Health, Temple University, Philadelphia, PA 19140, USA
- Implementation Science Center for Cancer Control, Brown School, Washington University in St. Louis, St. Louis, MO 63130, USA
| | | | - Lindsey Turner
- College of Education, Boise State University, Boise, ID 83725, USA
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26
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Elliott K, Norman J, Wardle K, Budgen P, Callahan H, Camilleri M, Romeo A, Trinh K, Okely A, Kariippanon KE. Feasibility, acceptability and potential efficacy of a virtual physical activity program in primary and secondary schools in New South Wales, Australia: A quasi-experimental study. Health Promot J Austr 2023; 34:70-84. [PMID: 36088579 PMCID: PMC10087342 DOI: 10.1002/hpja.662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Revised: 09/01/2022] [Accepted: 09/02/2022] [Indexed: 01/27/2023] Open
Abstract
ISSUE ADDRESSED Child and youth participation in physical activity (PA) is fundamental for healthy development and obesity prevention. Government policy requires schools to offer 150 minutes of PA each week, however compliance is low. Race around Australia (RAA) is a New South Wales (NSW) Department of Education, virtual PA program aimed at assisting schools in meeting the PA guidelines. METHODS A pre- and post-intervention, quasi-experimental study was conducted using a mixed-methods approach comprising teacher interviews, a student questionnaire and a 1.6 kilometre (km) timed run. Data were collected from April to September 2021 among students and teachers in Grades 5 to 8, from 10 schools in NSW, Australia. RESULTS The analytical sample included data from 918 students and 17 teachers. The RAA program was deemed feasible and acceptable in primary schools, whereas there were several systemic and intrapersonal barriers to implementation success for secondary schools. In primary schools, RAA increased PA opportunities and the 1.6 km timed runs revealed a statistically significant treatment by time effect in favour of the intervention group for cardiorespiratory fitness (-36.91 seconds, 95% CI [-63.14, -10.68], P = .006). CONCLUSIONS RAA has demonstrated feasibility and potential efficacy in improving cardiorespiratory fitness. We recommend that program refinement be made to deliver an intervention that addresses the unique barriers of the secondary school setting through a multi-level ecological approach. SO WHAT?: Despite evident benefits, implementation of PA initiatives in the school setting reveals many challenges. Stronger consideration of the Health Promotion with Schools Framework is evidently needed.
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Affiliation(s)
- Kayla Elliott
- Early Start, School of Health and Society, University of Wollongong, Wollongong, New South Wales, Australia
| | - Jennifer Norman
- Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, New South Wales, Australia.,Health Promotion Service, Illawarra Shoalhaven Local Health District, NSW Health, Warrawong, New South Wales, Australia.,School of Health and Society, University of Wollongong, Wollongong, New South Wales, Australia
| | - Karen Wardle
- Health Promotion Service, South Western Sydney Local Health District, NSW Government Department of Health, Liverpool, Australia
| | - Pip Budgen
- Health Promotion Service, Illawarra Shoalhaven Local Health District, NSW Health, Warrawong, New South Wales, Australia
| | - Hayley Callahan
- Health Promotion Service, Illawarra Shoalhaven Local Health District, NSW Health, Warrawong, New South Wales, Australia
| | - Michelle Camilleri
- Health Promotion Service, South Western Sydney Local Health District, NSW Government Department of Health, Liverpool, Australia
| | - Alannah Romeo
- Health Promotion Service, South Western Sydney Local Health District, NSW Government Department of Health, Liverpool, Australia
| | - Katie Trinh
- Health Promotion Branch, Wellbeing SA, Adelaide, South Australia, Australia
| | - Anthony Okely
- Early Start, School of Health and Society, University of Wollongong, Wollongong, New South Wales, Australia.,Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, New South Wales, Australia
| | - Katharina E Kariippanon
- Early Start, School of Health and Society, University of Wollongong, Wollongong, New South Wales, Australia.,Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, New South Wales, Australia
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Carrasco-Uribarren A, Ortega-Martínez A, Amor-Barbosa M, Cadellans-Arróniz A, Cabanillas-Barea S, Bagur-Calafat MC. Improvement of In-School Physical Activity with Active School-Based Interventions to Interrupt Prolonged Sitting: A Systematic Review and Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1636. [PMID: 36674388 PMCID: PMC9863961 DOI: 10.3390/ijerph20021636] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Accepted: 01/07/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND Sedentary behaviors have increased in recent years and their consequences have led the World Health Organization to make recommendations for promoting a more active lifestyle. The school environment has been defined as a key place for achieving this objective for children and adolescents. This systematic review and meta-analysis aims to analyze the effect of active-break interventions for interrupting prolonged sitting times during school-time on physical activity (PA) and sedentary behavior (SB), at school, in childhood and youth. METHODS A systematic review and meta-analysis were carried out, including clinical trials aimed at assessing the effects of interrupting prolonged sitting at school with active breaks on in-school PA and/or SB. Multimodal and static interventions were excluded. Six databases were analyzed: Medline, WOS, Cochrane Library, SPORT Discus, CINAHL and EMBASE. PA, SB; moderate-to-vigorous physical activity (MVPA) were the variables considered. RESULTS Nine studies were included, with a total of 2145 children between 6 and 12 years old. The heterogeneity in the duration (five-sixty min), the frequency (one-three times per-day up to three times per week), and duration (five days to three years) of the interventions was detected. The meta-analyses for in-school PA, MVPA, and SB were performed, showing a significant improvement in both PA and MVPA. CONCLUSIONS Interrupting prolonged sitting with active-based school interventions could improve PA and MVPA levels during school time. (PROSPERO: CRD42022358933).
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Affiliation(s)
| | - Anna Ortega-Martínez
- Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
- Physiotherapy Department, Fundació Aspace Catalunya, 08001 Barcelona, Spain
| | - Marta Amor-Barbosa
- Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
| | - Aida Cadellans-Arróniz
- Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
| | - Sara Cabanillas-Barea
- Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
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BMI and Physical Activity, Military-Aged U.S. Population 2015-2020. Am J Prev Med 2023; 64:66-75. [PMID: 36155710 PMCID: PMC9885292 DOI: 10.1016/j.amepre.2022.08.008] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 07/29/2022] [Accepted: 08/15/2022] [Indexed: 02/05/2023]
Abstract
INTRODUCTION Obesity and physical inactivity are considered possible U.S. national security threats because of their impact on military recruitment. The objectives of this study were to estimate the prevalence of (1) BMI eligibility for military entrance, (2) adequate physical activity participation among the BMI-eligible population, and (3) combined BMI eligibility and adequate physical activity. METHODS This cross-sectional study of nonpregnant, military-aged civilians (aged 17-42 years) used objectively measured weight and height data and self-reported aerobic physical activity data from the 2015-2020 National Health and Nutrition Examination Survey. BMI eligibility was defined as 19.0-27.5 kg/m2, per Department of Defense regulation. Adequate physical activity for entering initial military training was defined as ≥300 minutes/week of equivalent moderate-intensity aerobic physical activity from all domains, approximating U.S. Army guidance. Participants meeting both definitions were further classified as eligible and active. Analyses were conducted in 2021-2022. RESULTS Of military-aged participants (unweighted n=5,964), 47.3% were eligible by BMI. Among BMI-eligible participants, 72.5% reported adequate physical activity. Taken together, 34.3% were both eligible and active. The prevalence of eligible and active status was higher among males, persons who were younger and non-Hispanic White, college graduates, and those with higher family income than among their counterparts. CONCLUSIONS Among the military-aged U.S. population, slightly under half were eligible to enter the military on the basis of their BMI, and only 1 in 3 met BMI eligibility and were adequately physically active. Equitable promotion of healthy weight achievement and physical activity participation may improve military preparedness.
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Salussolia A, Lenzi J, Montalti M, Rallo F, Paternò M, Agosta M, Resi D, Stillo M, Guaraldi F, Gori D, Dallolio L, Masini A. Physical Well-Being of Children and Adolescents during the SARS-CoV-2 Pandemic: Findings from the "Come te la Passi?" Cross Sectional Survey in Bologna, Italy. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9121950. [PMID: 36553392 PMCID: PMC9776682 DOI: 10.3390/children9121950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 12/08/2022] [Accepted: 12/09/2022] [Indexed: 12/14/2022]
Abstract
BACKGROUND The COVID-19 had a strong impact on the physical and general well-being of the youngest. In Italy, citizens were forced to change their habits, especially during the national lockdown, causing increased levels of sedentary and unhealthy behaviors. "Come te la passi?" was a cross-sectional study aimed at investigating changes in the physical activity levels (PA) and well-being of children and adolescents in the City of Bologna. METHODS An anonymous survey was administered to parents/guardians of children and adolescents aged 6-18 years. RESULTS 1134 questionnaires were collected during June 2021; 457 (40.3%) were females, and the mean age was 13.0 ± 3.4 years. Regarding the general well-being perception, 61.3% of the participants reported concerns about the future, 46.3% reported sleep difficulties, and 72.8% reported experiencing attention difficulty, with higher percentages among adolescents. Considering the PA frequency, an overall reduction was found, with the percentage of those who rarely did PA and those who frequently did PA both increasing. No gender differences were found. CONCLUSIONS Our findings suggest that the current pandemic has strongly impacted the well-being of children and adolescents. It appears to have primarily affected adolescents, with a significant reduction in PA levels, even after the end of the national lockdown.
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Affiliation(s)
- Aurelia Salussolia
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40138 Bologna, Italy
| | - Jacopo Lenzi
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40138 Bologna, Italy
| | - Marco Montalti
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40138 Bologna, Italy
- Correspondence: ; Tel.: +39-051-209-4827
| | - Flavia Rallo
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40138 Bologna, Italy
| | - Martina Paternò
- Department of Public Health, Bologna Local Health Authority, 40124 Bologna, Italy
| | - Marta Agosta
- Department of Public Health, Bologna Local Health Authority, 40124 Bologna, Italy
| | - Davide Resi
- Department of Public Health, Bologna Local Health Authority, 40124 Bologna, Italy
| | - Michela Stillo
- Department of Public Health, Bologna Local Health Authority, 40124 Bologna, Italy
| | - Federica Guaraldi
- Istituto di Ricovero e Cura a Carattere Scientifico delle Scienze Neurologiche di Bologna, 40139 Bologna, Italy
| | - Davide Gori
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40138 Bologna, Italy
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40138 Bologna, Italy
| | - Alice Masini
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40138 Bologna, Italy
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Elish PN, Bryan CS, Boedeker PJ, Calvert HG, Kay CM, Meyer AM, Gazmararian JA. The longitudinal association between objectively-measured school-day physical activity and academic achievement in US elementary school students. Int J Behav Nutr Phys Act 2022; 19:90. [PMID: 35870926 PMCID: PMC9308117 DOI: 10.1186/s12966-022-01328-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Accepted: 06/29/2022] [Indexed: 11/17/2022] Open
Abstract
Background It is recommended that school-aged children accrue 30 minutes of daily moderate-to-vigorous physical activity (MVPA) in school. Current literature is inconclusive about the long-term associations between school-based physical activity and academic achievement. In this study, we use a large sample and longitudinal design to rigorously evaluate whether school-day MVPA is associated with academic achievement. Methods In a diverse suburban public school district, 4936 Grade 4 students were recruited in 40 elementary schools. Students wore accelerometers to measure school-day MVPA for 15 days across three semesters. Academic performance data was collected across Grade 3 fall to Grade 5 spring, including teacher-assigned grades and standardized test scores. Multilevel modeling was conducted controlling for student demographics and school characteristics. Results Cross-sectional analyses found small negative associations in Grade 4. Grade 4 full-year mean daily school-day MVPA had β = −-0.066, β = −-0.063, β = −-0.066, and β = −-0.058 associations (p < 0.001) with Grade 4 math, reading, spelling, and writing grades respectively, and Grade 4 full-year mean daily school-day MVPA had β = −-0.206 and β = −-0.283 (p < 0.001) associations with Grade 4 math and English Language Arts (ELA) standardized test scores respectively out of approximately 500 points. Longitudinal analyses found no significant associations between Grade 4 full-year mean daily school-day MVPA and Grade 5 Fall course grades. Results also indicated small negative associations for students attaining 30+ minutes of daily school-day MVPA compared to those attaining less than 15 minutes, but only in Grade 4 Fall cross-sectional analyses where teacher-assigned reading, spelling, and writing grades were − 1.666, − 1.638, and − 1.993 points lower respectively (p < 0.001). Conclusion The cross-sectional findings, while statistically significant in a negative direction, have a negligible association when translated practically. For example, even if students attained twice the recommended amount of school-day MVPA – which would constitute an approximately 300% increase from current levels – results suggest that grades would only decrease by 2 points on a 100-point scale. Furthermore, longitudinal analyses suggest school-day MVPA does not have a predictive association with course grades or standardized test scores. Findings suggest school-based MVPA implemented in accordance with recommendations does not meaningfully detract from academic progress. Trial registration ClinicalTrials.gov, NCT03765047. Registered 05 December 2018 - Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT03765047 Supplementary Information The online version contains supplementary material available at 10.1186/s12966-022-01328-7.
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Amor-Barbosa M, Ortega-Martínez A, Carrasco-Uribarren A, Bagur-Calafat MC. Active School-Based Interventions to Interrupt Prolonged Sitting Improve Daily Physical Activity: A Systematic Review and Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15409. [PMID: 36430128 PMCID: PMC9693257 DOI: 10.3390/ijerph192215409] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2022] [Revised: 11/04/2022] [Accepted: 11/18/2022] [Indexed: 05/27/2023]
Abstract
BACKGROUND Sedentary behavior (SB) is a negative routine for health, especially during advancing age. Promoting an active lifestyle and reducing SB is a global endeavor. The aim of this study was to analyze the effects of active school-based programs to interrupt prolonged sitting for daily physical activity (PA) and daily SB in children and adolescents. METHODS A systematic review was conducted. Clinical trials analyzing the effect of interrupting prolonged sitting with active breaks and classroom-based PA were included. Studies that implemented PA in class without interrupting prolonged sitting or those that implemented multimodal interventions were excluded. A systematic search was conducted in 6 databases: Medline, WOS, Cochrane Library, SPORTDiscus, CINAHL and EMBASE. Primary outcomes were daily PA and daily SB, while moderate-to vigorous physical activity (MVPA) was considered a secondary outcome. RESULTS Six studies were included, with a total of 976 participants between 6-14 years. The interventions were heterogeneous in duration of the sitting time interruption (5-30 min), frequency (1-3 times per-day up to three times per-week) and total duration (five days to three years). 50% of the studies scored "high risk" of bias. Three meta-analyses were performed for daily PA, MVPA and SB, showing a significant improvement in the daily PA and MVPA. CONCLUSIONS School-based programs aimed to interrupt prolonged sitting could be a good strategy to improve daily PA and MVPA levels. (Registration number: CRD42022358933).
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Affiliation(s)
- Marta Amor-Barbosa
- Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
| | - Anna Ortega-Martínez
- Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
- Physiotherapy Department, Fundació Aspace Catalunya, 08001 Barcelona, Spain
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Martyn L, Bigelow H, Graham JD, Ogrodnik M, Chiodo D, Fenesi B. A mixed method investigation of teacher-identified barriers, facilitators and recommendations to implementing daily physical activity in Ontario elementary schools. BMC Public Health 2022; 22:1986. [PMID: 36316654 PMCID: PMC9619006 DOI: 10.1186/s12889-022-14359-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Accepted: 10/14/2022] [Indexed: 11/13/2022] Open
Abstract
Background Fewer than 17% of children worldwide are meeting the international recommendations for daily physical activity. Since most children are in school for the bulk of their day, the classroom has been identified as an ideal space to incorporate physical activity opportunities. In Ontario (Canada), the Daily Physical Activity (DPA) policy aims to ensure all elementary school children receive a minimum of 20 min of moderate to vigorous physical activity each school day during instructional time. However, a 2015 evaluation found that only half of Ontario teachers were meeting this expectation; this work advocated for additional research to monitor implementation and its predictors and to further identify fidelity recommendations. Thus, the current study investigated contemporary factors influencing DPA fidelity in Ontario elementary schools and provides teacher-identified recommendations to support DPA implementation. Methods The first part of the study was a quantitative approach surveying 186 elementary school teachers across Ontario. Descriptive statistics including frequencies and means were used to characterize barriers, facilitators, and recommendations to DPA implementation. Spearman’s correlations were used to assess the relation between the likelihood of DPA implementation and intrapersonal factors of gender, teaching experience, prior DPA training and personal physical activity participation. The second part of the study consisted of a qualitative approach using teacher interviews to explore in-depth teachers’ recommendations to support DPA implementation. A thematic analysis was used to analyze the transcripts and identify recommendations for DPA. Results Survey results showed that only 23% of teachers met the mandated 20 min of DPA per day. Barriers to implementation included space and time constraints, inadequate training, student behavioural issues and low self-efficacy. Gender, teaching experience and prior DPA training were not related to the likelihood of DPA implementation. Teachers who rated themselves as more physically fit were more likely to implement DPA. Teacher interviews elucidated key areas for improving DPA implementation including greater DPA training opportunities, resources, community partnerships, accountability and strategies that support school-wide implementation. Conclusion The current study demonstrated that fidelity to the DPA policy in Ontario elementary schools is on the decline. This work highlights unique factors implicated in DPA fidelity and brings to the forefront teacher recommendations to improve DPA implementation.
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Affiliation(s)
- Lauren Martyn
- grid.39381.300000 0004 1936 8884Faculty of Education, Western University, London, ON Canada
| | - Hannah Bigelow
- grid.39381.300000 0004 1936 8884Faculty of Education, Western University, London, ON Canada
| | - Jeffrey D. Graham
- grid.411793.90000 0004 1936 9318Faculty of Social Sciences, Brock University, St. Catherines, ON Canada
| | - Michelle Ogrodnik
- grid.25073.330000 0004 1936 8227Department of Kinesiology, Faculty of Science, McMaster University, Hamilton, ON Canada
| | - Deborah Chiodo
- grid.39381.300000 0004 1936 8884Faculty of Education, Western University, London, ON Canada
| | - Barbara Fenesi
- grid.39381.300000 0004 1936 8884Faculty of Education, Western University, London, ON Canada
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Creaser AV, Frazer MT, Costa S, Bingham DD, Clemes SA. The Use of Wearable Activity Trackers in Schools to Promote Child and Adolescent Physical Activity: A Descriptive Content Analysis of School Staff's Perspectives. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14067. [PMID: 36360944 PMCID: PMC9654652 DOI: 10.3390/ijerph192114067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 10/25/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The school environment is an ideal setting for promoting physical activity (PA). Wearable activity trackers (wearables) have previously been implemented, in research, as intervention tools within the school-environment. However, the large-scale use and acceptance of wearables, in schools, is unknown. METHODS This study distributed a cross-sectional survey to school staff to investigate the prevalence of child and adolescent wearable use in schools, including when and how they are used, and school staff's willingness to use them in the future (as implemented by school staff). This survey consisted of between 13 and 22 items, including closed-ended and open-ended questions. Closed-ended responses were displayed descriptively (wearable prevalence and characteristics), and open-ended qualitative responses were categorised using descriptive content analysis (how wearables are used). RESULTS 1087 school staff provided valid responses. Of those, 896 (82.4%) had never used a wearable as a teaching or support tool for their students, and 120 (11%) currently used- and 71 (6.5%) had previously used- a wearable as a teaching or support tool for their students. When wearables were used, school staff implemented their use regularly and during physical education lessons or throughout the entire school day. Wearables were used to monitor or increase student's PA levels, or for student and staff educational purposes (e.g., academic learning, movement breaks). Most school staff were willing to use a wearable as a teaching or support tool to promote student's PA, and/or learning about PA, in the future. CONCLUSIONS This study is the first study to explore the widescale use and acceptance of children and adolescents using wearables in the school-setting. Findings may inform the development of future school-based interventions and public health initiatives for physical activity promotion, using wearables.
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Affiliation(s)
- Amy V. Creaser
- School of Sport, Exercise, and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK
| | - Marie T. Frazer
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK
- Faculty of Health Studies, University of Bradford, Richmond Road, Bradford BD7 1DP, UK
| | - Silvia Costa
- School of Sport, Exercise, and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
| | - Daniel D. Bingham
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK
| | - Stacy A. Clemes
- School of Sport, Exercise, and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
- National Institute for Health Research (NIHR) Leicester Biomedical Research Centre, University Hospitals of Leicester NHS Trust, University of Leicester, Leicester LE5 4PW, UK
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Keating R, Ahern S, Bisgood L, Mernagh K, Nicolson GH, Barrett EM. Stand up, stand out. Feasibility of an active break targeting prolonged sitting in university students. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2022; 70:2237-2243. [PMID: 33300836 DOI: 10.1080/07448481.2020.1847119] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Revised: 10/06/2020] [Accepted: 10/30/2020] [Indexed: 06/12/2023]
Abstract
ObjectiveTo assess the acceptability, appropriateness, and feasibility of an active break designed to disrupt prolonged sitting in university students. Participants: Students attending lectures in Trinity College Dublin, Ireland. Methods: Participants took part in an active break, which consisted of following a short exercise video lasting ∼4 min. They then completed a validated questionnaire consisting of 12 statements with two open-ended questions capturing likes/dislikes. Results: Overall 106 (response rate 96%) predominately female (83%, n = 87), health sciences students (91%, n = 96) participated. Percentage agreement ranged from 93.4% (n = 99) to 96.2% (n = 102) for acceptability, 84.9% (n = 90) to 93.4% (n = 99) for appropriateness, and 80.2% (n = 85) to 96.2% (n = 102) for feasibility. Space constraints and warm temperatures impacted negatively. Conclusion: An active break delivered during lectures is an acceptable and feasible intervention to disrupt sitting in students. Further investigation using a broader representation of the university population is needed prior to implementation.
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Affiliation(s)
- Rebecca Keating
- Discipline of Physiotherapy, Trinity College Dublin, The University of Dublin, Dublin, Ireland
| | - Sally Ahern
- Discipline of Physiotherapy, Trinity College Dublin, The University of Dublin, Dublin, Ireland
| | - Louisa Bisgood
- Discipline of Physiotherapy, Trinity College Dublin, The University of Dublin, Dublin, Ireland
| | - Katie Mernagh
- Discipline of Physiotherapy, Trinity College Dublin, The University of Dublin, Dublin, Ireland
| | - Gail H Nicolson
- Department of Public Health and Primary Care, Trinity College Dublin, The University of Dublin, Dublin, Ireland
| | - Emer M Barrett
- Discipline of Physiotherapy, Trinity College Dublin, The University of Dublin, Dublin, Ireland
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Méndez-Giménez A, Pallasá-Manteca M, Cecchini J. EFECTOS DE LOS DESCANSOS ACTIVOS EN LA ACTIVIDAD FÍSICA DE ESTUDIANTES DE PRIMARIA. REVISTA INTERNACIONAL DE MEDICINA Y CIENCIAS DE LA ACTIVIDAD FÍSICA Y DEL DEPORTE 2022. [DOI: 10.15366/rimcafd2022.87.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Los objetivos fueron examinar el impacto de los descansos activos (DA) en la actividad física (AF) de estudiantes de 2º de primaria durante las clases, el recreo y el horario extraescolar, y analizar posibles compensaciones durante el día. Participaron 46 escolares (28 niñas) de 7-8 años. Se realizó un diseño cuasi-experimental con medidas pretest y postest. El grupo experimental (n=22) recibió un programa diseñado por docentes y estudiantes. La AF se registró mediante acelerometría. Las ANOVAs de medidas repetidas mostraron efectos significativas en AFMV y AF muy vigorosa a favor del grupo experimental. El grupo experimental incrementó 14’17”/día de AFMV y 2’01”/día de AF muy vigorosa. En este grupo también se produjo un descenso de AFMV durante los recreos de 6’54”/sem y se redujo el tiempo de actividad sedentaria durante las clases en 73’30”/sem. Implicar al docente y alumnado en el diseño de DA puede aumentar la AF del alumnado.
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Li MH, Sit CHP, Wong SHS, Wing YK, Ng CK, Rudd J, Chow JY, Sum RKW. Effects of a blended classroom-based intervention on aerobic fitness, motor skills, inhibition, and daytime sleepiness among Hong Kong children. Front Public Health 2022; 10:944423. [PMID: 36203680 PMCID: PMC9530981 DOI: 10.3389/fpubh.2022.944423] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Accepted: 09/01/2022] [Indexed: 01/21/2023] Open
Abstract
In response to the all-round development of primary school children, this study aimed to evaluate the effectiveness of a blended intervention program on children's health-related outcomes of aerobic fitness, motor skills, inhibition and daytime sleepiness in classroom settings. Three experimental conditions include: (1) the "Stand + Move" group combining sit-stand desks and physical activity (PA) recess, (2) "Move" group with PA recess only, and (3) Control group (CG; normal class schedule). A total of 64 primary school children (37.5% girls and 62.5% boys, M [SD] = 9.6 [0.61], BMI mean = 17.0 ± 3.0) participated in all assessments, including aerobic fitness, motor skills, inhibitory control, and daytime sleepiness. The baseline data collection starts from January 2019, with the intervention lasting for 13 weeks and followed by post-intervention and follow up tests conducted in July and October 2019. There was a significant interaction effect on aerobic fitness [F (2,76) = 10.62, p < 0.001, η2 = 0.22] after the intervention period, whereas no significant interaction was observed for other variables. Significant main effects were observed in aerobic fitness (pre - post: -11.75 and -7.22) for both experimental groups, with the blended group showing greater improvements immediately post the test, while motor skills only showed a significant increase at the three-month follow-up, with the greatest increase in the blended group (pre-follow-up: -2.50). For inhibition control and daytime sleepiness, better improvements were shown for the experimental groups than for the control group. The blended designed intervention, by incorporating multiple components as an innovative strategy to reconstruct children's traditional classroom environment in Hong Kong, has demonstrated improved physical and psychological development of school children. Clinical trial registration ChiCTR, ChiCTR2000035038. Registered 29 July 2020 - Retrospectively registered. http://www.chictr.org.cn/hvshowproject.aspx?id=46038.
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Affiliation(s)
- Ming Hui Li
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Cindy Hui Ping Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Stephen Heung Sang Wong
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Yun Kwok Wing
- Department of Psychiatry, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Ching Kong Ng
- Stewards Pooi Kei Primary School, Hong Kong, Hong Kong SAR, China
| | - James Rudd
- Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway
| | - Jia Yi Chow
- Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Raymond Kim Wai Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
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Lane C, Wolfenden L, Hall A, Sutherland R, Naylor PJ, Oldmeadow C, Leigh L, Shoesmith A, Bauman A, McCarthy N, Nathan N. Optimising a multi-strategy implementation intervention to improve the delivery of a school physical activity policy at scale: findings from a randomised noninferiority trial. Int J Behav Nutr Phys Act 2022; 19:106. [PMID: 35987776 PMCID: PMC9392334 DOI: 10.1186/s12966-022-01345-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Accepted: 08/07/2022] [Indexed: 11/17/2022] Open
Abstract
Background To maximise their potential health benefits, school-based physical activity policies need to be implemented at scale. This paper describes the third in a sequence of trials that sought to optimise an effective strategy (PACE) to assist schools’ implementation of a physical activity policy. Specifically, it aimed to determine the probability that a multi-strategy intervention adapted to reduce in-person contact (Adapted PACE) was “as good as” the original intervention (PACE) in increasing the weekly minutes of structured physical activity implemented by classroom teachers. Methods A noninferiority cluster randomised controlled trial was undertaken with 48 primary schools in New South Wales, Australia. Schools were randomised to receive PACE or a model with adaptations made to the delivery modes (Adapted PACE). Teachers’ scheduled minutes of weekly physical activity was assessed at baseline (Oct 2018-Feb 2019) and 12-month follow-up (Oct-Dec 2019). The noninferiority margin was set at − 16.4 minutes based on previous data and decision panel consensus. A linear mixed model analysed within a Bayesian framework was used to explore noninferiority between the two PACE models. A cost minimisation analysis was conducted from the health service provider perspective, using the Australian dollar (AUD). Results The posterior estimate for the between group difference at follow-up was − 2.3 minutes (95% credible interval = − 18.02, 14.45 minutes). There was an estimated 96% probability of Adapted PACE being considered noninferior (only 4% of the posterior samples crossed the noninferiority margin of − 16.4 minutes). That is, the minutes of physical activity implemented by teachers at Adapted PACE schools was not meaningfully less than the minutes of physical activity implemented by teachers at PACE schools. The mean total cost was AUD$25,375 (95% uncertainty interval = $21,499, $29,106) for PACE and AUD$16,421 (95% uncertainty interval = $13,974, $19,656) for Adapted PACE; an estimated reduction of AUD$373 (95% uncertainty interval = $173, $560) per school. Conclusions It is highly probable that Adapted PACE is noninferior to the original model. It is a cost-efficient alternative also likely to be a more suitable approach to supporting large scale implementation of school physical activity policies. Trial registration Retrospectively registered with the Australian New Zealand Clinical Trials Registry (ACTRN12619001229167). Supplementary Information The online version contains supplementary material available at 10.1186/s12966-022-01345-6.
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Peiris DLIHK, Duan Y, Vandelanotte C, Liang W, Yang M, Baker JS. Effects of In-Classroom Physical Activity Breaks on Children's Academic Performance, Cognition, Health Behaviours and Health Outcomes: A Systematic Review and Meta-Analysis of Randomised Controlled Trials. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:9479. [PMID: 35954831 PMCID: PMC9368257 DOI: 10.3390/ijerph19159479] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 07/30/2022] [Accepted: 07/30/2022] [Indexed: 02/01/2023]
Abstract
In-Classroom physical activity breaks (IcPAB) are a promising way to promote children’s health behaviors, while contributing to the development of their academic and cognitive ability and health outcomes. Yet the effect of the activity breaks, which are exclusive to classroom settings, are still mixed and unclear. Hence, this review was conducted to identify the characteristics and the effects of IcPAB among primary school children. The review protocol was registered on PROSPERO (CRD42021234192). Following the Cochrane guidelines, PubMed, PsycINFO (ProQuest), MEDLINE (EBSCOhost), Embase/Ovid, SportDISCUS (EBSCOhost), Web of Science, Scopus and Academic Search Premier (EBSCOhost) databases were searched to collect data on randomised control trials without a time restriction. The final database search was conducted on the 8 November 2021. Random effects models were used to calculate the effect sizes. The systematic review identified ten eligible studies, nine of which were also included in the meta-analysis. Few studies used the theoretical frameworks and process evaluations. IcPAB showed mixed effectiveness on academic outcomes: i.e., IcPAB had effects on spelling performance (p < 0.05) and foreign language learning (p < 0.01) but not on mathematics and reading performance. Health behaviors such as moderate-to-vigorous physical activity levels were improved (p < 0.01), but IcPAB did not have an impact on cognition outcomes and health outcomes. Given these mixed results, further research is needed underpinned by strong methodological quality, theoretical underpinnings and reliable process evaluation methods.
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Affiliation(s)
- D. L. I. H. K. Peiris
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
| | - Yanping Duan
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
| | - Corneel Vandelanotte
- Physical Activity Research Group, School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton 4701, Australia
| | - Wei Liang
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
| | - Min Yang
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
| | - Julien Steven Baker
- Department of Sport, Physical Education and Health, Faculty of Social Sciences, Hong Kong Baptist University, Hong Kong, China; (D.L.I.H.K.P.); (W.L.); (M.Y.); (J.S.B.)
- Centre for Health and Exercise Science Research, Hong Kong Baptist University, Hong Kong, China
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Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19137775. [PMID: 35805432 PMCID: PMC9265656 DOI: 10.3390/ijerph19137775] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 06/22/2022] [Accepted: 06/23/2022] [Indexed: 11/30/2022]
Abstract
Background: University students are mostly sedentary in tertiary education settings which may be detrimental to their health and learning. This review aimed to examine the feasibility and efficacy of classroom movement breaks (CMB) and physically active learning (PAL) on physical and cognitive outcomes in university students in the tertiary setting. Methods: Five electronic databases (MEDLINE, CINAHL, Embase, PsychINFO, and PubMed) were searched for articles published up until November 2021. Manual searching of reference lists and citation tracking were also completed. Two reviewers independently applied inclusion and exclusion criteria and completed quality assessment. Articles were included if they evaluated CMB or PAL interventions delivered to university students in a tertiary setting. Results: Of the 1691 articles identified, 14 studies with 5997 participants met the inclusion criteria. Average study quality scores were poor for both CMB and PAL studies. CMBs and PAL are feasible in the tertiary setting and increase physical activity, reduce sedentary behaviour, increase wellbeing, and reduce fatigue in university students. In addition, CMBs increased student focus and attention in class and PAL had no detrimental effect on academic performance. Conclusions: University educators should feel confident in introducing CMB and/or PAL interventions into their classes to improve student health and wellbeing.
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Masini A, Ceciliani A, Dallolio L, Gori D, Marini S. Evaluation of feasibility, effectiveness, and sustainability of school-based physical activity "active break" interventions in pre-adolescent and adolescent students: a systematic review. CANADIAN JOURNAL OF PUBLIC HEALTH = REVUE CANADIENNE DE SANTE PUBLIQUE 2022; 113:713-725. [PMID: 35737219 PMCID: PMC9481789 DOI: 10.17269/s41997-022-00652-6] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Accepted: 05/12/2022] [Indexed: 11/17/2022]
Abstract
Objective The present systematic review aimed to investigate the impact of school-based physical activity (PA) interventions of “active breaks” on PA levels, classroom behaviour, cognitive functions, and well-being in pre-adolescents and adolescents attending secondary and high school. Methods In March 2021, we performed a systematic research in CINAHL, Cochrane Library, Embase, MedLine, and PsycINFO databases and through grey literature. Quality assessment was performed in accordance with the Cochrane Tool for Quality Assessment for RCTs and the STROBE tool for observational studies. We included studies that investigated classroom PA interventions led by teachers such as active breaks or physically active lessons on PA levels, classroom behaviour, cognitive function, and quality of life in pre-adolescent and adolescent population attending secondary and high school. Synthesis Three studies met the inclusion criteria. Two studies showed a positive effect of active breaks on students’ classroom behaviour and quality of life. One study registered a positive effect in the increase in school PA levels; unfortunately, this effect was not found in the overall levels of PA or in the reduction of sedentary behaviour. All three studies showed the feasibility and acceptability of active breaks intervention in secondary and high school settings. Conclusion This systematic review suggests the potential benefit of this type of intervention integrated in the secondary and high school curriculum on classroom behaviour, school PA levels, and well-being. Supplementary Information The online version contains supplementary material available at 10.17269/s41997-022-00652-6.
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Affiliation(s)
- Alice Masini
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, via San Giacomo 12, 40126, Bologna, Italy
| | - Andrea Ceciliani
- Department of Life Quality Studies, University of Bologna, Campus of Rimini, Corso d'Augusto 237, 47921, Rimini, Italy
| | - Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, via San Giacomo 12, 40126, Bologna, Italy.
| | - Davide Gori
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, via San Giacomo 12, 40126, Bologna, Italy
| | - Sofia Marini
- Department of Biomedical and Neuromotor Sciences, Unit of Hygiene, Public Health and Medical Statistics, University of Bologna, via San Giacomo 12, 40126, Bologna, Italy
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da Costa BGG, Bruner B, Scharoun Benson S, Raymer G, Law B. Canadian Children’s Physical Activity and Sedentary Behaviors During Time-Segments of the School Day. AMERICAN JOURNAL OF HEALTH EDUCATION 2022. [DOI: 10.1080/19325037.2022.2071781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Tamura A, Murayama K, Ishii R, Sakaki M, Tanaka A. The effect of low-intensity exercise on emotional and cognitive engagement in the classroom. NPJ SCIENCE OF LEARNING 2022; 7:9. [PMID: 35618747 PMCID: PMC9135685 DOI: 10.1038/s41539-022-00125-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Accepted: 04/08/2022] [Indexed: 06/15/2023]
Abstract
This study examined whether engaging in physical exercise during a university class would have beneficial effect on students' learning motivation. One hundred and forty-nine participants took part in a psychology class over nine weeks (one lesson per week); for each lesson, participants engaged in a three-minute physical activity (low-intensity aerobic exercise) or control activity (watching a video), about 20 min after the lesson started. Participants reported higher vigour and lower fatigue during the class when they exercised than when they engaged in control activities. These findings suggest the utility of incorporating a short exercise activity in university settings to enhance students' classroom motivation.
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Affiliation(s)
- Ayame Tamura
- University of Human Environments, 6-2 Motojuku-cho Sanbonmatsu, Okazaki-shi, Aichi, 444-3505, Japan.
| | - Kou Murayama
- University of Tübingen, Europastraße 6, 72072, Tübingen, Germany
- University of Reading, Whiteknights, PO Box 217, Reading, RG6 6AH, United Kingdom
| | - Ryo Ishii
- Nara University of Education, Takabatake-cho, Nara-shi, Nara, 630-8528, Japan
| | - Michiko Sakaki
- University of Tübingen, Europastraße 6, 72072, Tübingen, Germany
- University of Reading, Whiteknights, PO Box 217, Reading, RG6 6AH, United Kingdom
| | - Ayumi Tanaka
- University of Human Environments, 6-2 Motojuku-cho Sanbonmatsu, Okazaki-shi, Aichi, 444-3505, Japan
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Effects of a Hybrid Program of Active Breaks and Responsibility on the Behaviour of Primary Students: A Mixed Methods Study. Behav Sci (Basel) 2022; 12:bs12050153. [PMID: 35621450 PMCID: PMC9137545 DOI: 10.3390/bs12050153] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Revised: 03/30/2022] [Accepted: 05/11/2022] [Indexed: 02/04/2023] Open
Abstract
Schools are ideal environments to promote healthy lifestyles and teach values among students. In this sense, the present study aims to verify the result of an Active Break program (AB) within the Teaching Personal and Social Responsibility (TPSR) Model in the school environment. The sample consisted of two teachers/tutors from the sixth year of Primary Education and 51 pupils, aged between 11 and 13 years, who were divided into an experimental group (n = 26) and a control group (n = 25). The intervention program lasted 3 months, in which the hybridised methodology was applied during 100% of the weekly classes, computing a total of 156 sessions by the end of the study. It was a quasi-experimental study design that used a mixed methodology combining a systematic observational analysis with semi-structured interviews. The results showed an evolution in the behaviour of the teacher from the experimental group from a controlling style to one centred on the transfer of autonomy, while the teacher from the control group primarily used strategies based on the imposition of tasks and the establishment of organisation, which caused an increase in disruptive behaviours among students. We conclude that the program is adaptable to Primary Education and can be extended to any educational environment to improve the classroom climate and attract the attention of students and, finally, allows for the promotion of new teaching strategies.
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Gosselin V, Laberge S. Do the implementation processes of a school-based daily physical activity (DPA) program vary according to the socioeconomic context of the schools? a realist evaluation of the Active at school program. BMC Public Health 2022; 22:424. [PMID: 35241035 PMCID: PMC8892775 DOI: 10.1186/s12889-022-12797-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Accepted: 02/10/2022] [Indexed: 11/10/2022] Open
Abstract
Background Less than half of Canadian children meet the Canadian Physical Activity (PA) Guidelines, and the proportion is even lower among children living in underprivileged neighbourhoods. Regular PA supports physical, cognitive, and psychological/social health among school-aged children. Successful implementation of school-based daily physical activity (DPA) programs is therefore important for all children and crucial for children who attend schools in lower socioeconomic settings. The purpose of this study is to uncover what worked, for whom, how, and why during the three-year implementation period of a new “flexible” DPA program, while paying particular attention to the socioeconomic setting of the participating schools. Methods This study is a realist evaluation using mixed methods for data generation. Longitudinal data were collected in 415 schools once a year during the three-year implementation period of the program using questionnaires. Data analysis was completed in three steps and included qualitative thematic analysis using a mixed inductive and deductive method and chi-square tests to test and refine context-mechanism-outcome (CMO) configurations. Results Giving the school teams autonomy in the choice of strategies appropriate to their context have allowed schools to take ownership of program implementation by activating a community empowerment process, which resulted in a cultural shift towards a sustainable DPA provision in most settings. In rural underprivileged settings, the mobilization of local resources seems to have successfully created the conditions necessary for implementing and maintaining changes in practice. In disadvantaged urban settings, implementing local leadership structures (leader, committee, and meetings) provided pivotal assistance to members of the school teams in providing new DPA opportunities. However, without continued external funding, those schools seem unable to support local leadership structures on their own, jeopardizing the sustainability of the program for children living in disadvantaged urban areas. Conclusion By exploring CMO configurations, we have been able to better understand what worked, for whom, how and why during the three-year implementation period of the Active at School! program. When implementing DPA policies, decision makers should consider adjusting resource allocations to meet the actual needs of schools from different backgrounds to promote equal PA opportunities for all children. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-022-12797-7.
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Affiliation(s)
- Véronique Gosselin
- School of Kinesiology and Physical Activity Sciences, Université de Montréal, C.P. 6128, Succursale Centre-Ville Montréal, H3C 3J7, Québec, Canada.
| | - Suzanne Laberge
- School of Kinesiology and Physical Activity Sciences, Université de Montréal, C.P. 6128, Succursale Centre-Ville Montréal, H3C 3J7, Québec, Canada
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Physical Exercise Effects on University Students’ Attention: An EEG Analysis Approach. ELECTRONICS 2022. [DOI: 10.3390/electronics11050770] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Physically active breaks (AB) are currently being proposed as an interesting tool to improve students’ attention. Reviews and meta-analyses confirm their effect on attention, but also warned about the sparse evidence based on vigilance and university students. Therefore, this pilot study aimed to (a) determine the effects of AB in comparison with passive breaks on university students’ vigilance and (b) to validate an analysis model based on machine learning algorithms in conjunction with a multiparametric model based on electroencephalography (EEG) signal features. Through a counterbalanced within-subject experimental study, six university students (two female; mean age = 25.67, STD = 3.61) had their vigilance performances (i.e., response time in Psycho-Motor Vigilance Task) and EEG measured, before and after a lecture with an AB and another lecture with a passive break. A multiparametric model based on the spectral power, signal entropy and response time has been developed. Furthermore, this model, together with different machine learning algorithms, shows that for the taken signals there are significant differences after the AB lesson, implying an improvement in attention. These differences are most noticeable with the SVM with RBF kernel and ANNs with F1-score of 85% and 88%, respectively. In conclusion, results showed that students performed better on vigilance after the lecture with AB. Although limited, the evidence found could help researchers to be more accurate in their EEG analyses and lecturers and teachers to improve their students’ attentions in a proper way.
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Ampofo AG, Boyes AW, Khumalo PG, Mackenzie L. Improving knowledge, attitudes, and uptake of cervical cancer prevention among female students: A systematic review and meta-analysis of school-based health education. Gynecol Oncol 2022; 164:675-690. [PMID: 34998599 DOI: 10.1016/j.ygyno.2021.12.021] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Revised: 12/10/2021] [Accepted: 12/14/2021] [Indexed: 12/24/2022]
Abstract
OBJECTIVE Schools are an ideal environment for promoting cervical cancer prevention among young women. This systematic review and meta-analysis aimed to examine: 1) the effectiveness of school-based education for improving i) knowledge and perceptions of cervical cancer, HPV infection and vaccination, and cervical cancer screening; ii) attitudes and intentions toward, and uptake of HPV vaccination and cervical cancer screening among female students; and 2) the methodological quality of studies testing school-based cervical cancer education. METHODS Medline, EMBASE, CENTRAL, PsycINFO, CINAHL, Web of Science, and ERIC literature databases were searched from inception to November 2020. English language publications describing RCTs of any form of cervical cancer education delivered to female students in a school setting were eligible for inclusion. Included studies were assessed for methodological quality using the revised Cochrane risk of bias tool for randomized trials and the GRADE approach. Standardized Mean Differences and Odds Ratios were calculated and meta-analytically pooled using random-effects models. Subgroup analysis explored heterogeneity. RESULTS Of the 13 included studies, only one study was judged overall as having a low risk of bias. School-based education improved knowledge about cervical cancer and HPV infection. It also improved knowledge of and intentions toward HPV vaccination. Although education was ineffective in improving cervical cancer and HPV infection risk perceptions, and attitudes about HPV vaccination, a subgroup analysis found printed education materials focused on HPV-related content may have significant positive effects on risk perceptions. School-based education did not significantly increase HPV vaccination uptake; however, a face-to-face active approach seemed beneficial in a subgroup analysis. Heterogeneity (I2) ranged between 0% to 93%, and the quality of evidence was rated from low to moderate. CONCLUSIONS High-quality evidence from methodologically rigorous studies is needed to provide stronger guidance regarding the benefits of school-based education in improving knowledge and behaviours toward cervical cancer prevention.
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Affiliation(s)
- Ama Gyamfua Ampofo
- Health Behaviour Research Collaborative, School of Medicine and Public Health, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, Australia; Priority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW, Australia; Hunter Medical Research Institute, New Lambton Heights, NSW, Australia.
| | - Allison W Boyes
- Health Behaviour Research Collaborative, School of Medicine and Public Health, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, Australia; Priority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW, Australia; Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
| | - Phinda G Khumalo
- Health Behaviour Research Collaborative, School of Medicine and Public Health, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, Australia; Priority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW, Australia; Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
| | - Lisa Mackenzie
- Health Behaviour Research Collaborative, School of Medicine and Public Health, College of Health, Medicine and Wellbeing, The University of Newcastle, Callaghan, NSW, Australia; Priority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW, Australia; Hunter Medical Research Institute, New Lambton Heights, NSW, Australia
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Fraune MR, Leite I, Karatas N, Amirova A, Legeleux A, Sandygulova A, Neerincx A, Dilip Tikas G, Gunes H, Mohan M, Abbasi NI, Shenoy S, Scassellati B, de Visser EJ, Komatsu T. Lessons Learned About Designing and Conducting Studies From HRI Experts. Front Robot AI 2022; 8:772141. [PMID: 35155588 PMCID: PMC8832512 DOI: 10.3389/frobt.2021.772141] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2021] [Accepted: 11/18/2021] [Indexed: 01/04/2023] Open
Abstract
The field of human-robot interaction (HRI) research is multidisciplinary and requires researchers to understand diverse fields including computer science, engineering, informatics, philosophy, psychology, and more disciplines. However, it is hard to be an expert in everything. To help HRI researchers develop methodological skills, especially in areas that are relatively new to them, we conducted a virtual workshop, Workshop Your Study Design (WYSD), at the 2021 International Conference on HRI. In this workshop, we grouped participants with mentors, who are experts in areas like real-world studies, empirical lab studies, questionnaire design, interview, participatory design, and statistics. During and after the workshop, participants discussed their proposed study methods, obtained feedback, and improved their work accordingly. In this paper, we present 1) Workshop attendees’ feedback about the workshop and 2) Lessons that the participants learned during their discussions with mentors. Participants’ responses about the workshop were positive, and future scholars who wish to run such a workshop can consider implementing their suggestions. The main contribution of this paper is the lessons learned section, where the workshop participants contributed to forming this section based on what participants discovered during the workshop. We organize lessons learned into themes of 1) Improving study design for HRI, 2) How to work with participants - especially children -, 3) Making the most of the study and robot’s limitations, and 4) How to collaborate well across fields as they were the areas of the papers submitted to the workshop. These themes include practical tips and guidelines to assist researchers to learn about fields of HRI research with which they have limited experience. We include specific examples, and researchers can adapt the tips and guidelines to their own areas to avoid some common mistakes and pitfalls in their research.
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Affiliation(s)
- Marlena R. Fraune
- Intergroup Human-Robot Interaction (iHRI) Lab, Department of Psychology, New Mexico State University, Las Cruces, NM, United States
- *Correspondence: Marlena R. Fraune,
| | - Iolanda Leite
- Division of Robotics, Perception, and Learning (RPL), School of Electrical Engineering and Computer Science, KTH Royal Institute of Technology, Stockholm, Sweden
| | - Nihan Karatas
- Human-Machine Interaction (HMI) and Human Characteristics Research Division, Institutes of Innovation for Future Society, Nagoya University, Nagoya, Japan
| | - Aida Amirova
- Department of Robotics and Mechatronics, School of Engineering and Digital Sciences, Nazarbayev University, Nur-Sultan, Kazakhstan
| | - Amélie Legeleux
- Lab-STICC, University of South Brittany, CNRS UMR 6285, Brest, France
| | - Anara Sandygulova
- Department of Robotics and Mechatronics, School of Engineering and Digital Sciences, Nazarbayev University, Nur-Sultan, Kazakhstan
| | - Anouk Neerincx
- Lab-STICC, University of South Brittany, CNRS UMR 6285, Brest, France
| | - Gaurav Dilip Tikas
- Strategy, Innovation and Entrepreneurship Area, Institute of Management Technology, Ghaziabad, India
| | - Hatice Gunes
- Affective Intelligence and Robotics Lab, Department of Computer Science and Technology, University of Cambridge, Cambridge, United Kingdom
| | - Mayumi Mohan
- Haptic Intelligence Department, Max Planck Institute for Intelligent Systems, Stuttgart, Germany
| | - Nida Itrat Abbasi
- Affective Intelligence and Robotics Lab, Department of Computer Science and Technology, University of Cambridge, Cambridge, United Kingdom
| | - Sudhir Shenoy
- Human-AI Technology Lab, Computer Engineering Program, University of Virginia, Charlottesville, VA, United States
| | - Brian Scassellati
- Social Robotics Lab, Department of Computer Science, Yale University, New Haven, CT, United States
| | - Ewart J. de Visser
- Warfighter Effectiveness Research Center, U.S. Air Force Academy, Colorado Springs, CO, United States
| | - Takanori Komatsu
- Department of Frontier Media Science, School of Interdisciplinary Mathematical Science, Meiji University, Tokyo, Japan
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Dallolio L, Marini S, Masini A, Toselli S, Stagni R, Bisi MC, Gori D, Tessari A, Sansavini A, Lanari M, Bragonzoni L, Ceciliani A. The impact of COVID-19 on physical activity behaviour in Italian primary school children: a comparison before and during pandemic considering gender differences. BMC Public Health 2022; 22:52. [PMID: 34998379 PMCID: PMC8742559 DOI: 10.1186/s12889-021-12483-0] [Citation(s) in RCA: 31] [Impact Index Per Article: 15.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Accepted: 12/20/2021] [Indexed: 12/18/2022] Open
Abstract
BACKGROUND The World Health Organization stated an average of 60 min of Moderate to Vigorous Physical Activity (MVPA) that children should accumulate every day. Nevertheless physical inactivity is growing and, due to restrictions imposed during pandemic, PA levels of children might be more negatively affected. The study aimed to analyse the impact of COVID-19 on the PA of an Italian sample of primary school children by comparing it before and during COVID-19 considering gender differences. METHODS A pre-post analysis (October 2019-January 2021) was conducted using a randomized sample (N = 77) from the I-MOVE study settled in an Italian primary school. Both objective (Actigraph accelerometers) and self-reported (PAQ-c questionnaires) assessments of PA were performed. Changes were compared using T-Student and Chi-Square test. Gender differences were calculated using Anova. RESULTS Weekly and daily minutes time spent in MVPA significantly decreased respectively by - 30.59 ± 120.87 and - 15.32 ± 16.21 from before to during pandemic while the weekly time spent in sedentary behaviour increased (+ 1196.01 ± 381.49). PAQ-c scores followed the same negative trend (- 0.87 ± 0.72). Boys seem to have suffered more than girls from the imposed restrictions. CONCLUSION These findings outline the need for strategies to promote PA and reduce sedentary behaviours in children to prevent COVID-19 restriction long-term effects.
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Affiliation(s)
- Laura Dallolio
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126, Bologna, Italy
| | - Sofia Marini
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126, Bologna, Italy
| | - Alice Masini
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126, Bologna, Italy.
| | - Stefania Toselli
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126, Bologna, Italy
| | - Rita Stagni
- Department of Electrical, Electronic, and Information Engineering "Guglielmo Marconi" University of Bologna, 40136, Bologna, Italy
| | - Maria Cristina Bisi
- Department of Electrical, Electronic, and Information Engineering "Guglielmo Marconi" University of Bologna, 40136, Bologna, Italy
| | - Davide Gori
- Department of Biomedical and Neuromotor Sciences, University of Bologna, 40126, Bologna, Italy
| | - Alessia Tessari
- Department of Psychology "Renzo Canestrari", University of Bologna, 40127, Bologna, Italy
| | - Alessandra Sansavini
- Department of Psychology "Renzo Canestrari", University of Bologna, 40127, Bologna, Italy
| | - Marcello Lanari
- Pediatric Emergency Unit, S. Orsola University Hospital, Scientific Institute for Research and Healthcare (IRCCS) Azienda Ospedaliero-Universitaria di Bologna, 40138, Bologna, Italy
| | - Laura Bragonzoni
- Department for Life Quality Studies, University of Bologna, Campus of Rimini, 47921, Rimini, Italy
| | - Andrea Ceciliani
- Department for Life Quality Studies, University of Bologna, Campus of Rimini, 47921, Rimini, Italy
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Fenesi B, Graham JD, Crichton M, Ogrodnik M, Skinner J. Physical Activity in High School Classrooms: A Promising Avenue for Future Research. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:688. [PMID: 35055510 PMCID: PMC8776126 DOI: 10.3390/ijerph19020688] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Revised: 01/04/2022] [Accepted: 01/06/2022] [Indexed: 11/17/2022]
Abstract
Adolescence represents a sensitive period whereby lifestyle factors such as physical activity can have profound, long-lasting effects on development and later life habits. However, adolescence constitutes a period of frequent sedentary behaviour. Among children, integrating physical activity into elementary school classrooms has been shown to reduce sedentary behaviour and improve academic achievement and overall physical and mental health. However, this promising area of research has not extended to adolescents and high school classrooms. In this paper, we describe the benefits of conducting research on the impact of physically active high school classrooms, and highlight the challenges and potential misconceptions associated with research in this field. Specifically, we review research on the role of physical activity in adolescent development, the benefits of classroom-based physical activity for children, and discuss the factors that may have led researchers to focus on classroom-based physical activity primarily for children, despite the potentially similar benefits for adolescents.
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Affiliation(s)
- Barbara Fenesi
- Faculty of Education, Western University, London, ON N6G 1G7, Canada; (M.C.); (J.S.)
| | - Jeffrey D. Graham
- Faculty of Health Sciences, Ontario Tech University, Oshawa, ON L1G 0C5, Canada;
| | - Madeline Crichton
- Faculty of Education, Western University, London, ON N6G 1G7, Canada; (M.C.); (J.S.)
| | - Michelle Ogrodnik
- Department of Kinesiology, McMaster University, Hamilton, ON L8S 4L8, Canada;
| | - Jasmyn Skinner
- Faculty of Education, Western University, London, ON N6G 1G7, Canada; (M.C.); (J.S.)
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The feasibility and acceptability of a classroom-based physical activity program for children attending specialist schools: a mixed-methods pilot study. BMC Public Health 2022; 22:40. [PMID: 34991510 PMCID: PMC8740057 DOI: 10.1186/s12889-021-11990-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 10/07/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Children with disabilities often engage in less than the recommended amount of daily physical activity (PA). Classroom-based PA breaks are a favourable method of promoting PA for children. However, evaluations of these programs in specialist schools are scarce, with even less research into their feasibility and acceptability. This may hinder effective implementation and program scalability. This pilot study investigated the feasibility and acceptability of implementing a classroom-based PA break program in Australian specialist school classrooms, using the Australian Joy of Moving (AJoM) program. METHODS Forty primary/junior classes and their teachers across five specialist schools implemented the AJoM program for eight weeks as the intervention group within a pilot cluster randomised controlled trial. A mixed-methods design investigated classroom teachers' (N = 22; 6 males, 16 females) perspectives of the feasibility and acceptability of the program after implementation through semi-structured telephone interviews (n = 7 teachers), qualitative survey responses (n = 18 teachers) and quantitative survey items (n = 19 teachers). Qualitative data were analysed using predominantly deductive thematic analysis. Quantitative data were analysed using descriptive statistics. RESULTS Classroom-based PA breaks may be feasible for getting children with disabilities more active at school. However, considerable variation exists in teachers' perception of the AJoM experience. While several teachers indicate that the program content could be pertinent for their class, common divergences in perceptions of feasibility and acceptability appear to relate to the age and developmental level or needs of the students in the class. CONCLUSIONS This study provides preliminary evidence for the feasibility and acceptability of implementing classroom-based PA breaks in specialist schools. However, results demonstrate the importance of (1) allowing a high level of flexibility in the design and implementation of programs to meet the varying needs of class groups and (2) providing a large variety of resources to cater to the heterogeneity of the children. TRIAL REGISTRATION This trial was prospectively registered with the Australian New Zealand Clinical Trials Registry ( ACTRN12619000193178 ) on 11 February 2019.
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