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Porter KJ, Reid AL, Allanson DD, Crowder AM, Brown CM, Zoellner JM. Pragmatic Adaptations to Kids SIPsmartER's Implementation Protocol Supported Its Delivery During the COVID-19 Pandemic. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2024; 56:452-465. [PMID: 38678457 DOI: 10.1016/j.jneb.2024.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Revised: 03/11/2024] [Accepted: 03/11/2024] [Indexed: 04/30/2024]
Abstract
OBJECTIVE Describe the adaptation, implementation, and perceptions of Kids SIPsmartER's classroom component during the coronavirus disease-impacted 2020-2021 school year. DESIGN Mixed methods process evaluation. SETTING Seven rural Appalachian middle schools (US). PARTICIPANTS Middle-school teachers (n = 14) and principals (n = 6). INTERVENTION Kids SIPsmartER was a multilevel, school-based intervention designed to decrease sugar-sweetened beverage intake. The 12-lesson classroom component was supported by an implementation protocol. MEASURES Implementation protocol adaptations, program perceptions, and the school context were assessed using teacher and principal interviews, teacher-completed fidelity checklists, and researcher-maintained field notes. Adaptations were mapped to the Framework for Reporting Adaptations and Modifications-Enhanced (FRAME). ANALYSIS Qualitative data were content coded. Quantitative data were summarized using descriptive statistics. RESULTS All schools maintained Kids SIPsmartER and delivered 100% of lessons. Ten adaptations were made to the implementation protocol. Schools used adapted delivery approaches to meet individual needs. Teachers and principals identified more benefits than barriers to implementing the program. CONCLUSIONS AND IMPLICATIONS Using a strategically adapted implementation protocol that was flexible to schools' individual needs allowed all middle schools to deliver Kids SIPsmartER during the 2020-2021 school year. Findings identify adaptation considerations that other school-based evidence-based interventions could incorporate to facilitate delivery during high-stress times.
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Affiliation(s)
- Kathleen J Porter
- Department of Public Health Sciences, School of Medicine, University of Virginia, Christiansburg, VA.
| | - Annie L Reid
- Department of Public Health Sciences, School of Medicine, University of Virginia, Christiansburg, VA
| | - Dylan D Allanson
- Department of Public Health Sciences, School of Medicine, University of Virginia, Christiansburg, VA
| | | | | | - Jamie M Zoellner
- Department of Public Health Sciences, School of Medicine, University of Virginia, Christiansburg, VA
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Liao XL, Cao CH, Gamble JH, Li LL, Jiang XY, Bo CX, Chen IH. Latent profile analysis of psychological needs thwarting in Chinese school teachers: longitudinal associations with problematic smartphone use, psychological distress, and perceived administrative support. Front Public Health 2023; 11:1299929. [PMID: 38174075 PMCID: PMC10764027 DOI: 10.3389/fpubh.2023.1299929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 12/04/2023] [Indexed: 01/05/2024] Open
Abstract
Introduction In light of the significant impact that teachers have on education quality and student growth, their mental health warrants special attention. With the increasing popularity of Information and Communication Technology (ICT) and the rise of online teaching during the pandemic, teachers have become a group prone to developing problematic smartphone use (PSU). Psychological need thwarting (PNT) has been shown to be closely related to PSU, psychological distress, and perceived administrative support. However, most previous studies have adopted a variable-centered approach, which may overlook the possibility that the three basic needs are not closely associated and could form distinct profiles. Therefore, this study aims to apply latent profile analysis to identify different PNT profiles and their associations with PSU, psychological distress, and perceived administrative support. Methods A longitudinal survey was conducted using convenience and purposive sampling methods. The survey involved 1,642 primary and middle school teachers working in China over a two-month interval, with the first assessment in November 2021 (Time 1) and the second in January 2022 (Time 2). Results The results indicate that a three-profile model, intricately based on the PNT data gathered at Time 1, is most optimal: Class 1 is labeled as 'High autonomy-High competence and Moderate relatedness thwarting', Class 2 as 'High autonomy-High competence and High relatedness thwarting', and Class 3 as 'Low psychological needs thwarting'. Distinct associations were observed among the three profiles concerning PSU, psychological distress, and perceived administrative support. Specifically, in terms of PSU, the score of Class 2 was higher than Class 1, with that of Class 3 being the lowest at Time 1, while at Time 2 no significant difference was found between any two of these three groups; in terms of distress, the scores of the three profiles were arranged from high to low as Class 2, 1, and 3 at both time points; and in terms of perceived administrative support, the order was just the opposite, with 3, 1, and 2 from high to low at both Time 1 and Time 2. Conclusion Notably, the consistent ranking of the three classes in terms of psychological distress and administrative support suggests a lasting influence of PNT. Future studies should explore this enduring impact further by employing additional longitudinal data sets and examining potential mediators or moderators beyond the current study's scope.
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Affiliation(s)
- Xiao-Ling Liao
- International College, Krirk University, Bangkok, Thailand
| | - Cui-Hong Cao
- School of Foreign Languages, Shandong Women’s University, Jinan, China
- Faculty of Education, Qufu Normal University, Qufu, China
| | - Jeffrey H. Gamble
- Department of English, National Changhua University, Changhua, Taiwan
| | - Ling-Ling Li
- No.1 Senior High School, Xinjian District of Nanchang City, Nanchang, China
| | | | - Cun-Xu Bo
- Shandong Provincial Institute of Education Sciences, Jinan, China
| | - I-Hua Chen
- Chinese Academy of Education Big Data, Qufu Normal University, Qufu, China
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Kwaning K, Ullah A, Biely C, Jackson N, Dosanjh KK, Galvez A, Arellano G, Dudovitz R. Adolescent Feelings on COVID-19 Distance Learning Support: Associations With Mental Health, Social-Emotional Health, Substance Use, and Delinquency. J Adolesc Health 2023; 72:682-687. [PMID: 36653259 PMCID: PMC9870620 DOI: 10.1016/j.jadohealth.2022.12.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 11/09/2022] [Accepted: 12/07/2022] [Indexed: 01/18/2023]
Abstract
PURPOSE School social support is associated with improved adolescent wellbeing. However, positive school relationships were potentially disrupted when schools transitioned to distance learning in 2020 to mitigate the spread of COVID-19. This study investigated associations among perceived distance learning school support, mental health, social-emotional wellbeing, substance use, and delinquency among low-income, public high school students. METHODS We analyzed longitudinal survey data, collected between June 2020 and June 2021, from 372 students attending five large urban public high schools. Mixed-effects regression models examined associations among changes in distance learning support and changes in mental health, social-emotional wellbeing, substance use, and delinquency, controlling for time, social-demographics, and baseline health. RESULTS In this predominantly Latinx (83%) sample, within-person increases in perceived distance learning support were associated with improved mental health, increased grit, increased self-efficacy, and decreased stress. Between-person differences in distance learning support indicated that students reporting greater support had improved mental and social-emotional outcomes. Although there were no within-person associations among distance learning support and hopelessness or delinquency, students with greater distance learning support (between-person) had lower levels of hopelessness and lower odds of engaging in any delinquent behavior. There were no associations between distance learning support and 30-day substance use. DISCUSSION School social support, even without students physically on campus, may be critical to adolescent health behaviors and social-emotional outcomes.
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Affiliation(s)
- Karen Kwaning
- David Geffen School of Medicine at UCLA, Los Angeles, California.
| | - Ayman Ullah
- David Geffen School of Medicine at UCLA, Los Angeles, California
| | - Christopher Biely
- UCLA Department of Pediatrics and Children's Development and Innovation Institute, Los Angeles, California
| | - Nicholas Jackson
- UCLA Department of Medicine, General Internal Medicine and Health Services Research, Los Angeles, California
| | - Kulwant K. Dosanjh
- UCLA Department of Medicine, General Internal Medicine and Health Services Research, Los Angeles, California
| | - Arzie Galvez
- Los Angeles Unified School District, Los Angeles, California
| | | | - Rebecca Dudovitz
- UCLA Department of Pediatrics and Children's Development and Innovation Institute, Los Angeles, California
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Kuhn AP, Thompson HR, Webster CA, Burgeson C, Chriqui J, Okutoyi T, Hager ER. Physical Education Teachers' Perceived Effectiveness in Association with Student Attendance, Teacher Adaptability, External Educational Supports, and Teaching Format During the COVID-19 Pandemic. JOURNAL OF HEALTHY EATING AND ACTIVE LIVING 2022; 2:97-112. [PMID: 37771476 PMCID: PMC10521999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 09/30/2023]
Abstract
Spring 2020 pandemic-control policies included an abrupt shift to remote teaching, which may have affected physical education (PE) teachers' perceived effectiveness. This study examined K-12 PE teachers' perceived effectiveness in association with student attendance, teacher adaptability, PE supports, teaching format (in-person, remote synchronous, remote asynchronous, etc.), and teacher- and school-level demographics at three time points (pre-pandemic 2019-early 2020, Spring 2020, 2020-2021 school year). An electronic survey was developed by an expert panel and distributed to U.S. public school PE teachers (convenience sampling via school health-related organizations). For analyses, teacher perceived effectiveness was dichotomized (very/extremely effective= "1"; not at all/slightly/moderately effective= "0"). Logistic regression models assessed associations between perceived effectiveness and independent variables (student attendance, teacher adaptability, PE supports, teaching format, and demographic variables) at each time point. Respondents (n=134; M age=46) were mostly female (62%), general PE teachers (82%, versus adapted), had a graduate degree (66%), had >11 years of teaching experience (63%), and from 26 states. Perception of being very/extremely effective was highest pre-pandemic 2019-early 2020 (93%), lowest in Spring 2020 (12%), and recovered somewhat in 2020-2021 (45%). During the 2020-2021 school year, teachers had greater odds of perceiving they were more effective if they reported having higher student attendance (OR 1.06 [CI:1.02-1.09], p>.001) and higher adaptability (OR 1.22 [CI: 1.09-1.37], p>.001), adjusting for gender, education level, years of experience, grade level taught, and Title I status. Professional development opportunities are needed for remote teaching of PE to enhance teachers' adaptability and perceived effectiveness during potential future school closures.
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Affiliation(s)
- Ann Pulling Kuhn
- Department of Pediatrics, University of Maryland School of Medicine,
USA
| | - Hannah R. Thompson
- Community Health Sciences, School of Public Health, University of California Berkeley,
USA
| | - Collin A. Webster
- School of Sport, Exercise, and Rehabilitation Sciences, University of Birmingham Dubai,
UAE
| | | | - Jamie Chriqui
- Division of Health Policy and Administration, School of Public Health, University of Illinois Chicago,
USA
| | - Tevin Okutoyi
- Department of Pediatrics, University of Maryland School of Medicine,
USA
| | - Erin R Hager
- Department of Pediatrics, University of Maryland School of Medicine,
USA
- Department of Population, Family and Reproductive Health, Johns Hopkins Bloomberg School of Public Health,
USA
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Yılmaz SH, Yarımkaya E, İlhan EL. Physical education teachers' experiences regarding online physical education lessons for children with autism spectrum disorder. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2022; 70:615-624. [PMID: 38983489 PMCID: PMC11229764 DOI: 10.1080/20473869.2022.2123198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Accepted: 09/04/2022] [Indexed: 07/11/2024]
Abstract
Background: The purpose of this qualitative study was to investigate the experiences of physical education (PE) teachers regarding online PE lessons for children with ASD during the COVID-19 pandemic. Method: Participants in this study were 16 PE teachers who took part in one-on-one semi-structured phone interviews. Interview data were analyzed using Braun and Clarke's recipe for thematic analysis. Result: Four overarching themes were found: (1) we were unprepared for online lessons, (2) challenges of online lessons, (3) parental support, and (4) solution offers. Conclusion: The results revealed that PE teachers were unprepared for the sudden transition to online lessons due to the COVID-19 pandemic. PE teachers started the online teaching with parent support despite the challenges, but they were not satisfied with the online PE model.
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Affiliation(s)
| | - Erkan Yarımkaya
- Şehitler Secondary School, Ministry of National Education, Bayburt, Turkey
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Lee EJ, Seo DI, Lee SM, Kim JH. Changes in Physical Fitness among Elementary and Middle School Students in Korea before and after COVID-19. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11712. [PMID: 36141984 PMCID: PMC9517052 DOI: 10.3390/ijerph191811712] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Revised: 09/08/2022] [Accepted: 09/13/2022] [Indexed: 06/16/2023]
Abstract
The present study aimed to analyze changes in health-related physical fitness among Korean elementary and middle school students before (2019) and after (2021) the COVID-19 pandemic. Data collection was completed by requesting the physical activity promotion system (PAPS) data from elementary and middle school students. This information is obtained annually by the Goyang Office of Education in Gyeonggi-do, Korea. The collected data were measured in 2019 and 2021. Data were collected from 17,000 children in the fifth and sixth grades of elementary school and about 24,000 boys and girls in the first, second, and third grades of middle school. Chi-square analyses were used to examine data from each school's health-related physical fitness examinations. Our results indicated that physical fitness levels were significantly lower in 2021 than in 2019 across the following six areas: cardiorespiratory endurance, power, muscular strength, flexibility, obesity, and overall health-related physical fitness (p < 0.05). In addition, the ratio of students with excellent physical fitness (PAPS Grades 1 and 2) significantly decreased from 2019 to 2021, while the ratio of students with poor physical fitness (PAPS Grades 3, 4, and 5) increased (p < 0.05). In addition, there were some differences according to grade and gender. Discussions regarding the impact of decreases in physical activity on physical fitness, interpretations of physical fitness in the context of a pandemic, and practical measures that can be implemented to improve health and fitness among children and adolescents in such situations remain essential.
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Affiliation(s)
- Eui-Jae Lee
- Department of Physical Education, Graduate School of Education, Sogang University, Seoul 04107, Korea
| | - Dong-il Seo
- Department of Health and Exercise Science, Dongguk University, Gyeongju-si 38066, Korea
| | - Seung-Man Lee
- Department of Physical Education, College of Education, Korea University, Seoul 02841, Korea
| | - Jong-Hyuck Kim
- Department of Medical Beauty Care, Jungwon University, Goesan-gun 28024, Korea
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Shen Y, Shao W. Influence of Hybrid Pedagogical Models on Learning Outcomes in Physical Education: A Systematic Literature Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:9673. [PMID: 35955027 PMCID: PMC9368380 DOI: 10.3390/ijerph19159673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 07/30/2022] [Accepted: 08/02/2022] [Indexed: 06/15/2023]
Abstract
Hybrid implementation of pedagogical models (PMs) helps to overcome the limitations of a single pedagogical model (PM) when it comes to improving student learning outcomes in physical education (PE). Empirical research on hybridizations has grown substantially in recent years, so the purpose of this study was to conduct a systematic review on the effects and mechanisms of different hybridizations on students' learning outcomes (i.e., motor, cognitive, affective, and social) in PE. Electronic databases, including ERIC, SCOPUS, EBSCO host, and Web of Science, were used to select intervention studies. After inclusion and exclusion criteria were applied, 17 high-quality studies, published in English peer-reviewed journals, were assessed. Results show that there were seven different hybrid models having impacts on students' learning outcomes, which could be divided into four categories: (1) game performance and technical skills; (2) understanding of tactics and decision-making abilities; (3) motivation, autonomy, and confidence; (4) interpersonal skills, cooperative learning ability, and responsibility. Length of implementation and teachers' familiarity were the main factors that limit the implementation on hybridizations. Future research should consider quasi-experiments with control groups of hybrids versus single models to figure out the advantages of the hybrid model over the single model; including more evidence from different schools, regions, and countries is necessary.
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Affiliation(s)
- Yafei Shen
- College of Teacher Education, Zhejiang Normal University, Jinhua 321004, China
| | - Weide Shao
- College of Physical Education and Health Sciences, Zhejiang Normal University, Jinhua 321004, China
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Lloyd RJ, Smith SJ. Becoming InterActive for Life: Mobilizing Relational Knowledge for Physical Educators. Front Sports Act Living 2022; 3:769031. [PMID: 35098118 PMCID: PMC8790280 DOI: 10.3389/fspor.2021.769031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Accepted: 11/19/2021] [Indexed: 11/29/2022] Open
Abstract
The overarching purpose of the InterActive for Life (IA4L) project is to mobilize relational knowledge of partnered movement practices for physical education practitioners. Through a participatory, motion-sensing phenomenological methodology, relational knowledge gleaned from world class experts in salsa dance, equestrian arts, push hands Tai Chi and acroyoga, and analyzed through the Function2Flow conceptual model, was shared with Physical Education Teacher Education (PETE) students. They, in turn, made sense of the ways these experts cultivate relational connections through a process of designing interactive games suitable for physical education curricula. The kinetic, kinesthetic, affective and energetic dynamics of these games were then shared through professional development workshops, mentoring, and open-access resources. Each phase of the IA4L project invites us to depart from the predominance of individualistic ways of conceiving and teaching movement and instead explore what it means to be attuned to the pulse of life as we break away from tendencies to objectify movement as something our bodies do or that is done to them. Consideration is given to the ways in which meaningful relational connections are formed in and through movement and how this learning prioritizes the InterActive Functions, Forms, Feelings and Flows of moving purposefully, playfully and expressively with others. In so doing, what this research offers is an understanding of how knowledge of an essentially motion-sensitive kind, which can breathe life into physical education curricula, can be actively and interactively mobilized.
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Affiliation(s)
- Rebecca J. Lloyd
- Faculty of Education, University of Ottawa, Ottawa, ON, Canada
- *Correspondence: Rebecca J. Lloyd
| | - Stephen J. Smith
- Faculty of Education, Simon Fraser University, Burnaby, BC, Canada
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Um YJ, Choi YJ. A Grounded Theory on School Nursing Experiences With Major Pandemic Diseases. INQUIRY : A JOURNAL OF MEDICAL CARE ORGANIZATION, PROVISION AND FINANCING 2022; 59:469580221090405. [PMID: 35403477 PMCID: PMC9006385 DOI: 10.1177/00469580221090405] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
This study was conducted to develop a substantive theory on school nurses' experiences responding to infectious diseases by applying the grounded theory method to explore their experiences and derive related concepts. Study participants were 20 school nurses with experiences coping with infectious diseases while working in schools. The research question of this study was "What kind of experience did the school nurses have in response to infectious diseases?" The analysis included open, axis, and selective coding. We derived 164 concepts, 45 subcategories, and 17 categories. Further, paradigm, situation, and school infectious disease response control tower models were derived. The results of this study can serve as bottom-up policy data to understand the current situation surrounding school infectious disease management through the experiences of school nurses.
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Affiliation(s)
- Youn-Joo Um
- Department of Nursing, 119756Dong-Yang University, Gyeongbuk, Korea
| | - Yun-Jung Choi
- Red Cross College of Nursing, 26729Chung-Ang University, Seoul, Korea
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Colville T, Hulme S, Kerr C, Mercieca D, Mercieca DP. Teaching and Learning in COVID-19 Lockdown in Scotland: Teachers' Engaged Pedagogy. Front Psychol 2021; 12:733633. [PMID: 34955961 PMCID: PMC8692856 DOI: 10.3389/fpsyg.2021.733633] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 10/25/2021] [Indexed: 11/21/2022] Open
Abstract
This paper reports on a study of teachers’ perceptions of teaching and learning in Scotland during the COVID-19 pandemic through the lens of engaged pedagogy and the ideas of bell hooks. It aimed to explore the different ways that teachers experienced teaching and learning during this time and the impact this may have had on teacher identity. Sixty teachers and head teachers were interviewed using MS Teams in the period April-June, 2020. For this paper, 18 transcripts were analyzed by members of the research team. Four key themes emerged from the interview data: Working from home, parental engagement, teacher identity, and changes in pedagogy. Each of these themes were discussed in terms of concepts such as engaged pedagogy, agency, self-actualization, recognition and boundary transgression situated in the work of bell hooks. The idea of boundaries wove itself throughout our data as teachers expressed how the transgression of boundaries was occurring in multiple, and often contradictory, ways in pedagogical, professional, institutional and personal spaces and systems. We see in our data evidence of a shift in practice not just in the way teachers are ‘doing’ education but also, perhaps, in the way that teachers are ‘being’ as educators as they adapt to different ways of knowing. This study provides a unique exploration of a time and space in Scotland during 2020. However, the themes and understandings that emerged are of relevance to educators internationally. Schools across the world were impacted by various lockdowns imposed by the Covid-19 pandemic and teachers faced a common set of challenges that were resolved via re-negotiation and recognition of individual and collective agency to create new pedagogies.
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Affiliation(s)
- Tracey Colville
- School of Education and Social Work, University of Dundee, Dundee, United Kingdom
| | - Sarah Hulme
- School of Education and Social Work, University of Dundee, Dundee, United Kingdom
| | - Claire Kerr
- School of Education and Social Work, University of Dundee, Dundee, United Kingdom
| | - Daniela Mercieca
- School of Education and Social Work, University of Dundee, Dundee, United Kingdom
| | - Duncan P Mercieca
- School of Education and Social Work, University of Dundee, Dundee, United Kingdom
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Teaching Style, Coping Strategies, Stress and Social Support: Associations to the Medical Students’ Perception of Learning during the SARS-CoV-2 Pandemic. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11080414] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
This study assessed the learning perception of undergraduate medical students on three types of teaching (classical/online/hybrid), in relation to coping strategies, stress, and social support, in the context of the SARS-CoV-2 pandemic. Additionally, we explored gender differences and the perceived usefulness of teaching. 201 students (48 men, 153 women; mean age = 22.900, SD = 2.830) participated in the study. They answered a Multidimensional Scale of Perceived Social Support, a Brief Cope Scale, a Student-life Stress Inventory, a visual analog scale for usefulness, and a survey collecting their perceptions about learning across teaching types. Results point out a preference for classical teaching, followed by the hybrid and online formats. Online teaching was identified as more advantageous in terms of time management and seeking information. Denial and substance use were statistically associated with poor communication, bad time using, and impaired learning. Both stress and social support had ambivalent associations with learning perceptions. Gender differences were limited to behavioral disengagement and higher social support perceived by women. Although classical teaching was globally perceived as the most useful, online teaching was considered desirable by male urban respondents. These data may contribute to the strategic growth and refinement of web-based teaching methods in medical universities.
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Štveráková T, Jačisko J, Busch A, Šafářová M, Kolář P, Kobesová A. The impact of COVID-19 on Physical Activity of Czech children. PLoS One 2021; 16:e0254244. [PMID: 34237088 PMCID: PMC8266068 DOI: 10.1371/journal.pone.0254244] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Accepted: 06/22/2021] [Indexed: 02/07/2023] Open
Abstract
INTRODUCTION The pandemic of coronavirus disease (COVID-19) and related restrictions (closed schools and sports centers, social isolation, masks) may have a negative impact on children's health. The purpose of this study was to evaluate the level of physical activity (PA) of Czech children during COVID-19 in autumn 2020. METHODS Ninety-eight Czech children (mean age = 10.1 ± 1.47 years) completed the standardized Physical Activity Questionnaire for Older Czech Children (PAQ-C/cz) during COVID lockdown. Data were compared with previously published norms. Thirty-five children also reported daily number of steps measured by accelerometers. RESULTS Total PAQ-C score was 0.38 lower during COVID compared to Pre-COVID [t(302) = 5.118., p < .001]. The male PAQ-C total score was 0.37 lower [t(146) = 3.21., p = .002)] and the female total score was 0.39 lower [t(154) = 3.97., p < .001] during COVID compared to Pre-COVID. Specifically, responses of PA during spare time, before-school, physical education (PE), and recess were significantly lower during COVID. The average number of steps was 7.767 steps/day (boys = 9.255; girls = 6.982). CONCLUSION COVID lockdown resulted in significant reduction of PA in Czech children. Strategies to promote adequate PA of children during the pandemic need to be determined.
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Affiliation(s)
- Tereza Štveráková
- Department of Rehabilitation and Sports Medicine, Postgraduate Medical School, Second Faculty of Medicine Charles University and Motol University Hospital, Prague, Czech Republic
| | - Jakub Jačisko
- Department of Rehabilitation and Sports Medicine, Postgraduate Medical School, Second Faculty of Medicine Charles University and Motol University Hospital, Prague, Czech Republic
| | - Andrew Busch
- Health and Human Kinetics, Ohio Wesleyan University, Delaware, OH, United States of America
| | - Marcela Šafářová
- Department of Rehabilitation and Sports Medicine, Postgraduate Medical School, Second Faculty of Medicine Charles University and Motol University Hospital, Prague, Czech Republic
| | - Pavel Kolář
- Department of Rehabilitation and Sports Medicine, Postgraduate Medical School, Second Faculty of Medicine Charles University and Motol University Hospital, Prague, Czech Republic
| | - Alena Kobesová
- Department of Rehabilitation and Sports Medicine, Postgraduate Medical School, Second Faculty of Medicine Charles University and Motol University Hospital, Prague, Czech Republic
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