The effects of long-term physical activity interventions in communities: Scoping review in the Nordic countries

Evaluating the feasibility and acceptability of an adapted fencing intervention in breast cancer surgery post-operative care: the RIPOSTE pilot randomized trial

Background

Adapted physical activity programs have shown promising results in reducing the physical, social and psychological side effects associated with breast cancer, but the extent to which they can be effectively adopted, implemented and maintained is unclear. The aim of this study is to use the framework to guide the planning and evaluation of programs according to the 5 following keys: Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) framework to evaluate a fencing program under the French acronym RIPOSTE (Reconstruction, Image de soi, Posture, Oncologie, Santé, Thérapie, Escrime) literally in English (Reconstruction, Self-Image, Posture, Oncology, Health, Therapy, Fencing). This program is an innovative intervention focused on improving the quality of life (QoL) of breast cancer surgery patients through fencing.

Methods

A convergent mixed methods pilot study was conducted to preliminary evaluate the different RE-AIM dimension of the pilot program. Twenty-four participants who have just undergone surgery for invasive breast cancer were randomly allocated in two groups: one group started immediately after their inclusion (Early RIPOSTE group) and the other started 3 months following their inclusion (Delayed RIPOSTE group). Participants answered a questionnaire at inclusion and at the end of the program on QoL, shoulder functional capacity, fatigue, anxiety-depression and physical activity.

Results

RIPOSTE program was able to reach mainly young and dynamic participants, attracted by the originality of fencing and keen to improve their physical condition. Regarding effectiveness, our results suggest a trend to the improvement of QoL, shoulder functional capacity, fatigue and anxiety-depression state, even without any significant differences between the Early RIPOSTE group and the Delayed RIPOSTE group.

Discussions

The cooperation, exchanges and cohesion within the group greatly facilitated the adoption of the program, whereas interruptions during school vacations were the main barriers. The intervention was moderately well implemented and adherence to the protocol was suitable.

Conclusion

RIPOSTE is an acceptable and effective program for involving breast cancer survivors in physical activity, that needs to be tested at a larger scale to investigate its effectiveness, but has the potential to be transferred and scaled up worldwide.

Physical activity and sedentary time after lifestyle interventions at the Norwegian Healthy Life Centres

AIMS

This study evaluates long-term changes in physical activity and its associations with various predictors after a behavior change program at the Norwegian Healthy Life Centers.

BACKGROUND

Physical activity is recommended and is part of public health strategies to prevent noncommunicable diseases.

METHODS

This longitudinal cohort, based on a controlled randomized trial, studies a population of 116 Healthy Life Center participants in South-Western Norway who wore SenseWear Armbands to measure time spent in moderate to vigorous physical activity and sedentary time based on metabolic equivalents. The measurements were obtained at baseline, immediately post-intervention, and 24 months after baseline. Linear mixed model analyses were performed to assess predictors for change in physical activity and sedentary time.

FINDINGS

High physical activity levels at baseline were maintained during the 24-month study period. Young, male participants with good self-rated health, utilizing local PA facilities were most active, and young participants utilizing local facilities were also less sedentary. The participants with higher levels of education were less active initially but caught up with the difference during follow-up. A high degree of controlled regulation, characterized by bad conscience and external pressure, predicted more sedentary behavior and a trend toward being less physically active. Autonomous motivation was associated with less time spent on sedentary behaviors. People with high self-efficacy for physical activity were more sedentary initially but showed a reduction in their sedentary behavior.The study supports the importance of attending local training facilities and adopting motivation for behavioral change that is not based on guilt and external rewards. Interventions aimed at improving physical activity among people at risk for noncommunicable diseases benefit from habitual use of local training facilities, strengthening their self-perceived health and the development of internalized motivation. However, it has not been shown to mitigate social health disparities.

"Where was this when I was in Physical Education?" Physical literacy enriched pedagogy in a quality physical education context

Introduction

In recent years, there has been a call to restructure physical education (PE) practices and outcomes. A physical literacy enriched pedagogy approach would support this change by more intentional design of lesson planning that includes concurrent development of competence & confidence and inclusion of students of all levels of ability, leading to holistic development of the student. Despite this potential, there is little research to date that outlines PE pedagogical practices with physical literacy as a foundation. The purpose was to explore pedagogical practices and perspectives from elementary PE teachers through a physical literacy enriched pedagogy lens in a high-quality PE context.

Methods

One-on-one semi-structured interviews were conducted with a convenience sample of elementary PE teachers within one school division. Interviews with all participants focused on questions related to PE and physical literacy. Thematic analysis was used to analyze the data collected from the audio-recorded interviews.

Results

Four themes were generated based on the semi-structured interviews from six elementary PE teachers from one school division. The results identified key physical literacy enriched pedagogical practices based on four themes: supporting a holistic PE experience based upon physical literacy as an outcome; movement within and beyond PE; inclusive and individualized experiences; and physical literacy practices bringing the school community together. The findings were then connected to the physical literacy cycle and UNESCO components of quality PE.

Conclusions

All participants spoke to how their pedagogy focused on the holistic development and inclusion of their students based upon activation of various feedback pathways of the physical literacy cycle. The themes that emerged and subsequent insight gained from teachers went beyond existing physical literacy cycles, in particular by discussing development of students from cognitive, affective, social and creative (problem solving) perspectives, supporting an expansion to the existing physical literacy cycle as presented.