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Syväoja HJ, Sneck S, Kukko T, Asunta P, Räsänen P, Viholainen H, Kulmala J, Hakonen H, Tammelin TH. Effects of physically active maths lessons on children's maths performance and maths-related affective factors: Multi-arm cluster randomized controlled trial. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38705861 DOI: 10.1111/bjep.12684] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 04/05/2024] [Accepted: 04/08/2024] [Indexed: 05/07/2024]
Abstract
BACKGROUND Physical activity (PA) may benefit academic performance, but it is unclear what kind of classroom-based PA is optimal for learning. AIM We studied the effects of physically active maths lessons on children's maths performance and maths-related effects, and whether gender and previous mathematical or motor skills modify these effects. SAMPLE A total of 22 volunteered teachers and their pupils with signed consent (N = 397, mean age: 9.3 years, 51% females) participated in a 5-month, teacher-led, multi-arm, cluster-randomized controlled trial. METHODS The intervention included a PAL group (20 min of physically active learning in each 45-min lesson), a breaks group (two 5-min PA breaks in each 45-min lesson) and a control group (traditional teaching). Maths performance was assessed with a tailored curriculum-based test. Maths-related enjoyment, self-perceptions and anxiety were measured with a self-reported questionnaire. The individual-level intervention effects were tested via covariate-adjusted linear mixed-effect models with school classes serving as random effects. RESULTS Changes in maths performance or self-perceptions did not differ between the intervention groups. Maths anxiety in learning situations increased in the PAL group (effect .28, 95% CI = .01-.56); there was no change in the other groups. Subgroup analyses suggested that maths anxiety increased in the PAL group among children in the two lowest tertiles of motor skills. It decreased in the highest tertile. Enjoyment decreased in the breaks group among pupils in the lowest motor skill tertile. CONCLUSIONS Physically active maths lessons did not affect maths performance or self-perceptions but had divergent effects on maths anxiety and enjoyment, depending on motor skills.
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Affiliation(s)
- Heidi J Syväoja
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Sirpa Sneck
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
- Department of Educational Sciences and Teacher Education, University of Oulu, Oulu, Finland
| | - Tuomas Kukko
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Piritta Asunta
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Pekka Räsänen
- Faculty of Science, University of Turku, Turku, Finland
| | - Helena Viholainen
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
| | - Janne Kulmala
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Harto Hakonen
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Tuija H Tammelin
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
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Petro-Petro J, Arango-Paternina CM, Patiño-Villada FA, Ramirez-Villada JF, Brownson RC. Implementation processes of social network interventions for physical activity and sedentary behavior among children and adolescents: a scoping review. BMC Public Health 2024; 24:1101. [PMID: 38649855 PMCID: PMC11034017 DOI: 10.1186/s12889-024-18615-6] [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: 10/12/2023] [Accepted: 04/16/2024] [Indexed: 04/25/2024] Open
Abstract
BACKGROUND The characteristics of the implementation process of interventions are essential for bridging the gap between research and practice. This scoping review aims to identify the implementation process of social network interventions (SNI) to address physical activity and sedentary behaviors in children and adolescents. METHODS The scoping review was conducted adhering to the established guidelines. The search was carried out in the ERIC, EBSCO, EMBASE, SCOPUS, and Lilacs databases in April 2023. Social network intervention studies in children and adolescents were included, addressing physical activity or sedentary behaviors. Replicability (TIDieR), applicability (PRECIS-2), and generalizability (RE-AIM) were the explored components of the implementation process. Each component was quantitatively and separately analyzed. Then, a qualitative integration was carried out using a narrative method. RESULTS Most SNI were theoretically framed on the self-determination theory, used social influence as a social mechanism, and used the individual typology of network intervention. Overall, SNI had strong replicability, tended to be pragmatic, and three RE-AIM domains (reach, adoption (staff), and implementation) showed an acceptable level of the generalizability of findings. CONCLUSIONS The analyzed SNI for physical activity and sedentary behaviors in adolescents tended to be reported with high replicability and were conducted pragmatically, i.e., with very similar conditions to real settings. The RE-AIM domains of reach, adoption (staff), and implementation support the generalizability of SNI. Some domains of the principles of implementation strategies of SNI had acceptable external validity (actor, action targets, temporality, dose, and theoretical justification).
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Affiliation(s)
- Jose Petro-Petro
- Instituto de Educación Física, Universidad de Antioquia, Carrera 75 Nº 65-87 - Bloque 45, Medellín, Colombia.
- Departamento de Cultura Física, Universidad de Córdoba, Montería, Colombia.
| | - Carlos Mario Arango-Paternina
- Research Group on Physical Activity for Health (AFIS), Instituto Universitario de Educación Física y Deportes; Universidad de Antioquia, Ciudadela Robledo, Medellín, Colombia
| | - Fredy Alonso Patiño-Villada
- Research Group on Physical Activity for Health (AFIS), Instituto Universitario de Educación Física y Deportes; Universidad de Antioquia, Ciudadela Robledo, Medellín, Colombia
| | - Jhon Fredy Ramirez-Villada
- Research Group on Physical Activity for Health (AFIS), Instituto Universitario de Educación Física y Deportes; Universidad de Antioquia, Ciudadela Robledo, Medellín, Colombia
| | - Ross C Brownson
- Prevention Research Center, Brown School, Washington University, St. Louis, MO, USA
- Department of Surgery (Division of Public Health Sciences) and Alvin J. Siteman Cancer Center, Washington University School of Medicine; Washington University, St. Louis, MO, USA
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Vega-Perona H, Estevan I, Bernabé-Villodre MDM, Segura-Martínez P, Martínez-Bello DA, Martínez-Bello VE. Correlates of Toddlers' Physical Activity Levels and Sedentary Behavior During Unstructured Outdoor Play in Early Childhood Education and Daycare Settings. Percept Mot Skills 2024; 131:39-58. [PMID: 38050751 DOI: 10.1177/00315125231218027] [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] [Indexed: 12/06/2023]
Abstract
Despite recent research showing that early childhood education and daycare settings (ECEC) have an important role in promoting toddlers' physical activity (PA), crucial information gaps remain regarding toddlers' PA and sedentary behavior (SB) in these outdoor settings. We aimed in this study to: (a) analyze PA patterns and SB during unstructured outdoor play time in preschool and daycare environments using accelerometry and systematic observation; (b) provide concurrent accelerometry and observational data to help validate the Observational System for Recording Physical Activity in Children-Preschool Version (OSRAC-P); and (c) examine individual, social and environmental correlates of PA and SB during toddlers' unstructured outdoor play time. We found that: (a) toddlers displayed high amounts of PA with no sex, BMI, and/or age differences in PA and SB levels,; (b) environmental variables (e.g., fixed equipment and playground density) were not associated with PA levels or SB intensity; (c) the OSRAC-P was a reliable and valid means of observing and analyzing toddlers' PA patterns during unstructured outdoor play time; and (e) different social patterns between boys and girls did not impact PA levels or patterns. Combining different measurement methods permitted an improved understanding of unstructured outdoor play in preschool and daycare settings.
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Affiliation(s)
- Herminia Vega-Perona
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
- COS research group, Body, Movement, Music and Curricular Practices, University of Valencia, Valencia
| | - Isaac Estevan
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
- AFIPS research group, University of Valencia, Valencia
| | - María Del Mar Bernabé-Villodre
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
- COS research group, Body, Movement, Music and Curricular Practices, University of Valencia, Valencia
| | - Patricia Segura-Martínez
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
- Conselleria de Educación, Valencia, Spain
| | | | - Vladimir E Martínez-Bello
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
- COS research group, Body, Movement, Music and Curricular Practices, University of Valencia, Valencia
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Muntaner‐Mas A, Morales JS, Martínez‐de‐Quel Ó, Lubans DR, García‐Hermoso A. Acute effect of physical activity on academic outcomes in school-aged youth: A systematic review and multivariate meta-analysis. Scand J Med Sci Sports 2024; 34:e14479. [PMID: 37632197 PMCID: PMC10952189 DOI: 10.1111/sms.14479] [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: 05/09/2023] [Revised: 07/12/2023] [Accepted: 08/14/2023] [Indexed: 08/27/2023]
Abstract
BACKGROUND There has been an increase in the number of studies examining the effect of acute and chronic physical activity on academic outcomes in children and adolescents in the last two decades. We aimed to systematically determine the acute effects of physical activity on academic outcomes in school-aged youth and to examine possible moderators. METHODS We conducted a systematic search using PubMed, Web of Science, SPORTDiscus, and PsycINFO databases (from inception to 11th January 2023) for studies assessing the acute effects of physical activity on academic performance-related outcomes in school-aged youth. A univariate and multivariate meta-analysis was conducted based on a random-effects model with restricted maximum likelihood used to pool the academic outcomes results (Hedge's g). RESULTS We included 11 articles (803 children and adolescents [range: 6-16 years]) in the systematic review. Overall, acute physical activity increased academic outcomes (Hedge's g = 0.35, 95% CI: 0.20-0.50). Multivariate meta-analyses revealed that physical activity increased academic performance in mathematics (Hedge's g = 0.29, 95% CI: 0.16-0.42) and language (Hedge's g = 0.28, 95% CI: 0.09-0.47). Only behavior change techniques (Hedge's g = 0.54, 95% CI, 0.18-0.90, p < 0.001) played a significant role in this relationship. CONCLUSIONS A single bout of physical activity can improve academic outcomes in school-aged youth, which may serve as a complementary tool for the educational field. However, the observed heterogeneity in the results indicates that we should interpret the findings obtained with caution.
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Affiliation(s)
- Adrià Muntaner‐Mas
- GICAFE “Physical Activity and Exercise Sciences Research Group”, Faculty of EducationUniversity of Balearic IslandsPalmaSpain
- PROFITH “PROmoting FITness and Health Through Physical Activity” Research GroupSport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sport Sciences, University of GranadaGranadaSpain
| | - Javier S. Morales
- MOVE‐IT Research Group, Department of Physical Education, Faculty of Education SciencesUniversity of CadizCadizSpain
- Biomedical Research and Innovation Institute of Cadiz (INiBICA) Research UnitPuerta del Mar University Hospital, University of CadizCadizSpain
| | - Óscar Martínez‐de‐Quel
- Faculty of EducationComplutense University of MadridMadridSpain
- Faculty of Physical Activity and Sports Sciences‐INEFTechnical University of MadridMadridSpain
| | - David R. Lubans
- Centre for Active Living and Learning, College of Human and Social FuturesUniversity of NewcastleCallaghanNew South WalesAustralia
- Hunter Medical Research InstituteNew Lambton HeightsNew South WalesAustralia
- Faculty of Sport and Health SciencesUniversity of JyväskyläJyväskyläFinland
| | - Antonio García‐Hermoso
- Navarrabiomed, Hospital Universitario de Navarra (HUN), Universidad Pública de Navarra (UPNA), IdiSNAPamplonaSpain
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Simard L, Bouchard J, Lavallière M, Chevrette T. Promoting physical activity and academic achievement through physically active learning: Qualitative perspectives of co-design and implementation processes. PLoS One 2023; 18:e0294422. [PMID: 37992080 PMCID: PMC10664963 DOI: 10.1371/journal.pone.0294422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Accepted: 11/01/2023] [Indexed: 11/24/2023] Open
Abstract
This article discussed the issue of low PA levels among school-aged children and highlights the promising approach of school-based interventions, including physically active learning (PAL), to increase PA levels. The study aimed to co-design and to assess the implementation of a PAL program for 8 weeks in 4 elementary classrooms (82 students and 7 teachers), emphasizing the potential of integrating PA with academic learning and the importance of co-designing programs with teachers to maximize their effectiveness. Technology was found to support PAL practices in promoting PA and academic achievement. The study underscores the need for further research to explore the societal implications of PAL programs, including their potential to improve the health and well-being of children while promoting positive academic outcomes.
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Affiliation(s)
- Laurie Simard
- Centre Intersectoriel en Santé Durable, Université du Québec à Chicoutimi, Saguenay, Canada
- Laboratoire BioNR, Université du Québec à Chicoutimi, Saguenay, Canada
- Observatoire du Développement Moteur et Psychomoteurs des 0–18 ans, Université du Québec à Chicoutimi, Saguenay, Canada
| | - Julie Bouchard
- Centre Intersectoriel en Santé Durable, Université du Québec à Chicoutimi, Saguenay, Canada
- Laboratoire BioNR, Université du Québec à Chicoutimi, Saguenay, Canada
| | - Martin Lavallière
- Centre Intersectoriel en Santé Durable, Université du Québec à Chicoutimi, Saguenay, Canada
- Laboratoire BioNR, Université du Québec à Chicoutimi, Saguenay, Canada
| | - Tommy Chevrette
- Centre Intersectoriel en Santé Durable, Université du Québec à Chicoutimi, Saguenay, Canada
- Observatoire du Développement Moteur et Psychomoteurs des 0–18 ans, Université du Québec à Chicoutimi, Saguenay, Canada
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Polo-Recuero B, Ordóñez-Dios A, Rojo-Tirado MÁ, Lorenzo A. Do You Want to Increase Physical Activity in Adolescents? A School-Based Physical Activity Program Could Be an Efficient Way. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1641. [PMID: 37892304 PMCID: PMC10605276 DOI: 10.3390/children10101641] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 09/22/2023] [Accepted: 09/26/2023] [Indexed: 10/29/2023]
Abstract
The aim of this study was to assess the effects of a classroom-based physical activity program, using bike desks, on academic and physical performance in adolescents. The Program to Enhance and Develop Active Lessons (PEDAL) was designed for this purpose, expecting an increase in students' physical activity without any decrease in academic performance. This intervention based on pedal or bike desks-stationary bikes that integrate with a desk workspace-was conducted with 55 high- school students who were randomly assigned to two groups: a PEDAL group (n = 28, 14.86 ± 0.65 years old, 46.4% girls) and a control group (n = 27, 15 ± 0.68 years old, 51.9% girls). Throughout the intervention, the PEDAL students pedaled 4 days a week for 10 weeks during their Spanish-language arts lessons. The comparisons between the PEDAL group and the control group, as well as the pre- and post-test results, were statistically analyzed to verify the students' physical activity (i.e., IPAQ-SF, heart rate monitors, polar OH1+), cardiorespiratory capacity (20 m shuttle run test), and academic performance (d2 test of attention and language proficiency test). Regarding the physical aspect, only the PEDAL group showed significant growth in their physical activity levels as compared to the pre-test data (p = 0.001), and they achieved higher results compared with the control group (p = 0.022) and less sedentary time than control students (p = 0.012). Concerning cardiorespiratory fitness, there were no post-test differences between the two groups (p = 0.697), probably because the physical activity performed with the bike desks was light-moderate. As far as academic performance is concerned, no significant post-test effects were discovered in either group on the levels of language competence (p = 0.48), attention (TOT, p = 0.432), and concentration (CON, p = 0.216). In conclusion, adolescents who move while learning, using bike desks, increase their light and moderate physical activity without any detriment to academic performance.
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Affiliation(s)
- Beatriz Polo-Recuero
- Department of Sports, Faculty of Physical Activity and Sport Sciences, Universidad Politécnica de Madrid, 28040 Madrid, Spain;
- Faculty of Health Sciences, Universidad Rey Juan Carlos, 28933 Madrid, Spain
| | - Alfonso Ordóñez-Dios
- Department of Physical Education, Sport and Human Motor Skills, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid, 28049 Madrid, Spain;
| | - Miguel Ángel Rojo-Tirado
- LFE Research Group, Department of Health and Human Performance, Faculty of Physical Activity and Sport Sciences, Universidad Politécnica de Madrid, 28040 Madrid, Spain;
| | - Alberto Lorenzo
- Department of Sports, Faculty of Physical Activity and Sport Sciences, Universidad Politécnica de Madrid, 28040 Madrid, Spain;
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Chalkley A, Mandelid MB, Singh A, Resaland GK, Daly-Smith A. Reframing physically active learning as movement-centred pedagogy: a European priority action framework. Int J Behav Nutr Phys Act 2023; 20:101. [PMID: 37626371 PMCID: PMC10464126 DOI: 10.1186/s12966-023-01503-4] [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: 03/06/2023] [Accepted: 08/12/2023] [Indexed: 08/27/2023] Open
Abstract
BACKGROUND Physically active learning (PAL) has emerged as a promising way of eliciting health and education-based outcomes for pupils. Concurrently, research suggests large variability in how PAL is perceived, operationalized, and prioritized in practice across Europe. Therefore, this study aimed to co-develop a framework for action to support the adoption and implementation of PAL. METHODS Adopting a design thinking approach, 40 international stakeholders representing 13 countries engaged in an idea generation workshop during a two-day PAL international conference. Participants included professionals from research (n = 20), practice (n = 4) and policy (n = 1) or a combination (n = 15). Their experience with PAL ranged from none to 19 years (with an average of 3.9 years). Participants were allocated into one of six heterogeneous and multidisciplinary groups and led through interactive tasks to identify: the landscape for PAL across Europe, barriers to the adoption and implementation of PAL, and key objectives for research, policy and practice to improve the adoption and implementation of PAL. All discussions were audio recorded and prioritized objectives were transcribed verbatim and analysed using inductive qualitative content analysis. RESULTS Five interlinked and mutually reinforcing themes were identified: (1) Integration of the health and education paradigms (2) Coherent national policy and decision making (3) Building confident and competent teachers (4) Adopting a whole school approach for PAL (5) Strengthening the evidence base for PAL. CONCLUSIONS The priority action framework identifies five key areas for action to facilitate PAL adoption and implementation across Europe. Central to the success of border uptake of PAL is the integration of the health and education paradigms. To achieve this aim, reframing PAL as movement-centered pedagogy would provide a more holistic and inclusive perspective.
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Affiliation(s)
- Anna Chalkley
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway.
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research Bradford Royal Infirmary, Bradford, West Yorkshire, UK.
| | - Mathias Brekke Mandelid
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway
- Faculty of Humanities, Sports and Educational Science, Department of Sports, Physical Education and Outdoor Studies, University of South-Eastern Norway, Bø, Norway
| | - Amika Singh
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway
- Mulier Institute Utrecht, Utrecht, The Netherlands
| | - Geir Kare Resaland
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway
| | - Andrew Daly-Smith
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research Bradford Royal Infirmary, Bradford, West Yorkshire, UK
- Faculty of Health Studies, University of Bradford, Bradford, UK
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Mandelid MB. Approaching physically active learning as a multi, inter, and transdisciplinary research field. Front Sports Act Living 2023; 5:1228340. [PMID: 37576609 PMCID: PMC10416638 DOI: 10.3389/fspor.2023.1228340] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Accepted: 07/18/2023] [Indexed: 08/15/2023] Open
Abstract
In broad terms, physically active learning is a phenomenon that combines health and educational disciplines to integrate physical activity and core educational goals. Despite a growing research interest within the physically active learning field, conceptual clarity on combining and synthesising research disciplines appears to be needed. This article thus explores knowledge production within the physically active learning research field. First, it outlines the origin of the research field. Secondly, the terms multi-, inter-, and transdisciplinary are applied to confront how knowledge is produced. Finally, the three approaches' theoretical and ethical implications are discussed. The article contributes to conceptual clarity within the field by proposing that physically active learning is inherently inter- and transdisciplinary because it embraces the complexity of integrating and synthesising knowledge from health and educational disciplines to address real-world problems. To conclude, awareness of physically active learning's practical and theoretical dimensions through the three approaches is central to evolving the field.
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Affiliation(s)
- Mathias Brekke Mandelid
- Department of Sports, Physical Education and Outdoor Studies, Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, Bø, Norway
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
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Morris JL, Chalkley AE, Helme ZE, Timms O, Young E, McLoughlin GM, Bartholomew JB, Daly-Smith A. Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK. Int J Behav Nutr Phys Act 2023; 20:80. [PMID: 37408045 DOI: 10.1186/s12966-023-01485-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Accepted: 06/26/2023] [Indexed: 07/07/2023] Open
Abstract
BACKGROUND Few whole-school physical activity programmes integrate implementation science frameworks within the design, delivery, and evaluation. As a result, knowledge of the key factors that support implementation at scale is lacking. The Creating Active Schools (CAS) programme was co-designed and is underpinned by the Capability, Opportunity, Motivation and Behaviour (COM-B) model and the Consolidated Framework for Implementation Research (CFIR). The study aims to understand the initial impact and implementation of CAS in Bradford over 9 months using McKay's et al.'s (2019) implementation evaluation roadmap. METHODS Focus groups and interviews were conducted with school staff (n = 30, schools = 25), CAS Champions (n = 9), and the CAS strategic lead (n = 1). Qualitative data were analysed both inductively and deductively. The deductive analysis involved coding data into a priori themes based on McKay et al's implementation evaluation roadmap, using a codebook approach to thematic analysis. The inductive analysis included producing initial codes and reviewing themes before finalising. RESULTS Identified themes aligned into three categories: (i) key ingredients for successful adoption and implementation of CAS, (ii) CAS implementation: challenges and solutions, and (iv) the perceived effectiveness of CAS at the school level. This included the willingness of schools to adopt and implement whole-school approaches when they are perceived as high quality and aligned with current school values. The programme implementation processes were seen as supportive; schools identified and valued the step-change approach to implementing CAS long-term. Formal and informal communities of practice provided "safe spaces" for cross-school support. Conversely, challenges persisted with gaining broader reach within schools, school staff's self-competence and shifting school culture around physical activity. This resulted in varied uptake between and within schools. CONCLUSIONS This study provides novel insights into the implementation of CAS, with outcomes aligning to the adoption, reach, and sustainability. Successful implementation of CAS was underpinned by determinants including acceptability, intervention complexity, school culture and school stakeholders' perceived self-efficacy. The combination of McKay's evaluation roadmap and CFIR establishes a rigorous approach for evaluating activity promotion programmes underpinned by behavioural and implementation science. Resultantly this study offers originality and progression in understanding the implementation and effectiveness of whole-school approaches to physical activity.
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Affiliation(s)
- Jade L Morris
- Faculty of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford, UK.
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, UK.
| | - Anna E Chalkley
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, UK
- Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Zoe E Helme
- Faculty of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, UK
| | - Oliver Timms
- Reducing Inequalities in Communities schools project, Public Health, Department of Health & Wellbeing, City of Bradford Metropolitan District Council, Bradford, UK
| | - Emma Young
- Faculty of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, UK
| | - Gabriella M McLoughlin
- College of Public Health, Temple University, Philadelphia, USA
- Implementation Science Center for Cancer Control and Prevention Research Center, Brown School, Washington University in St. Louis, St. Louis, USA
| | - John B Bartholomew
- Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX, USA
| | - Andy Daly-Smith
- Faculty of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, UK
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Cale L. Physical Education: At the Centre of Physical Activity Promotion in Schools. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6033. [PMID: 37297637 PMCID: PMC10252374 DOI: 10.3390/ijerph20116033] [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: 02/21/2023] [Revised: 05/25/2023] [Accepted: 05/30/2023] [Indexed: 06/12/2023]
Abstract
Whilst recognising and advocating for the role and importance of schools and whole school approaches to the promotion of physical activity in schools, this paper argues that physical education (PE) should be at the centre of and driving schools' efforts to promote physical activity. Various reasons are given for this, with these broadly centring on the unique goal, nature, and responsibilities of the subject with respect to promoting physically active lifestyles and health-related learning. Furthermore, there have been positive strides in recent years to support this endeavour and that serve to highlight, strengthen, and reinforce the focus and responsibility of PE in the promotion of physical activity. In light of these, it is suggested that it is a pivotal time for PE. Equally, it is accepted that PE faces some longstanding challenges that are hindering and raise questions concerning the subject's physical activity promotion efforts. Despite this, it is contended that these should not be unsurmountable, and more recent developments should also help the subject to realise its physical activity promoting potential moving forwards. In particular, the critical importance of high-quality PE that has young people at the core is highlighted. It is concluded that it is both time and timely for the PE profession to be bold, have confidence, and grasp these opportunities and ensure that high-quality PE is central to the explicit planning and co-ordination of meaningful, coherent, relevant, and sustainable physical activity opportunities for young people in schools.
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Affiliation(s)
- Lorraine Cale
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
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11
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Oliveira DN, Silva ECM, Barboza LLS, Thuany M, Araújo RHO, Silva RJS, Gomes TN, Schmitz H, Tejada J, Silva DR. Effects of two years of physically active lessons on cognitive indicators in children. Sci Rep 2023; 13:8774. [PMID: 37258629 DOI: 10.1038/s41598-023-35644-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Accepted: 05/21/2023] [Indexed: 06/02/2023] Open
Abstract
Our purpose was to evaluate the effect of physically active lessons (PAL) on the cognitive performance of children during two years of follow-up. Four classes (second grade of elementary school) were divided into two intervention classes (n = 34) and two control classes (n = 27). Evaluations were performed before the intervention (M1), after 3 (M2) and 9 (M3) months in the 1st year, and 14 (M4) and 18 (M5) months in the 2nd year. The intervention was based on PAL integrated with the curricular components, which stimulated the children to stand or move in the classroom. Cognitive performance was evaluated using three computerized tests for response inhibition, selective attention, and cognitive flexibility. The children in the intervention classes presented improved cognitive performance in the execution of all tasks along the two years follow-up, in both correct answers and time reactions, with exception of correct answers of visual search. For the intervention classes, in most of the tasks, the mean differences confidence interval of 95% did not include the 0 on the two last moments of evaluation, and in all cases, the mean differences of them between M1 versus M5 were significantly different with high values of effect size (cohen -d > 1). PAL promotes modest improvements in diverse cognitive functions in children.
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Affiliation(s)
| | | | | | | | | | | | - Thayse Natacha Gomes
- Federal University of Sergipe, São Cristóvão, Brazil
- Department of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland
- Physical Activity for Health Research Cluster, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Heike Schmitz
- Federal University of Sergipe, São Cristóvão, Brazil
| | - Julian Tejada
- Federal University of Sergipe, São Cristóvão, Brazil
| | - Danilo R Silva
- Federal University of Sergipe, São Cristóvão, Brazil
- Faculty of Health Sciences, Universidad Autónoma de Chile, Santiago, Chile
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12
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Chorlton RA, Williams CA, Denford S, Bond B. Incorporating movement breaks into primary school classrooms; a mixed methods approach to explore the perceptions of pupils, staff and governors. BMC Public Health 2022; 22:2172. [PMID: 36434549 PMCID: PMC9701018 DOI: 10.1186/s12889-022-14551-5] [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] [Received: 12/02/2021] [Accepted: 11/04/2022] [Indexed: 11/27/2022] Open
Abstract
BACKGROUND Public health guidelines for children advocate physical activity (PA) and the restriction of continuous sedentary time. Schools offer an attractive setting for health promotion, however school-based interventions to increase PA typically fail, and primary school children may spend most of the school day sitting down. Classroom movement breaks have been identified as an attractive opportunity to address this concern and may positively influence behaviour, but little is known about the barriers to implementing movement within lessons from a multi stakeholder perspective. The purpose of this study was to explore (1) the perceptions of primary school pupils, staff members and governors regarding classroom movement breaks, and (2) their perceived barriers and facilitators to implementing PA into the classroom. METHODS Thirty-four pupils (Key Stages 1 and 2, ages 5-7 y) took part in a focus group discussion. Sixty-four staff members and twenty governors completed a questionnaire and an optional follow up semi-structured telephone interview. Qualitative data were analysed using thematic analysis. RESULTS Pupils, staff members and governors expressed an enthusiasm for movement breaks provided that they were short, simple, pupil-guided and performed at the discretion of the teacher. Time and concerns regarding transitioning back to work following a movement break were identified as key barriers by pupils and staff. Governors and some staff expressed that favourable evidence for movement breaks is needed to facilitate their adoption, particularly regarding the potential for improvements in cognitive functioning or classroom behaviour. CONCLUSION There is a wide appeal for classroom-based activity breaks, when delivered in a manner that is not disruptive. Future research which examines the potential benefits of such activity breaks is warranted.
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Affiliation(s)
- Rebecca A. Chorlton
- grid.8391.30000 0004 1936 8024Children’s Health and Exercise Research Centre, Sport and Health Sciences, College of Life and Environmental Sciences, University of Exeter, EX1 2LU Exeter, UK
| | - Craig A. Williams
- grid.8391.30000 0004 1936 8024Children’s Health and Exercise Research Centre, Sport and Health Sciences, College of Life and Environmental Sciences, University of Exeter, EX1 2LU Exeter, UK
| | - Sarah Denford
- grid.8391.30000 0004 1936 8024Children’s Health and Exercise Research Centre, Sport and Health Sciences, College of Life and Environmental Sciences, University of Exeter, EX1 2LU Exeter, UK ,grid.5337.20000 0004 1936 7603Bristol Medical School, Faculty of Health Sciences, University of Bristol, Bristol, UK
| | - Bert Bond
- grid.8391.30000 0004 1936 8024Children’s Health and Exercise Research Centre, Sport and Health Sciences, College of Life and Environmental Sciences, University of Exeter, EX1 2LU Exeter, UK
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13
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Beserra V, Nussbaum M, Navarrete M, Garrido N. Online physically active academic lessons in COVID-19 times: A pilot study. TEACHING AND TEACHER EDUCATION 2022; 116:103750. [PMID: 35498547 PMCID: PMC9042788 DOI: 10.1016/j.tate.2022.103750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Revised: 03/14/2022] [Accepted: 04/19/2022] [Indexed: 06/14/2023]
Abstract
Schools play an important role in promoting physical activity among students. This paper studies the perception of educators, students, and parents about the use of online physically active academic lessons during COVID-19 in the north of Chile. Starting the first week of November 2020, and for a period of five weeks, 323 students, alongside 11 educators, practiced a geometry-based dance routine online. The qualitative analysis results reveal a positive perception of the experience and an increase in physical activity without reducing the amount of time spent on academic activities. There were also improvements in learning, social relationships, and enjoyment.
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Affiliation(s)
- Vagner Beserra
- Universidad de Tarapacá, Escuela de Diseño e Innovación Tecnológica, 18 de Septiembre 2222, Arica y Parinacota, Chile
| | - Miguel Nussbaum
- Escuela de Ingeniería, Departamento Ciencia de la Computación, Av. Vicuña Mackenna 4860, Santiago, Chile
| | - Mónica Navarrete
- Universidad de Tarapacá, Escuela de Administración y Negocios, 18 de Septiembre 2222, Arica y Parinacota, Chile
| | - Norman Garrido
- Universidad de Tarapacá, Departamento de Ciencias Sociales, Av. Luis Emilio Recabarren 2477, Tarapacá, Chile
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14
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Longitudinal association of movement behaviour and motor competence in childhood: a structural equation model, compositional, and isotemporal substitution analysis. J Sci Med Sport 2022; 25:661-666. [DOI: 10.1016/j.jsams.2022.05.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2021] [Revised: 04/18/2022] [Accepted: 05/20/2022] [Indexed: 11/18/2022]
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15
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Morris JL, Archbold VSJ, Bond SJ, Daly-Smith A. Effects of Maths on the Move on Children’s Perspectives, Physical Activity, and Math Performance. TRANSLATIONAL JOURNAL OF THE AMERICAN COLLEGE OF SPORTS MEDICINE 2022. [DOI: 10.1249/tjx.0000000000000191] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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16
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Wort GK, Wiltshire G, Peacock O, Sebire S, Daly-Smith A, Thompson D. Teachers' Perspectives on the Acceptability and Feasibility of Wearable Technology to Inform School-Based Physical Activity Practices. Front Sports Act Living 2021; 3:777105. [PMID: 34870198 PMCID: PMC8636981 DOI: 10.3389/fspor.2021.777105] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 10/14/2021] [Indexed: 11/13/2022] Open
Abstract
Background: Many children are not engaging in sufficient physical activity and there are substantial between-children physical activity inequalities. In addition to their primary role as educators, teachers are often regarded as being well-placed to make vital contributions to inclusive visions of physical activity promotion. With the dramatic increase in popularity of wearable technologies for physical activity promotion in recent years, there is a need to better understand teachers' perspectives about using such devices, and the data they produce, to support physical activity promotion in schools. Method: Semi-structured interviews were conducted with 26 UK-based primary school teachers, exploring their responses to children's physical activity data and their views about using wearable technologies during the school day. Interview discussions were facilitated by an elicitation technique whereby participants were presented with graphs illustrating children's in-school physical activity obtained from secondary wearable technology data. Interview transcripts were thematically analyzed. Results: Most teachers spoke positively about the use of wearable technologies specifically designed for school use, highlighting potential benefits and considerations. Many teachers were able to understand and critically interpret data showing unequal physical activity patterns both within-and between-schools. Being presented with the data prompted teachers to provide explanations about observable patterns, emotional reactions-particularly about inequalities-and express motivations to change the current situations in schools. Conclusion: These findings suggest that primary school teachers in the UK are open to integrating wearable technology for measuring children's physical activity into their practices and can interpret the data produced by such devices. Visual representations of physical activity elicited strong responses and thus could be used when working with teachers as an effective trigger to inform school practices and policies seeking to address in-school physical inactivity and inequalities.
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Affiliation(s)
- Georgina K Wort
- Department for Health, University of Bath, Bath, United Kingdom
| | - Gareth Wiltshire
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, United Kingdom
| | - Oliver Peacock
- Department for Health, University of Bath, Bath, United Kingdom
| | - Simon Sebire
- School for Policy Studies, University of Bristol, Bristol, United Kingdom
| | - Andy Daly-Smith
- Faculty of Health Studies, University of Bradford, Bradford, United Kingdom.,Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, United Kingdom
| | - Dylan Thompson
- Department for Health, University of Bath, Bath, United Kingdom
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17
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Daly-Smith A, Morris JL, Norris E, Williams TL, Archbold V, Kallio J, Tammelin TH, Singh A, Mota J, von Seelen J, Pesce C, Salmon J, McKay H, Bartholomew J, Resaland GK. Behaviours that prompt primary school teachers to adopt and implement physically active learning: a meta synthesis of qualitative evidence. Int J Behav Nutr Phys Act 2021; 18:151. [PMID: 34801039 PMCID: PMC8605507 DOI: 10.1186/s12966-021-01221-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Accepted: 10/27/2021] [Indexed: 12/11/2022] Open
Abstract
BACKGROUND Physically active learning (PAL) - integration of movement within delivery of academic content - is a core component of many whole-of-school physical activity approaches. Yet, PAL intervention methods and strategies vary and frequently are not sustained beyond formal programmes. To improve PAL training, a more comprehensive understanding of the behavioural and psychological processes that influence teachers' adoption and implementation of PAL is required. To address this, we conducted a meta-synthesis to synthesise key stakeholders' knowledge of facilitators and barriers to teachers' implementing PAL in schools to improve teacher-focussed PAL interventions in primary (elementary) schools. METHODOLOGY We conducted a meta-synthesis using a five-stage thematic synthesis approach to; develop a research purpose and aim, identify relevant articles, appraise studies for quality, develop descriptive themes and interpret and synthesise the literature. In the final stage, 14 domains from the Theoretical Domain Framework (TDF) were then aligned to the final analytical themes and subthemes. RESULTS We identified seven themes and 31 sub-themes from 25 eligible papers. Four themes summarised teacher-level factors: PAL benefits, teachers' beliefs about own capabilities, PAL teacher training, PAL delivery. One theme encompassed teacher and school-level factors: resources. Two themes reflected school and external factors that influence teachers' PAL behaviour: whole-school approach, external factors. Ten (of 14) TDF domains aligned with main themes and sub-themes: Knowledge, Skills, Social/Professional Role and Identity, Beliefs about Capabilities, Beliefs about Consequences, Reinforcement, Goals, Environmental Context and Resources, Social influences and Emotion. CONCLUSIONS Our synthesis illustrates the inherent complexity required to change and sustain teachers' PAL behaviours. Initially, teachers must receive the training, resources and support to develop the capability to implement and adapt PAL. The PAL training programme should progress as teachers' build their experience and capability; content should be 'refreshed' and become more challenging over time. Subsequently, it is imperative to engage all levels of the school community for PAL to be fully integrated into a broader school system. Adequate resources, strong leadership and governance, an engaged activated community and political will are necessary to achieve this, and may not currently exist in most schools.
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Affiliation(s)
- Andrew Daly-Smith
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway.
- Faculty of Health Studies, University of Bradford, Bradford, UK.
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, UK.
| | - Jade L Morris
- Centre for Society & Mental Health, Department of Health Services & Population Health, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Emma Norris
- Health Behaviour Change Research Group, Brunel University London, London, UK
| | - Toni L Williams
- School of Sport, Carnegie, Leeds Beckett University, Leeds, UK
- Department of Sport and Exercise Sciences, Durham University, Durham, UK
| | | | - Jouni Kallio
- LIKES Research Centre for Physical Activity and Health, Jyväskylä, Finland
| | - Tuija H Tammelin
- LIKES Research Centre for Physical Activity and Health, Jyväskylä, Finland
| | - Amika Singh
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
- Mulier Instituut, Utrecht, The Netherlands
| | - Jorge Mota
- Research Center in Physical Activity, Health and Leisure, Faculty of Sport, University of Porto and Laboratory for Integrative and Translational Research in Population Health (ITR), Porto, Portugal
| | - Jesper von Seelen
- Department for Research and Development, University College South Denmark, Haderslev, Denmark
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | - Jo Salmon
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Australia
| | - Heather McKay
- Centre for Hip Health and Mobility, Vancouver Coastal Health Research Centre, Vancouver, Canada
- Department of Family Practice, University of British Columbia, Vancouver, Canada
| | - John Bartholomew
- Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, USA
| | - Geir Kare Resaland
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
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18
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Ma J, Hogan MJ, Eyre ELJ, Lander N, Barnett LM, Duncan MJ. Enhancing the implementation and sustainability of fundamental movement skill interventions in the UK and Ireland: lessons from collective intelligence engagement with stakeholders. Int J Behav Nutr Phys Act 2021; 18:144. [PMID: 34732223 PMCID: PMC8565647 DOI: 10.1186/s12966-021-01214-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2021] [Accepted: 10/14/2021] [Indexed: 02/07/2023] Open
Abstract
BACKGROUND To have population-level impact, physical activity (PA) interventions must be effectively implemented and sustained under real-world conditions. Adequate Fundamental Movement Skills (FMS) is integral to children being able to actively participate in play, games, and sports. Yet, few FMS interventions have been implemented at scale, nor sustained in routine practice, and thus it is important to understand the influences on sustained implementation. The study's aim was to use Collective Intelligence (CI)-an applied systems science approach-with stakeholder groups to understand barriers to the implementation of FMS interventions, interdependencies between these barriers, and options to overcome the system of barriers identified. METHODS Three CI sessions were conducted with three separate groups of experienced FMS intervention researchers/practitioners (N = 22) in the United Kingdom and Ireland. Participants generated and ranked barriers they perceive most critical in implementing FMS interventions. Each group developed a structural model describing how highly ranked barriers are interrelated in a system. Participants then conducted action mapping to solve the problem based on the logical relations between barriers reflected in the model. RESULTS The top ranked barriers (of 76) are those related to policy, physical education curriculum, and stakeholders' knowledge and appreciation. As reflected in the structural model, these barriers have influences over stakeholders' efficacy in delivering and evaluating interventions. According to this logical structure, 38 solutions were created as a roadmap to inform policy, practice, and research. Collectively, solutions suggest that efforts in implementation and sustainability need to be coordinated (i.e., building interrelationship with multiple stakeholders), and a policy or local infrastructure that supports these efforts is needed. CONCLUSIONS The current study is the first to describe the complexity of barriers to implementing and sustaining FMS interventions and provide a roadmap of actions that help navigate through the complexity. By directing attention to the ecological context of FMS intervention research and participation, the study provides researchers, policy makers, and practitioners with a framework of critical components and players that need to be considered when designing and operationalising future projects in more systemic and relational terms.
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Affiliation(s)
- Jiani Ma
- Centre for Sport, Exercise and Life Sciences, Faculty of Health and Life Sciences, Coventry University, Coventry, UK.
- School of Health and Social Development, Institute for Physical Activity and Nutrition, Deakin University, Melbourne, Australia.
| | - Michael J Hogan
- School of Psychology, National University of Ireland, Galway, Ireland
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Faculty of Health and Life Sciences, Coventry University, Coventry, UK
| | - Natalie Lander
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Melbourne, Australia
| | - Lisa M Barnett
- School of Health and Social Development, Institute for Physical Activity and Nutrition, Deakin University, Melbourne, Australia
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Faculty of Health and Life Sciences, Coventry University, Coventry, UK
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19
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Errisuriz VL, Dooley EE, Burford KG, Johnson AM, Jowers EM, Bartholomew JB. Implementation Quality Impacts Fourth Grade Students' Participation in Physically Active Academic Lessons. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 22:950-959. [PMID: 33797665 PMCID: PMC10676757 DOI: 10.1007/s11121-021-01233-8] [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] [Accepted: 03/21/2021] [Indexed: 10/21/2022]
Abstract
It is important to assess implementation of active learning interventions to maximize their impact. Implementation quality, or how well one engages program participants, has been less studied than other implementation components (e.g., dose, fidelity). This cross-sectional, exploratory study examined associations between teacher engagement behaviors, quality of teacher engagement (i.e., teacher feedback), and student physical activity outcomes during active classroom lessons. This study used data from the Texas Initiatives for Children's Activity and Nutrition (I-CAN!) randomized controlled trial. Fixed effects regressions investigated the impact of teacher engagement behaviors on student physical activity outcomes. Bivariate correlations examined associations between teacher feedback and student physical activity outcomes. A latent profile analysis explored whether there were subsets of teachers with similar feedback profiles. The final analytic sample included 82 teachers. Teacher-directed changes and teacher participation in physical activity were each associated with higher ratings for how many and how often children were active during lessons. Teacher participation in physical activity was also significantly related to higher ratings for student physical activity intensity (all p < .05). Physical Activity Reinforcement and Technical Instruction feedback were positively associated with activity intensity (r = - .20, p < .05 and r = .34, p < .01, respectively). Technical Instruction feedback was positively associated with how many (r = .25, p < .01) and how often (r = .41, p < .01) students were active during lessons. Negative feedback was negatively associated with how often (r = - .25, p < .05) students were active and activity intensity (r = - .25, p < .05). Game Instruction was negatively related to how often students were active (r = -.23, p < .05). All teachers were represented by high levels of Game Instruction and Classroom Management feedback, moderate levels of Content Reinforcement and Content Instruction feedback, and low levels of Negative, Technical Instruction, and Physical Activity Reinforcement feedback. These data did not indicate the existence of multiple feedback profiles. Findings suggest that teacher engagement and feedback to students during active lessons can promote student physical activity. Teachers are primarily responsible for implementing school-based interventions, so it is critical to develop strategies that increase their ability to implement them successfully. Opportunities to maximize intervention delivery, such as co-designing with teachers, should be utilized when designing school-based, physical activity interventions.
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Affiliation(s)
- Vanessa L Errisuriz
- Department of Kinesiology and Health Education, The University of Texas At Austin, 2109 San Jacinto Blvd Stop D3700, Austin, TX, 78712-1415, USA.
- The University of Texas at Austin, Latino Research Institute, 210 W. 24th Street, Stop F9200, Austin, TX, 78712, USA.
| | - Erin E Dooley
- Risk Factor Assessment Branch, Epidemiology and Genomics Research Program, National Cancer Institute, 9609 Medical Center Dr, Bethesda, MD, 20892-9761, USA
- School of Public Health in Austin, The University of Texas Health Science Center At Houston, 1616 Guadalupe Street, 6.300, Austin, TX, 78701, USA
| | - Katie G Burford
- Department of Kinesiology and Health Education, The University of Texas At Austin, 2109 San Jacinto Blvd Stop D3700, Austin, TX, 78712-1415, USA
- School of Public Health in Austin, The University of Texas Health Science Center At Houston, 1616 Guadalupe Street, 6.300, Austin, TX, 78701, USA
| | - Ashleigh M Johnson
- School of Public Health in Austin, The University of Texas Health Science Center At Houston, 1616 Guadalupe Street, 6.300, Austin, TX, 78701, USA
- Center for Child Health, Behavior, and Development, Seattle Children's Research Institute, 1920 Terry Avenue, Seattle, WA, 98101, USA
| | - Esbelle M Jowers
- Department of Kinesiology and Health Education, The University of Texas At Austin, 2109 San Jacinto Blvd Stop D3700, Austin, TX, 78712-1415, USA
| | - John B Bartholomew
- Department of Kinesiology and Health Education, The University of Texas At Austin, 2109 San Jacinto Blvd Stop D3700, Austin, TX, 78712-1415, USA
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20
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Walker TJ, Craig DW, Robertson MC, Szeszulski J, Fernandez ME. The relation between individual-level factors and the implementation of classroom-based physical activity approaches among elementary school teachers. Transl Behav Med 2021; 11:745-753. [PMID: 33598700 DOI: 10.1093/tbm/ibaa133] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
Classroom-based physical activity approaches can improve students' physical activity; however, their implementation remains a challenge. This study examined teacher-level factors associated with implementing two classroom-based physical activity approaches (active learning and physical activity breaks). We collected cross-sectional survey data from classroom teachers (n = 133) from 20 elementary schools in an urban Texas school district. Surveys included questions about theoretical constructs (e.g., knowledge, self-efficacy), personal characteristics (e.g., age, gender), and the implementation of active learning and physical activity breaks. We used linear regression models to assess associations between independent variables and implementation outcomes. We also assessed variable importance by examining the unique variance explained. Knowledge (b = .31, p = .001), outcome expectations (b = .18, p = .015), self-efficacy (b = .40, p ≤ .001), and support (b = .22, p = .028) were directly associated with active learning implementation. Teacher physical activity level (b = .29, p = .004) and grade level (third to fifth had lower levels than kindergarten to second grade, b = -.45, p = .022) were also associated with active learning implementation. In fully adjusted models, self-efficacy explained the most variance (≈5%) in active learning implementation compared to other variables. Knowledge (b = .18, p = 0.026), attitudes (b = .18, p = .019), self-efficacy (b = .15, p = .036), and teacher grade level (third to fifth had lower levels than kindergarten to second grade, b = -.80, p < .001) were associated with activity break implementation. In fully adjusted models, teacher grade level explained the most variance (≈13%) in activity break implementation compared to other variables. Results suggest multiple theoretical constructs and personal characteristics are important to target/consider when developing implementation strategies for classroom-based physical activity approaches. Additionally, self-efficacy and teacher grade level are two factors to prioritize.
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Affiliation(s)
- Timothy J Walker
- Department of Health Promotion & Behavioral Sciences, Center for Health Promotion and Prevention Research, University of Texas Health Science Center at Houston School of Public Health, Houston, TX, USA
| | - Derek W Craig
- Department of Health Promotion & Behavioral Sciences, Center for Health Promotion and Prevention Research, University of Texas Health Science Center at Houston School of Public Health, Houston, TX, USA
| | - Michael C Robertson
- Department of Health Promotion & Behavioral Sciences, Center for Health Promotion and Prevention Research, University of Texas Health Science Center at Houston School of Public Health, Houston, TX, USA.,Department of Behavioral Science, University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Jacob Szeszulski
- Department of Health Promotion & Behavioral Sciences, Center for Health Promotion and Prevention Research, University of Texas Health Science Center at Houston School of Public Health, Houston, TX, USA
| | - Maria E Fernandez
- Department of Health Promotion & Behavioral Sciences, Center for Health Promotion and Prevention Research, University of Texas Health Science Center at Houston School of Public Health, Houston, TX, USA
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21
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da Silva Bandeira A, Pizani J, de Sousa ACFC, da Silva JA, Minatto G, Barbosa Filho VC, Silva KS. Implementation of a school-based physical activity intervention for Brazilian adolescents: a mixed-methods evaluation. Health Promot Int 2021; 37:6327059. [PMID: 34297827 DOI: 10.1093/heapro/daab091] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022] Open
Abstract
The effectiveness of physical activity interventions can be improved through examining the aspects related to their implementation. However, little such evidence has been collected, particularly in low- and middle-income countries. This study aimed to evaluate the implementation of a school-based physical activity intervention with qualitative and quantitative data from different actors (students, teachers and parents) involved in developing the program. The program was conducted in 2017 with three main components: (i) teacher training, (ii) environmental changes and (iii) educational actions. Mixed-method evaluation was performed by an independent evaluation team using a validated indicator matrix for the implementation process, including the self-reported information of students, teachers and parents, as well as interviews with teachers. In the 3 eligible schools, 350 adolescents (51% girls) answered the implementation questionnaire, as did 45 parents (84% mothers), and 47 teachers (70% female). In the qualitative analysis, 18 teachers participated. Categorical analysis found that the intervention was considered feasible by teachers. In general, teachers had a more positive perception of the implementation than did students. The lack of engagement from the school community and parents and the busy schedule of teachers were indicated to be the main difficulties. In conclusion, despite the teachers' motivation, some barriers prevented the successful implementation of the program.
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Affiliation(s)
- Alexsandra da Silva Bandeira
- Research Group in Physical Activity and Health, Department of Physical Education, Federal University of Santa Catarina, Campus Universitário Reitor João David Ferreira Lima, CEP, Florianópolis, Santa Catarina 88040-900, Brazil
| | - Juliana Pizani
- Research Group in Physical Activity and Health, Department of Physical Education, Federal University of Santa Catarina, Campus Universitário Reitor João David Ferreira Lima, CEP, Florianópolis, Santa Catarina 88040-900, Brazil
| | - Ana Caroline Ferreira Campos de Sousa
- Research Group in Physical Activity and Health, Department of Physical Education, Federal University of Santa Catarina, Campus Universitário Reitor João David Ferreira Lima, CEP, Florianópolis, Santa Catarina 88040-900, Brazil
| | - Jaqueline Aragoni da Silva
- Research Group in Physical Activity and Health, Department of Physical Education, Federal University of Santa Catarina, Campus Universitário Reitor João David Ferreira Lima, CEP, Florianópolis, Santa Catarina 88040-900, Brazil
| | - Giseli Minatto
- Research Group in Physical Activity and Health, Department of Physical Education, Federal University of Santa Catarina, Campus Universitário Reitor João David Ferreira Lima, CEP, Florianópolis, Santa Catarina 88040-900, Brazil
| | - Valter Cordeiro Barbosa Filho
- Federal Institute of Education, Science and Technology of Ceara, Aracati Campus, Rodovia CE-040, Km 137,1, s/n-Aeroporto, Aracati-CE, Ceará 62800-000, Brazil
| | - Kelly Samara Silva
- Research Group in Physical Activity and Health, Department of Physical Education, Federal University of Santa Catarina, Campus Universitário Reitor João David Ferreira Lima, CEP, Florianópolis, Santa Catarina 88040-900, Brazil
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The Effects of Bike Desks in Formal Education Classroom-Based Physical Activity: A Systematic Review. SUSTAINABILITY 2021. [DOI: 10.3390/su13137326] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
A systematic review of the research conducted on classroom-based physical activity using bike desks, a school health prevention strategy. To our knowledge, this is the first systematic review of bike desks effects on formal education students. Articles from two databases, Web of Science and PubMed, were analyzed according to PRISMA. The quality of each study was analyzed. After the exclusion criteria, eight articles were fully assessed based on six criteria: (1) author and year, (2) setting and sample, (3) duration, (4) outcomes measurements, (5) instruments and (6) main results. The results show how the interventions are mainly in secondary education and university, and most of them are quantitative studies of short-term interventions. Physical activity is the most frequently variable assessed, using logs, questionnaires and objective methods such as accelerometry and heart rate monitoring. Based on all the studies, it is feasible to implement bike desks in the classroom during theoretical lessons. The weaknesses are related to small samples and the use of different instruments to measure. In conclusion, this systematic review compiles the current information about bike desks in order to inform teachers and administrators for the implementation of bike desk in their schools. They should consider bike desks’ strengths and weaknesses.
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Corder KL, Brown HE, Croxson CHD, Jong ST, Sharp SJ, Vignoles A, Wilkinson PO, Wilson ECF, van Sluijs EMF. A school-based, peer-led programme to increase physical activity among 13- to 14-year-old adolescents: the GoActive cluster RCT. PUBLIC HEALTH RESEARCH 2021. [DOI: 10.3310/phr09060] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background
Adolescent physical activity levels are low and are associated with rising disease risk and social disadvantage. The Get Others Active (GoActive) intervention was co-designed with adolescents and teachers to increase physical activity in adolescents.
Objective
To assess the effectiveness and cost-effectiveness of the school-based GoActive programme in increasing adolescents’ moderate-to-vigorous physical activity.
Design
A cluster randomised controlled trial with an embedded mixed-methods process evaluation.
Setting
Non-fee-paying schools in Cambridgeshire and Essex, UK (n = 16). Schools were computer randomised and stratified by socioeconomic position and county.
Participants
A total of 2862 Year 9 students (aged 13–14 years; 84% of eligible students).
Intervention
The iteratively developed feasibility-tested refined 12-week intervention trained older adolescents (mentors) and in-class peer leaders to encourage classes to undertake two new weekly activities. Mentors met with classes weekly. Students and classes gained points and rewards for activity in and out of school.
Main outcome measures
The primary outcome was average daily minutes of accelerometer-assessed moderate-to-vigorous physical activity at 10 months post intervention. Secondary outcomes included accelerometer-assessed activity during school, after school and at weekends; self-reported physical activity and psychosocial outcomes; cost-effectiveness; well-being and a mixed-methods process evaluation. Measurement staff were blinded to allocation.
Results
Of 2862 recruited participants, 2167 (76%) attended 10-month follow-up measurements and we analysed the primary outcome for 1874 (65.5%) participants. At 10 months, there was a mean decrease in moderate-to-vigorous physical activity of 8.3 (standard deviation 19.3) minutes in control participants and 10.4 (standard deviation 22.7) minutes in intervention participants (baseline-adjusted difference –1.91 minutes, 95% confidence interval –5.53 to 1.70 minutes; p = 0.316). The programme cost £13 per student compared with control. Therefore, it was not cost-effective. Non-significant indications of differential impacts suggested detrimental effects among boys (boys –3.44, 95% confidence interval –7.42 to 0.54; girls –0.20, 95% confidence interval –3.56 to 3.16), but favoured adolescents from lower socioeconomic backgrounds (medium/low 4.25, 95% confidence interval –0.66 to 9.16; high –2.72, 95% confidence interval –6.33 to 0.89). Mediation analysis did not support the use of any included intervention components to increase physical activity. Some may have potential for improving well-being. Students, teachers and mentors mostly reported enjoying the GoActive intervention (56%, 87% and 50%, respectively), but struggled to conceptualise their roles. Facilitators of implementation included school support, embedding a routine, and mentor and tutor support. Challenges to implementation included having limited school space for activities, time, and uncertainty of teacher and mentor roles.
Limitations
Retention on the primary outcome at 10-month follow-up was low (65.5%), but we achieved our intended sample size, with retention comparable to similar trials.
Conclusions
A rigorously developed school-based intervention (i.e. GoActive) was not effective in countering the age-related decline in adolescent physical activity. Overall, this mixed-methods evaluation provides transferable insights for future intervention development, implementation and evaluation.
Future work
Interdisciplinary research is required to understand educational setting-specific implementation challenges. School leaders and authorities should be realistic about expectations of the effect of school-based physical activity promotion strategies implemented at scale.
Trial registration
Current Controlled Trials ISRCTN31583496.
Funding
This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 9, No. 6. See the NIHR Journals Library website for further project information. This work was additionally supported by the Medical Research Council (London, UK) (Unit Programme number MC_UU_12015/7) and undertaken under the auspices of the Centre for Diet and Activity Research (Cambridge, UK), a UK Clinical Research Collaboration Public Health Research Centre of Excellence. Funding from the British Heart Foundation (London, UK), Cancer Research UK (London, UK), Economic and Social Research Council (Swindon, UK), Medical Research Council, the National Institute for Health Research (Southampton, UK) and the Wellcome Trust (London, UK), under the auspices of the UK Clinical Research Collaboration, is gratefully acknowledged (087636/Z/08/Z; ES/G007462/1; MR/K023187/1). GoActive facilitator costs were borne by Essex and Cambridgeshire County Councils.
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Affiliation(s)
- Kirsten L Corder
- Centre for Diet and Activity Research and MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - Helen E Brown
- Centre for Diet and Activity Research and MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - Caroline HD Croxson
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, UK
| | - Stephanie T Jong
- Centre for Diet and Activity Research and MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - Stephen J Sharp
- Centre for Diet and Activity Research and MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - Anna Vignoles
- Faculty of Education, University of Cambridge, Cambridge, UK
| | - Paul O Wilkinson
- Department of Psychiatry, University of Cambridge, Cambridge, UK
- Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, UK
| | - Edward CF Wilson
- Cambridge Centre for Health Services Research, University of Cambridge, Cambridge, UK
- Health Economics Group, Norwich Medical School, University of East Anglia, Norwich, UK
| | - Esther MF van Sluijs
- Centre for Diet and Activity Research and MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
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Daly-Smith A, Hobbs M, Morris JL, Defeyter MA, Resaland GK, McKenna J. Moderate-to-Vigorous Physical Activity in Primary School Children: Inactive Lessons Are Dominated by Maths and English. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18030990. [PMID: 33499424 PMCID: PMC7908260 DOI: 10.3390/ijerph18030990] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Revised: 01/10/2021] [Accepted: 01/19/2021] [Indexed: 11/16/2022]
Abstract
BACKGROUND A large majority of primary school pupils fail to achieve 30-min of daily, in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency during academic lesson segments and the broader segmented school day. METHODS 122 children (42.6% boys; 9.9 ± 0.3 years) from six primary schools in North East England, wore uniaxial accelerometers for eight consecutive days. Subject frequency was assessed by teacher diaries. Multilevel models (children nested within schools) examined significant predictors of MVPA across each school-day segment (lesson one, break, lesson two, lunch, lesson three). RESULTS Pupils averaged 18.33 ± 8.34 min of in-school MVPA, and 90.2% failed to achieve the in-school 30-min MVPA threshold. Across all school-day segments, MVPA accumulation was typically influenced at the individual level. Lessons one and two-dominated by maths and English-were less active than lesson three. Break and lunch were the most active segments. CONCLUSION This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA.
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Affiliation(s)
- Andy Daly-Smith
- Faculty of Health Studies, University of Bradford, Bradford, West Yorkshire BD7 1DP, UK
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, West Yorkshire BD9 6TP, UK
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, 6856 Sogndal, Norway;
- School of Sport, Carnegie, Leeds Beckett University, Leeds LS6 3QT, UK;
- Correspondence:
| | - Matthew Hobbs
- School of Health Sciences, College of Education, Health and Human Development, University of Canterbury, Christchurch, Canterbury 8041, New Zealand;
| | - Jade L. Morris
- Centre for Society and Mental Health, Department of Health Service and Population Research, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London WC2B 6LE, UK;
| | - Margaret A. Defeyter
- Healthy Living Lab, Faculty of Health & Life Sciences, Northumbria University, Newcastle upon Tyne NE 7 7XA, UK;
| | - Geir K. Resaland
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, 6856 Sogndal, Norway;
| | - Jim McKenna
- School of Sport, Carnegie, Leeds Beckett University, Leeds LS6 3QT, UK;
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25
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Warren E, Melendez-Torres GJ, Viner R, Bonell C. Using qualitative research to explore intervention mechanisms: findings from the trial of the Learning Together whole-school health intervention. Trials 2020; 21:774. [PMID: 32912308 PMCID: PMC7488057 DOI: 10.1186/s13063-020-04688-2] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2020] [Accepted: 08/14/2020] [Indexed: 12/31/2022] Open
Abstract
Background This study reports on qualitative research conducted within a randomised controlled trial to explore possible intervention mechanisms. It focuses on the ‘Learning Together’ whole-school intervention delivered in secondary schools in England from 2014 to 2017 aiming to prevent bullying and aggression and improve student health. Intervention schools received staff training in restorative practice, a social and emotional learning curriculum, and an external facilitator and manual to convene and run a student/staff action group tasked with coordinating the intervention, focusing this on local needs. Methods Informed by realist approaches to evaluation, we analysed qualitative data to explore intervention mechanisms and how these might interact with school contexts to generate outcomes. Qualitative analysis drew on 45 interviews and 21 focus groups across three case-study schools and employed thematic content analysis to explore how intervention resources were taken up and used by local actors, how participants described the intervention mechanisms that then ensued, and how these might have generated beneficial outcomes. Results The thematic content analysis identified three social mechanisms that recurred in participant accounts: (1) building student commitment to the school community, (2) building healthy relationships by modelling and teaching pro-social skills, and (3) de-escalating bullying and aggression and enabling re-integration within the school community. Conclusions Our analysis provides in-depth exploration of possible mechanisms and the contextual contingencies associated with these, allowing refinement of the initial intervention theory of change. Trial registration ISRCTN registry 10751359. Registered on 11 March 2014
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Affiliation(s)
- Emily Warren
- Faculty of Public Health and Policy, London School of Hygiene & Tropical Medicine, London, UK.
| | | | | | - Chris Bonell
- Faculty of Public Health and Policy, London School of Hygiene & Tropical Medicine, London, UK
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Grao-Cruces A, Velázquez-Romero MJ, Rodríguez-Rodríguez F. Levels of Physical Activity during School Hours in Children and Adolescents: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E4773. [PMID: 32630760 PMCID: PMC7369785 DOI: 10.3390/ijerph17134773] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Revised: 06/29/2020] [Accepted: 06/30/2020] [Indexed: 12/27/2022]
Abstract
BACKGROUND This systematic review determines the levels of physical activity (PA) during school hours in children and adolescents. METHODS Studies carried out from January 1987 to December 2019 were retrieved from four databases (Web of Science, Pubmed, Scopus and SportDiscus). The 29 selected studies were cross-sectional, long-term and case studies. RESULTS Most of them used accelerometers and showed that male and female children accumulated a mean of between 14 and 68 min of moderate-to-vigorous PA (MVPA) during school hours (3%-22% of this daily segment), and male and female adolescents accumulated a mean of between 13 and 28 min of MVPA during this daily segment (3%-8% of the school hours). Less than a quarter of children and adolescents reached the recommended 30 min of MVPA during school hours, with notable differences between sexes. CONCLUSIONS These results suggest that the levels of PA during school hours are not enough, and consequently, schools should develop strategies for helping children and adolescents reach the school PA recommendation.
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Affiliation(s)
- Alberto Grao-Cruces
- Department of Physical Education, GALENO Research Group, Faculty of Education Sciences, University of Cadiz, Puerto Real, 11519 Cadiz, Spain; (A.G.-C.); (M.J.V.-R.)
- Biomedical Research and Innovation Institute of Cadiz (INiBICA) Research Unit, Cadiz, 11510 Cadiz, Spain
| | - María J. Velázquez-Romero
- Department of Physical Education, GALENO Research Group, Faculty of Education Sciences, University of Cadiz, Puerto Real, 11519 Cadiz, Spain; (A.G.-C.); (M.J.V.-R.)
| | - Fernando Rodríguez-Rodríguez
- IRyS Research Group, School of Physical Education, Pontificia Universidad Católica de Valparaíso, Valparaíso, 2374631 Valparaiso, Chile
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Daly-Smith A, Quarmby T, Archbold VSJ, Corrigan N, Wilson D, Resaland GK, Bartholomew JB, Singh A, Tjomsland HE, Sherar LB, Chalkley A, Routen AC, Shickle D, Bingham DD, Barber SE, van Sluijs E, Fairclough SJ, McKenna J. Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework. Int J Behav Nutr Phys Act 2020; 17:13. [PMID: 32028968 PMCID: PMC7006100 DOI: 10.1186/s12966-020-0917-z] [Citation(s) in RCA: 65] [Impact Index Per Article: 16.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2019] [Accepted: 01/23/2020] [Indexed: 12/19/2022] Open
Abstract
BACKGROUND UK and global policies recommend whole-school approaches to improve childrens' inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure 'systems' change, a framework is required that identifies all components of a whole-school PA approach. The study's aim was to co-develop a whole-school PA framework using the double diamond design approach (DDDA). METHODOLOGY Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n = 9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n = 6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one 'initial' framework. Next, stakeholders reviewed the 'initial' framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire. RESULTS Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers' capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder whole-school PA. To the authors' knowledge, this is the first time practitioners, policymakers and researchers have co-designed a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives 'with' schools, while abandoning outdated traditional approaches of implementing interventions 'on' schools.
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Affiliation(s)
- Andy Daly-Smith
- School of Sport, Leeds Beckett University, Headingley Campus, Leeds, LS17 7TL, UK.
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway.
- Born in Bradford, Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK.
| | - Thomas Quarmby
- School of Sport, Leeds Beckett University, Headingley Campus, Leeds, LS17 7TL, UK
| | | | - Nicola Corrigan
- Public Health England (Yorkshire and Humber Centre), London, UK
| | - Dan Wilson
- Yorkshire Sport Foundation, Gildersome, UK
| | - Geir K Resaland
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - John B Bartholomew
- Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX, USA
| | - Amika Singh
- Department of Public and Occupational Health, Amsterdam UMC, Amsterdam Public Health, Amsterdam, The Netherlands
- Mulier Institute, Utrecht, the Netherlands
| | - Hege E Tjomsland
- Center for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Lauren B Sherar
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
| | - Anna Chalkley
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
| | - Ash C Routen
- NIHR Applied Research Collaboration East Midlands (ARC EM), Diabetes Research Centre, University of Leicester, Leicester, UK
| | - Darren Shickle
- Leeds Institute of Health Sciences, University of Leeds, Leeds, UK
| | - Daniel D Bingham
- Born in Bradford, Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Sally E Barber
- Born in Bradford, Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Esther van Sluijs
- Centre for Diet and Activity Research, MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | | | - Jim McKenna
- School of Sport, Leeds Beckett University, Headingley Campus, Leeds, LS17 7TL, UK
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Skage I, Dyrstad SM. 'It's not because we don't believe in it...': Headteachers' perceptions of implementing physically active lessons in school. BMC Public Health 2019; 19:1674. [PMID: 31830952 PMCID: PMC6909587 DOI: 10.1186/s12889-019-8021-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2019] [Accepted: 11/29/2019] [Indexed: 11/10/2022] Open
Abstract
INTRODUCTION Implementation of school-based physical activity (PA) programmes has proven to be difficult, particularly due to schools' focus on academic performance and lack of organisational support for PA interventions. However, physically active lessons (PA integrated into academic lessons) holds promise as a teaching method that increases children's PA levels without reducing academic time. Headteachers play a significant role in facilitating change in school, but little is known about headteachers' attitudes towards physically active lessons and their benefits. The purpose of this study was to explore headteachers' perceptions of physically active lessons, and identify factors affecting headteachers' acceptance or rejection of physically active lessons implementation. METHOD A total of 29 semi-structured telephone interviews were conducted with headteachers in primary and secondary schools in the city of Stavanger, Norway. Adopting a phenomenological approach, qualitative data were analysed using inductive content analysis. RESULTS Although most of the headteachers believed that physically active lessons could contribute positively to pupils' health and learning, only four of 29 schools decided to proceed with implementation. Physically active lessons were more likely to be adopted when the intervention addressed a clearly defined priority area at the school. Change overload and lack of in-depth knowledge of physically active lessons' function and intent appeared to be the most important factors for choosing not to implement physically active lessons. CONCLUSION One of the major challenges for headteachers was deciding which of the many proposed changes the school should prioritise. If physically active lessons was to be prioritised by headteachers it is very important to communicate thoroughly to the headteachers what the schools can achieve by implementing physically active lessons and how the innovation aligns with school policies and goals. Given the flexibility inherent in physically active lessons and the schools' differing needs and priorities, it was important to emphasise to headteachers that physically active lessons could be adapted to different local school contexts.
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Affiliation(s)
- Ingrid Skage
- Department of Education and Sport Science, University of Stavanger, 4036 Stavanger, Norway
- Department of children, youth and education, Municipality of Stavanger, 4068 Stavanger, Norway
| | - Sindre M. Dyrstad
- Department of Education and Sport Science, University of Stavanger, 4036 Stavanger, Norway
- Department of Public Health, University of Stavanger, 4036 Stavanger, Norway
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