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Mulhearn SC, Kulinna PH, Lorenz KA. Classroom Teachers' Perceived Barriers to Implementing Comprehensive School Physical Activity Programs (TPB- CSPAP): Instrument Development. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2024; 95:342-352. [PMID: 37463222 DOI: 10.1080/02701367.2023.2206449] [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: 07/07/2022] [Accepted: 04/14/2023] [Indexed: 07/20/2023]
Abstract
Although physical education teachers generally act as the physical activity champion and promote adherence to whole-school physical activity programs, classroom teachers manage the majority of students' access to movement throughout the school day. Purpose: To support the adoption of a whole-school physical activity program, this study developed an instrument that identifies barriers perceived by classroom teachers related to adopting this type of program in their school. Method: A four-step process provided the conceptual framework for this instrument development (literature review, expert review, quantitative evaluation, and validation). The final validation phase (N = 520 teachers) included two individual analyses to separately evaluate respondents from elementary (K-5) and secondary levels (6-12). Each group was randomly split to run exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of the models. Results: CFA results support models with adequate fit to the data for barriers for elementary, e.g., (SRMR = 0.0726; Bentler CFI = 0.92.79) and secondary (SRMR = 0.0813; Bentler CFI = 0.9374) teachers for whole-school programming. Conclusion: This instrument can be used by school personnel and researchers to understand perceived barriers for classroom teachers to implement a whole-school physical activity program in their context and then follow up to remove or reduce the barriers.
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Ning H, Chen F, Li J, Du Y, Chen X, Wu S, Joseph A, Gao Y, Cao Z, Feng H. Effectiveness of a multicomponent exercise intervention in community-dwelling older Chinese people with cognitive frailty: protocol for a mixed-methods research. Front Aging Neurosci 2024; 16:1282263. [PMID: 38410748 PMCID: PMC10895061 DOI: 10.3389/fnagi.2024.1282263] [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: 08/23/2023] [Accepted: 01/15/2024] [Indexed: 02/28/2024] Open
Abstract
Aims To evaluate the effectiveness of a multicomponent exercise intervention and to clarify the underlying mechanisms of the program in community-dwelling older adults with cognitive frailty. Additionally, the perception of participants in the program will be explored. Design A mixed-methods design, including a randomized controlled trial and an exploratory qualitative study, was used. Methods Each group consists of 41 participants. The experimental group will undergo a 12-week multicomponent exercise intervention, including warm-up, exergaming aerobic exercise, elastic-band resistance exercise, and cool-down. This intervention was developed based on the Health Belief Model (HBM) and Self-Efficacy Model (SEM). The control group will not receive any intervention. Physical frailty and cognitive function will be considered as primary outcomes. Data will be collected both at baseline and at the end of the intervention period. Fisher's exact test, analysis of covariance, and generalized linear models will be conducted to compare mean changes between the two groups. Additionally, the mediation models will be used to examine whether any intervention effects are mediated through exercise self-efficacy. Discussion The findings of this study are anticipated to provide valuable insights for healthcare providers, enabling them to learn about effective strategies to enhance exercise adherence and promote improved functionality, independence, and quality of life for older adults with cognitive frailty.Clinical trial registration: [https://clinicaltrials.gov/], identifier [ChiCTR2200058850].
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Affiliation(s)
- Hongting Ning
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
- School of Nursing, Johns Hopkins University, Baltimore, MD, United States
| | - Fenghui Chen
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
- Nursing School, Xinjiang Medical University, Urumqi, China
| | - Junxin Li
- School of Nursing, Johns Hopkins University, Baltimore, MD, United States
| | - Yan Du
- School of Nursing, The University of Texas Health Science Center at San Antonio, San Antonio, TX, United States
| | - Xi Chen
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Shuang Wu
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
| | - Abigael Joseph
- School of Nursing, The University of Texas Health Science Center at San Antonio, San Antonio, TX, United States
| | - Yinyan Gao
- Department of Epidemiology and Health Statistics, Xiangya School of Public Health, Central South University, Changsha, Hunan, China
| | - Zeng Cao
- Department of Physical Medicine and Rehabilitation, Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Hui Feng
- Xiangya School of Nursing, Central South University, Changsha, Hunan, China
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Aragoni da Silva J, Salmon J, Cordeiro Barbosa Filho V, da Silva Bandeira A, Dos Santos PC, Samara da Silva K. Psychosocial mediators and moderators of a school-based physical activity intervention among Brazilian adolescents. J Sports Sci 2024; 42:17-24. [PMID: 38466902 DOI: 10.1080/02640414.2024.2319455] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Accepted: 02/08/2024] [Indexed: 03/13/2024]
Abstract
School-based interventions are needed due to the low levels of physical activity (PA) in adolescents. The aim is to examine the mediation effects of psychosocial factors (attitude, self-efficacy, social support from parents, friends, general teachers, and PE teachers, and environment school perception) and moderation by sex, school grade, and socioeconomic level of a school-based PA intervention on the PA practice among adolescents. The Movimente Programme is a randomised controlled trial at schools in southern Brazil (n = 921 adolescents). Strategies included teacher training, educational actions, and environmental changes. Adolescents self-reported their weekly PA. Potential psychosocial mediators and moderators were investigated through validated questionnaires in a Brazilian sample. The product of the coefficients with percentile bootstrapping 95% confidence interval was performed. The Movimente Programme was related to positive changes in adolescents' perception of the school environment and social support from general and physical education teachers. Most psychosocial variables (attitude, self-efficacy, social support from friends, and social support from teachers) were associated with PA, but none mediated the impact of the Movimente Programme on PA. Results varied according to sex and school grade. The Movimente Programme increased the adolescents' perception of the school environment and social support from teachers, but no mediators were confirmed.
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Affiliation(s)
- Jaqueline Aragoni da Silva
- Department of Physical Education, Federal University of Santa Catarina, Florianopolis, Santa Catarina, Brazil
| | - Jo Salmon
- Institute of Physical Activity and Nutrition, Deakin University, Melbourne, Victoria, Australia
| | | | | | | | - Kelly Samara da Silva
- Institute of Physical Activity and Nutrition, Deakin University, Melbourne, Victoria, Australia
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Börnhorst C, Pigeot I, De Henauw S, Formisano A, Lissner L, Molnár D, Moreno LA, Tornaritis M, Veidebaum T, Vrijkotte T, Didelez V, Wolters M. The effects of hypothetical behavioral interventions on the 13-year incidence of overweight/obesity in children and adolescents. Int J Behav Nutr Phys Act 2023; 20:100. [PMID: 37620898 PMCID: PMC10463721 DOI: 10.1186/s12966-023-01501-6] [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: 04/05/2023] [Accepted: 08/07/2023] [Indexed: 08/26/2023] Open
Abstract
BACKGROUND In view of the high burden of childhood overweight/obesity (OW/OB), it is important to identify targets for interventions that may have the greatest effects on preventing OW/OB in early life. Using methods of causal inference, we studied the effects of sustained behavioral interventions on the long-term risk of developing OW/OB based on a large European cohort. METHODS Our sample comprised 10 877 children aged 2 to < 10 years at baseline who participated in the well-phenotyped IDEFICS/I.Family cohort. Children were followed from 2007/08 to 2020/21. Applying the parametric g-formula, the 13-year risk of developing OW/OB was estimated under various sustained hypothetical interventions on physical activity, screen time, dietary intake and sleep duration. Interventions imposing adherence to recommendations (e.g. maximum 2 h/day screen time) as well as interventions 'shifting' the behavior by a specified amount (e.g. decreasing screen time by 30 min/day) were compared to 'no intervention' (i.e. maintaining the usual or so-called natural behavior). Separately, the effectiveness of these interventions in vulnerable groups was assessed. RESULTS The 13-year risk of developing OW/OB was 30.7% under no intervention and 25.4% when multiple interventions were imposed jointly. Meeting screen time and moderate-to-vigorous physical activity (MVPA) recommendations were found to be most effective, reducing the incidence of OW/OB by -2.2 [-4.4;-0.7] and -2.1 [-3.7;-0.8] percentage points (risk difference [95% confidence interval]), respectively. Meeting sleep recommendations (-0.6 [-1.1;-0.3]) had a similar effect as increasing sleep duration by 30 min/day (-0.6 [-0.9;-0.3]). The most effective intervention in children of parents with low/medium educational level was being member in a sports club; for children of mothers with OW/OB, meeting screen time recommendations and membership in a sports club had the largest effects. CONCLUSIONS While the effects of single behavioral interventions sustained over 13 years were rather small, a joint intervention on multiple behaviors resulted in a relative reduction of the 13-year OW/OB risk by between 10 to 26%. Individually, meeting MVPA and screen time recommendations were most effective. Nevertheless, even under the joint intervention the absolute OW/OB risk remained at a high level of 25.4% suggesting that further strategies to better prevent OW/OB are required.
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Affiliation(s)
- C Börnhorst
- Leibniz Institute for Prevention Research and Epidemiology - BIPS, Achterstr 30, 28359, Bremen, Germany.
| | - I Pigeot
- Leibniz Institute for Prevention Research and Epidemiology - BIPS, Achterstr 30, 28359, Bremen, Germany
- Institute of Statistics, Faculty of Mathematics and Computer Science, University of Bremen, Bremen, Germany
| | - S De Henauw
- Department of Public Health and Primary Care, Ghent University, Ghent, Belgium
| | - A Formisano
- Institute of Food Sciences, National Research Council, Avellino, Italy
| | - L Lissner
- School of Public Health and Community Medicine, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - D Molnár
- Department of Pediatrics, Medical School, University of Pécs, Pécs, Hungary
| | - L A Moreno
- GENUD (Growth, Exercise, Nutrition and Development) Research Group, Faculty of Health Sciences, Universidad de Zaragoza, Instituto Agroalimentario de Aragón (IA2), Instituto de Investigación Sanitaria Aragón (IIS Aragón), Saragossa, Spain
- Centro de Investigación Biomédica en Red de Fisiopatología de La Obesidad Y Nutrición (CIBERObn), Madrid, Spain
| | - M Tornaritis
- Research and Education Institute of Child Health, Strovolos, Cyprus
| | - T Veidebaum
- National Institute for Health Development, Estonian Centre of Behavioral and Health Sciences, Tallinn, Estonia
| | - T Vrijkotte
- Department of Public and Occupational Health, Amsterdam University Medical Center (Amsterdam UMC), University of Amsterdam, Amsterdam, The Netherlands
| | - V Didelez
- Leibniz Institute for Prevention Research and Epidemiology - BIPS, Achterstr 30, 28359, Bremen, Germany
- Institute of Statistics, Faculty of Mathematics and Computer Science, University of Bremen, Bremen, Germany
| | - M Wolters
- Leibniz Institute for Prevention Research and Epidemiology - BIPS, Achterstr 30, 28359, Bremen, Germany
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Zurc J, Laaksonen C. Effectiveness of Health Promotion Interventions in Primary Schools-A Mixed Methods Literature Review. Healthcare (Basel) 2023; 11:1817. [PMID: 37444651 DOI: 10.3390/healthcare11131817] [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: 03/05/2023] [Revised: 06/13/2023] [Accepted: 06/19/2023] [Indexed: 07/15/2023] Open
Abstract
School-based health promotion interventions (HPIs) are commonly used in schools, but scientific evidence about the structures of effective interventions is lacking. Therefore, we conducted a mixed methods systematic literature review to recognize the HPI structures related to their effectiveness. Based on the inclusion criteria, 49 articles were selected for the literature review. The articles, published in 2011-2022, described 46 different school-based interventions conducted in 20 different countries. The average duration of the interventions was 12 months, and they were implemented mostly with an RCT study design (61.2%) and by targeting children (69.4%). Three main groups of interventions were identified and explained: (1) extensive and long-term interventions; (2) school policy-changing interventions; and (3) highly effective interventions. Effective school-based HPIs included multiple target groups, multiple providers with external experts, and an efficient duration and timing of follow-ups. The implications for educational research and school practice are presented. Evidence on the effectiveness of health-related interventions is still lacking and needs to be addressed in further studies.
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Affiliation(s)
- Joca Zurc
- Department of Pedagogy, Faculty of Arts, University of Maribor, 2000 Maribor, Slovenia
| | - Camilla Laaksonen
- Faculty of Health and Well-Being, Turku University of Applied Sciences, 20520 Turku, Finland
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Gmmash A, Alonazi A, Almaddah M, Alkhateeb A, Sabir O, Alqabbani S. Influence of an 8-Week Exercise Program on Physical, Emotional, and Mental Health in Saudi Adolescents: A Pilot Study. MEDICINA (KAUNAS, LITHUANIA) 2023; 59:medicina59050883. [PMID: 37241115 DOI: 10.3390/medicina59050883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Revised: 04/18/2023] [Accepted: 04/27/2023] [Indexed: 05/28/2023]
Abstract
Background and Objectives: Physical activity is essential for adolescents to maintain a healthy lifestyle. The aim of this study was to assess the influence of an 8-week exercise program and motivation on physical activity levels, self-motivation, and mental well-being of adolescents in Saudi Arabia. Moreover, the impact of virtual coaching on physical, emotional, and mental health after an eight-week exercise program was examined. Materials and Methods: Twenty-seven participants, 18 females (67%) and 9 males (33%), with a mean age of 14 ± 2.38 years, were enrolled in eight weeks of pre- and post-intervention between June and August of 2021. The physical activity scale, situational motivation scale, mental health continuum short form, and baseline assessments were completed before and after the eight-week program. The program recommended that adolescents practice aerobic, resistance, and weight-bearing exercises for 60 min daily. Paired mean t-tests were used to compare pre-and post-test results. Results: Participants showed an acceptable physical activity level (5.5 ± 1.4) on a 10-point scale with a significant improvement after the eight-week program (7 ± 1.5; p = 0.013). The situational motivation scale improved from 38.1 ± 16 to 26 ± 19.6 (p = 0.042). The mental health continuum (social and psychological well-being) also significantly improved. Participants who received weekly phone calls showed similar improvement patterns but were not significantly different from those who did not receive calls. Conclusions: A virtually delivered 8-week exercise program for adolescents improved their physical, motivational, and mental health. Providing additional weekly phone calls does not provide additional improvement. Providing adolescents with the needed supervision and motivation enhances their physical activity and mental health.
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Affiliation(s)
- Afnan Gmmash
- Department of Physical Therapy, College of Medical Rehabilitation Sciences, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Asma Alonazi
- Department of Physical Therapy and Health Rehabilitation, College of Applied Medical Sciences, Majmaah University, Riyadh 11952, Saudi Arabia
| | - Muataz Almaddah
- Department of Physical Therapy, College of Medical Rehabilitation Sciences, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Afnan Alkhateeb
- Department of Physical Therapy, College of Medical Rehabilitation Sciences, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Ohud Sabir
- Department of Physical Therapy, College of Medical Rehabilitation Sciences, King Abdulaziz University, Jeddah 21589, Saudi Arabia
| | - Samiah Alqabbani
- Department of Rehabilitation Sciences, College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University, Riyadh 84428, Saudi Arabia
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Burns RD, Armstrong JA. Associations of connectedness and parental behaviors with adolescent physical activity and mental health during COVID-19: A mediation analysis using the 2021 adolescent behaviors and experiences survey. Prev Med 2022; 164:107299. [PMID: 36228874 PMCID: PMC9550276 DOI: 10.1016/j.ypmed.2022.107299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 10/03/2022] [Accepted: 10/06/2022] [Indexed: 12/03/2022]
Abstract
The purpose of this study was to examine the associations of connectedness and parental behaviors with adolescent physical activity (PA) and mental health during COVID-19. Participants were a representative sample of US high school students who completed the 2021 Adolescent Behaviors and Experiences Survey (ABES; N = 7705; 50.4% female). ABES was completed online during the spring of 2021 and data were analyzed during the spring of 2022. Independent variables were items asking about perceived school and virtual connectedness, parental emotional abuse, and parental monitoring. Latent variables represented both PA and mental health. Two weighted structural equation models tested the associations between connectedness, parental behaviors, and mental health mediated through PA (Model 1) and between connectedness, parental behaviors, and PA mediated through mental health (Model 2) with indirect effect confidence intervals obtained using Monte Carlo simulations. School connectedness directly associated with better mental health in Model 1 (β = 0.17, p < 0.001) and with higher PA in Model 2 (β = 0.19, p < 0.001) while virtual connectedness directly associated with higher PA in Model 2 (β = 0.08, p < 0.001). Parental emotional abuse directly associated with poorer mental health in Model 1 (β = -0.43, p < 0.001). Standardized indirect effects to better mental health mediated through higher PA were observed for school connectedness (IE = 0.017, p < 0.001) and virtual connectedness (IE = 0.007, p < 0.001) and indirect effects to lower PA mediated through poorer mental health were observed for parental emotional abuse (IE = -0.050, p < 0.001). Perceptions of school and virtual connectedness and parental emotional abuse both directly and indirectly impacted adolescent PA and mental health during the COVID-19 pandemic.
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Affiliation(s)
- Ryan D Burns
- Department of Health and Kinesiology, University of Utah, Salt Lake City, UT, USA.
| | - Jason A Armstrong
- Department of Health and Kinesiology, University of Utah, Salt Lake City, UT, USA
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Robertson D, Carins J, Rundle‐Thiele S, Harris J. Evaluation of Social Impact Within Primary School Health Promotion: A Systematic Review. THE JOURNAL OF SCHOOL HEALTH 2022; 92:739-764. [PMID: 35365879 PMCID: PMC9544285 DOI: 10.1111/josh.13160] [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: 09/08/2021] [Revised: 01/22/2022] [Accepted: 01/23/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Health promotion programs and interventions are designed to encourage behavioral changes in children, encouraging them to make safe and healthy life choices. This systematic review seeks to examine how social impact is measured in primary school health promotion interventions. METHOD A systematic search and review process was used to identify and examine primary school health promotion interventions. The PRISMA guidelines were followed to source articles from 6 electronic databases reporting school health promotion programs or interventions in Australia, Canada, New Zealand, or the United Kingdom. RESULTS A total of 77 studies were located, representing 55 health promotion interventions delivered in primary school settings. Of these interventions, only 8 (15%) measured or attempted to measure social impact, whereas another 8 (15%) alluded to social impact. The predominant theories reported were social based theories (theories which examine the social influences on people, environments, and behaviors) (n = 17, 59%), with almost a third not informed by an overt health promotion framework or model (n = 34, 59%). A systematic rating system identified some level of stakeholder engagement (n = 30, 53%). CONCLUSIONS This systematic review highlights the need for social impact measurement within health promotion to illuminate the role of school programs in delivering lasting change.
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Affiliation(s)
- Dianne Robertson
- Social Marketing @ GriffithDepartment of Marketing, Griffith University170 Kessels RoadNathanQLD4111Australia
| | - Julia Carins
- Social Marketing @ GriffithDepartment of Marketing, Griffith University170 Kessels RoadNathanQLD4111Australia
| | - Sharyn Rundle‐Thiele
- Social Marketing @ GriffithDepartment of Marketing, Griffith University170 Kessels RoadNathanQLD4111Australia
| | - Jessica Harris
- Social Marketing @ GriffithDepartment of Marketing, Griffith University170 Kessels RoadNathanQLD4111Australia
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Wilderink L, Bakker I, Schuit AJ, Seidell JC, Pop IA, Renders CM. A Theoretical Perspective on Why Socioeconomic Health Inequalities Are Persistent: Building the Case for an Effective Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:8384. [PMID: 35886234 PMCID: PMC9317352 DOI: 10.3390/ijerph19148384] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Revised: 06/24/2022] [Accepted: 06/30/2022] [Indexed: 12/10/2022]
Abstract
Despite policy intentions and many interventions aimed at reducing socioeconomic health inequalities in recent decades in the Netherlands and other affluent countries, these inequalities have not been reduced. Based on a narrative literature review, this paper aims to increase insight into why socioeconomic health inequalities are so persistent and build a way forward for improved approaches from a theoretical perspective. Firstly, we present relevant theories focusing on individual determinants of health-related behaviors. Thereafter, we present theories that take into account determinants of the individual level and the environmental level. Lastly, we show the complexity of the system of individual determinants, environmental determinants and behavior change for low socioeconomic position (SEP) groups and describe the next steps in developing and evaluating future effective approaches. These steps include systems thinking, a complex whole-system approach and participation of all stakeholders in system change.
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Affiliation(s)
- Lisa Wilderink
- Department of Health Sciences, Faculty of Sciences, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands; (J.C.S.); (C.M.R.)
- Department of Healthy Society, Windesheim University of Applied Sciences, 8017 CA Zwolle, The Netherlands;
| | - Ingrid Bakker
- Department of Healthy Society, Windesheim University of Applied Sciences, 8017 CA Zwolle, The Netherlands;
| | - Albertine J. Schuit
- School of Social and Behavioral Sciences, Tilburg University, 5037 AB Tilburg, The Netherlands; (A.J.S.); (I.A.P.)
| | - Jacob C. Seidell
- Department of Health Sciences, Faculty of Sciences, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands; (J.C.S.); (C.M.R.)
| | - Ioana A. Pop
- School of Social and Behavioral Sciences, Tilburg University, 5037 AB Tilburg, The Netherlands; (A.J.S.); (I.A.P.)
| | - Carry M. Renders
- Department of Health Sciences, Faculty of Sciences, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands; (J.C.S.); (C.M.R.)
- Department of Healthy Society, Windesheim University of Applied Sciences, 8017 CA Zwolle, The Netherlands;
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A School-Based Multilevel Intervention to Increase Physical Activity of Adolescents in Pakistan: From a Social-Ecological Perspective. SUSTAINABILITY 2022. [DOI: 10.3390/su14106024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
This study aimed to develop an intervention strategy based on the social-ecological model’s individual, interpersonal, and organizational levels for increasing adolescents’ physical activity in Pakistan. Based on the social-ecological model, an 8-week intervention was conducted for 618 school students in Rawalpindi, Pakistan. A quantitative method with a quasi-experimental design was adopted, administering self-report measures before and after the intervention. Intervention materials were delivered by leaflet once a week to the intervention group. Repeated measure analysis of variance was applied to verify the intervention effects at pre- and post-test conditions. The results show that a significant intervention effect was identified from the repeated measure analysis of variance for the intervention group’s physical activity participation compared to the control group from baseline (M = 12.01, SD = 0.136) to the 8-week post-test (M = 16.30, SD = 0.125). The intervention based on the social-ecological model has sufficiently and effectively improved physical activity among school adolescents in Pakistan.
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Health Behaviors of Austrian Secondary School Teachers and Principals at a Glance: First Results of the From Science 2 School Study Focusing on Sports Linked to Mixed, Vegetarian, and Vegan Diets. Nutrients 2022; 14:nu14051065. [PMID: 35268041 PMCID: PMC8912656 DOI: 10.3390/nu14051065] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Revised: 02/17/2022] [Accepted: 03/01/2022] [Indexed: 12/12/2022] Open
Abstract
Lifestyle behaviors are key contributors to sustainable health and well-being over the lifespan. The analysis of health-related behaviors is crucial for understanding the state of health in different populations, especially teachers who play a critical role in establishing the lifelong health behaviors of their pupils. This multidisciplinary, nationwide study aimed to assess and compare lifestyle patterns of Austrian teachers and school principals at secondary levels I and II with a specific focus on physical activity and diet. A total number of 1350 teachers (1.5% of the eligible Austrian sample; 69.7% females; 37.7% from urban areas; mean age: 45.8 ± 11.4 years; mean BMI: 24.2 ± 4.0) completed a standardized online survey following an epidemiological approach. Across the total sample, 34.4% were overweight/obese with a greater prevalence of overweight/obesity in males than females (49.5% vs. 29.2%, p < 0.01) and rural vs. urban environments (35.9% vs. 31.3%). Most participants (89.3%) reported a mixed diet, while 7.9% and 2.9% were vegetarians and vegans, respectively. The average BMI of teachers with mixed diets (24.4 ± 4.0 kg/m2) was significantly higher than vegetarians (23.1 ± 3.2 kg/m2) and vegans (22.7 ± 4.3 kg/m2). Vegans reported a lower level of alcohol intake (p < 0.05) among dietary groups. There was no between-group difference in smoking (p > 0.05). The prevalence of engagement in regular physical activity was 88.7% for leisure-time sports/exercises and 29.2% for club sports. Compared with the previous reports on general populations, the present data suggest an acceptable overall health status among Austrian teachers.
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Murtagh E, Mulhare B, Woods C, Corr M, Belton S. A pragmatic evaluation of the primary school Be Active After-School Activity Programme (Be Active ASAP). HEALTH EDUCATION RESEARCH 2022; 36:634-645. [PMID: 35024850 DOI: 10.1093/her/cyab036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Revised: 08/23/2021] [Accepted: 10/26/2021] [Indexed: 06/14/2023]
Abstract
The period after school represents an opportunity to engage children in physical activity (PA) programmes in schools. The purpose of this study was to evaluate the effect of an afterschool programme, delivered in schools, on children's participation in and attitudes to PA. Ten schools took part in this non-randomized controlled trial (five experimental and five control schools). Experimental schools participated in an after-school programme delivered by teachers and parents for 50 min per week. Outcome measures included device-measured PA, self-report youth PA behaviour and parental perceptions of the school environment. Measurements took place at baseline, and mean follow-up was at 10 weeks. Data were collected from 196 participants, with a mean age of 8.1 ± 0.8 years. Mean daily minutes of moderate-to-vigorous physical activity (MVPA) for the entire sample at baseline was 69.9 ± 23.3. While both groups presented a decline in MVPA levels, there was a significant difference in the change from baseline to follow-up (P = 0.043) of min/day MVPA between the control group (-13.2 ± 23.9) and the experimental group (-0.9 ± 25.2). This programme may help maintain MVPA levels, with children exposed to the intervention experiencing a significantly lower decline in MVPA than their control counterparts.
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Dong Y, Wang K, Zhu S, Li W, Yang P. Design and Development of an Intelligent Skipping Rope and Service System for Pupils. Healthcare (Basel) 2021; 9:healthcare9080954. [PMID: 34442096 PMCID: PMC8394005 DOI: 10.3390/healthcare9080954] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 07/21/2021] [Accepted: 07/27/2021] [Indexed: 12/12/2022] Open
Abstract
Regular physical activity (PA) contributes to health, growth and development in childhood and it is essential for children to achieve appropriate PA levels (PAL). However, most children around the world fail to comply with the recommended PAL requirements. Rope skipping, as a highly accessible, enjoyable, and affordable physical activity for students, has been considered a sustainable afterschool physical activity to promote physical fitness of students by educators. The booming development of smart fitness product design and the advent of exergames have brought new possibilities for physical education and rope skipping: personalized guidance, intuitive and interesting feedback and visualized exercise data analysis—there is much room for optimization. In this study, an intelligent skipping rope and its service system were studied for primary school students (aged 7–12) who started to get involved in this sport. First, user needs, product functions, and system requirement were summarized by conducting observations and user interviews. Then, a prototype of the hardware and software interface were designed based on analysis of user research. Next, a usability test of the interactive prototype was carried out and optimization was finally made based on the feedback of the usability evaluation. The final system design includes combined innovations in software and hardware with the intention to increase children’s participation in physical activity and assist them in skipping rope in the right way with proper equipment and programs.
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Affiliation(s)
- Yenan Dong
- School of Design and Architecture, Zhejiang University of Technology, Hangzhou 310023, China; (Y.D.); (K.W.); (W.L.)
| | - Kexin Wang
- School of Design and Architecture, Zhejiang University of Technology, Hangzhou 310023, China; (Y.D.); (K.W.); (W.L.)
| | - Shangshang Zhu
- School of Design and Architecture, Zhejiang University of Technology, Hangzhou 310023, China; (Y.D.); (K.W.); (W.L.)
- Correspondence:
| | - Wenjie Li
- School of Design and Architecture, Zhejiang University of Technology, Hangzhou 310023, China; (Y.D.); (K.W.); (W.L.)
| | - Peiyu Yang
- School of Design and Technology, London College of Fashion, University of the Arts London, London WC1V 7EY, UK;
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Individual, Interpersonal, and Organizational Factors Affecting Physical Activity of School Adolescents in Pakistan. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18137011. [PMID: 34209078 PMCID: PMC8296940 DOI: 10.3390/ijerph18137011] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Revised: 06/09/2021] [Accepted: 06/11/2021] [Indexed: 01/05/2023]
Abstract
The purpose of this study was to explore individual, interpersonal, and organizational factors that may influence the physical activity of adolescents (ages 10–14) in Pakistani schools. A set of questionnaires that included individual, interpersonal, and organizational factors and PA behavior was completed by the 618 students selected from Pakistani schools. Stepwise forward regression model was applied to check the possible effects of multilevel variables on physical activity and to extract the stronger predictors. The results showed that physical activity was significantly predicted by individual level factors such as self-efficacy, motivation, and attitude. Among the demographic correlates, gender, age, and BMI did not affect physical activity, while socioeconomic status and geographic characteristics had a meaningful association with PA. At the interpersonal level, adolescents’ perception of family support had a potential influence on physical activity, while there was no impact of friends/peers and teachers support on adolescents’ PA. A school environmental characteristic, such as PA facility, was positively related to PA; however, the impact of PA equipment, safety, and policy and PA culture were statistically non-significant. The findings suggest that public health intervention strategies aimed at promoting PA in adolescents should recognize multiple levels of influences that may either enhance or impede the likelihood of PA among adolescents.
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Associations between Community Built Environments with Early Care and Education Classroom Physical Activity Practices and Barriers. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18126524. [PMID: 34204363 PMCID: PMC8296338 DOI: 10.3390/ijerph18126524] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Revised: 06/06/2021] [Accepted: 06/08/2021] [Indexed: 01/05/2023]
Abstract
The influence of community-built environments on physical activity (PA) support in Early Childhood Education settings (ECEs) is unknown. The purpose of this cross-sectional study was to determine associations between community PA environments and ECE classroom PA practices. We included licensed Oklahoma ECE directors serving 3-to-5-year-old children. Parks and playground locations were exported from Google Earth. National Walkability Index was derived from 2010 US Census data. ArcMap 10.6 was used to geocode ECE locations, which were within an Activity Desert if no parks/playgrounds were located within a 1-mile radius or if Walkability Index was 10.5 or below. Classroom PA practices were determined by using the Nutrition and PA Self-Assessment tool (NAP SACC). Barriers to implementing practices were reported. Most Head Starts (n = 41; 80.3%), center-based childcare settings (CBC; n = 135; 87.0%), and family childcare homes (FCCHs; n = 153; 96.4%) were in an Activity Desert. Parks/playgrounds within a 10-mile buffer were correlated with classroom PA practices in FCCHs only (p < 0.001). Activity Desert status was not related to classroom PA practices for any ECE context (p > 0.029). While FCCHs may be the most vulnerable to lack of park and playground access, overall findings suggest ECEs provide a healthful micro-environment protective of the typical influence of community-built environments.
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The Association of Family, Friends, and Teacher Support With Girls' Sport and Physical Activity on the Island of Ireland. J Phys Act Health 2021; 18:929-936. [PMID: 34098528 DOI: 10.1123/jpah.2020-0386] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Revised: 03/24/2021] [Accepted: 04/14/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND The current study was the largest physical activity (PA) surveillance assessment of youth undertaken in Ireland in recent years. The purpose of this research was to assess the impact of social support, while controlling for age and screen time, on PA and sport participation, across a representative sample of Irish female youth. METHODS A total of 3503 children (mean age: 13.54 [2.05] y) across the island of Ireland participated. Participants completed a previously validated electronic questionnaire while supervised in a classroom setting, which investigated their (1) levels of PA; (2) screen time; (3) community sport participation; and (4) social support (friend, family, and teacher) to be physically active/partake in sport. RESULTS There were significant differences, with medium and large effect sizes, for social support from friends and family across types of sports participation. Specifically, girls who participated in the most popular team sports, when compared with the most popular individual sports, reported higher social support scores for friends and family structures. CONCLUSIONS Findings from this study confirm the contributing influence of friends and family as sport and PA support networks for girls. Interventions should consider the importance of culturally relevant team sports for PA engagement in female youth.
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Pulling Kuhn A, Kim E, Lane HG, Wang Y, Deitch R, Turner L, Hager ER, Parker EA. Associations between elementary and middle school teachers' physical activity promoting practices and teacher- and school-level factors. Int J Behav Nutr Phys Act 2021; 18:66. [PMID: 34011376 PMCID: PMC8135930 DOI: 10.1186/s12966-021-01129-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Accepted: 04/28/2021] [Indexed: 12/15/2022] Open
Abstract
BACKGROUND Few studies have evaluated teacher- and school-level characteristics associated with implementation of recommended physical activity (PA) promoting practices. The purpose of this study is to examine associations between teachers' PA practices and: [1] teacher-level factors, including their own PA, and [2] school-level factors. METHODS This cross-sectional study examined time spent daily in light PA (LPA) and moderate-vigorous PA (MVPA) in association with 7 teacher PA practices among 288 classroom/special area teachers and teaching assistants in 20 urban, suburban and rural schools (recruited through a school wellness trial) in 4 districts. LPA and MVPA was assessed using 24-h ankle accelerometry (up to seven consecutive days). A sum score for teacher PA practices was assessed via survey (7 items; sum score range: 7-35; Cronbach's alpha = 0.73; higher scores indicate more PA promoting practices). Teacher-level factors included gender, race, self-reported height/weight, years teaching, and education. School-level factors included school type, free-and-reduced-price meal eligibility, student racial/ethnic composition, and urbanicity. Analyses included multilevel regression models, accounting for clustering within schools and adjusting for demographic covariates and school district. RESULTS Teachers were 91% female, 63% elementary, 60% white, mean age 43.2 years (SD = 11.3), and 41% obese). Teachers wore accelerometers an average of 5.8 days, spent 399.6 min in LPA (SD = 85.0) per day, 24.1 min in MVPA (SD = 14.4) per day, and the mean teacher PA practices sum score was 22.4 (SD = 5.0). Every 15-min increase in MVPA was related to an increase in teacher PA practices sum score (coeff =1.07; SE = 0.28; p < 0.001). Female gender (versus males; coeff = - 1.95; SE = 0.92, p = 0.034), an obese weight status (versus non-obese; coeff = - 1.38; SE = 0.54, p = 0.010), and teaching in a middle school (versus elementary; coeff = - 3.86; SE = 0.54, p < 0.001) were associated with lower teacher PA practices scores. LPA was not associated with teacher PA promoting practices. CONCLUSIONS Teachers with higher MVPA, but not higher LPA, and those without obesity were more likely to implement PA promoting practices that could positively impact their students' PA. Similar to prior studies, these practices were more commonly implemented in elementary schools and by male teachers. Future studies in schools should explore whether improvement of teacher health behaviors subsequently impacts student health behaviors. TRIAL REGISTRATION Clinical Trials, NCT03432715 ; Registered on 02/2/2018.
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Affiliation(s)
- Ann Pulling Kuhn
- Growth and Nutrition Division, Department of Pediatrics, University of Maryland School of Medicine, 737 Lombard St, Baltimore, MD 21201 USA
| | - Edward Kim
- University of Maryland, Baltimore, Baltimore, MD 21201 USA
| | - Hannah G. Lane
- Department of Population Health Sciences, Duke University School of Medicine, Durham, NC 27705 USA
| | - Yan Wang
- Growth and Nutrition Division, Department of Pediatrics, University of Maryland School of Medicine, 737 Lombard St, Baltimore, MD 21201 USA
- Department of Prevention and Community Health, George Washington University, 20052 Washington DC, USA
| | - Rachel Deitch
- Growth and Nutrition Division, Department of Pediatrics, University of Maryland School of Medicine, 737 Lombard St, Baltimore, MD 21201 USA
| | - Lindsey Turner
- Boise State University, College of Education, Boise, ID 83725 USA
| | - Erin R. Hager
- Growth and Nutrition Division, Department of Pediatrics, University of Maryland School of Medicine, 737 Lombard St, Baltimore, MD 21201 USA
| | - Elizabeth A. Parker
- Department of Physical Therapy and Rehabilitation Science, University of Maryland School of Medicine, 21201 Baltimore, MD USA
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18
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López-Bueno R, López-Sánchez GF, Casajús JA, Calatayud J, Tully MA, Smith L. Potential health-related behaviors for pre-school and school-aged children during COVID-19 lockdown: A narrative review. Prev Med 2021; 143:106349. [PMID: 33271236 PMCID: PMC7701882 DOI: 10.1016/j.ypmed.2020.106349] [Citation(s) in RCA: 96] [Impact Index Per Article: 32.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Revised: 09/25/2020] [Accepted: 11/24/2020] [Indexed: 01/22/2023]
Abstract
As a consequence of the COVID-19 pandemic, different measures have been implemented by governments from each affected country. Such measures usually involve restrictions on the movement of citizens, and have had a profound effect on usual activities and timetables. As a result of school closures and strict restrictions regarding going outside home, children have been one of the most disadvantaged population groups during the lockdown period. We therefore aimed to investigate potential health risk behaviors amongst isolated pre-school and school-aged children. We retrieved relevant articles from MEDLINE, Web of Science, PsycInfo, and Scopus databases to describe identified health-related behaviors (i.e. screen exposure, environmental influence, physical activity and fitness, sedentariness, sleep patterns, eating habits, psychological response, body composition, and injuries) in relation to social isolation and social deprivation of children without previous illness or conditions. This review depicts the potential health-related behaviors according to related literature, and put the focus on future short and long-term sequels of social isolation. Socio-affective complications and insufficient physical activity are underscored as two of the main concerns, particularly among socio-economic deprived children. Both issues could be effectively addressed with either adequate parental or community guidance.
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Affiliation(s)
- Rubén López-Bueno
- Depatment of Physical Medicine and Nursing, University of Zaragoza, Zaragoza, Spain.
| | | | - José A Casajús
- Faculty of Health Sciences, University of Zaragoza, Zaragoza, Spain
| | - Joaquín Calatayud
- Exercise Intervention for Health Research Group (EXINH-RG), Department of Physiotherapy, University of Valencia, Valencia, Spain
| | - Mark A Tully
- Institute of Mental Health Sciences, School of Health Sciences, Ulster University, Belfast, United Kingdom
| | - Lee Smith
- Cambridge Centre for Sport and Exercise Science, Anglia Ruskin University, Cambridge, United Kingdom
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Defever E, Jones M. Rapid Realist Review of School-Based Physical Activity Interventions in 7- to 11-Year-Old Children. CHILDREN (BASEL, SWITZERLAND) 2021; 8:52. [PMID: 33467132 PMCID: PMC7830730 DOI: 10.3390/children8010052] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/27/2020] [Revised: 01/13/2021] [Accepted: 01/14/2021] [Indexed: 01/05/2023]
Abstract
Meta-analysis of physical activity interventions in school settings have revealed low efficacy and that there is a need to explore implementation fidelity. The aim of this rapid realist review was to determine, what physical activity interventions in school settings for children aged 7- to 11-years-old works, for whom, and in what circumstances. The realist synthesis was conducted following RAMESES guidelines. Relevant studies were identified following a systematic search process and data from 28 studies was extracted for evidence to form context-mechanism-outcome configurations that were clustered and refined. Using the five-level socioecological model, the program theories were classified into the levels of intrapersonal (child), interpersonal (teachers), institutional (program content, school administration, and school environment), community (home and neighborhood), and policy. The school level led to most context-mechanism-outcome configurations related to school leadership and policy, workforce structure, program characteristics, and school environment. At each level, we identified features of interventions, alongside implementation considerations that might work to promote efficacy and sustainability. The need to recognize the school environment as part of a complex system with multi-level interaction and influences was a key finding. In line with realist philosophy, the researchers encouraged primary research to confirm, refute, and refine the program theories presented.
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Affiliation(s)
- Emmanuel Defever
- Health and Social Sciences, Faculty of Sport, Southampton Solent University, Southampton SO14 0YN, UK;
| | - Michelle Jones
- Resilience and Human Performance Research and Knowledge Exchange Group, Plymouth Marjon University, Plymouth PL6 8BH, UK
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20
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Liang Y, Lau PWC, Jiang Y, Maddison R. Getting Active with Active Video Games: A Quasi-Experimental Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17217984. [PMID: 33143064 PMCID: PMC7663622 DOI: 10.3390/ijerph17217984] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Revised: 10/15/2020] [Accepted: 10/26/2020] [Indexed: 01/01/2023]
Abstract
Given the cultural emphasis on academic achievement and environmental constraints to physical activity (PA), active video games (AVGs) may be used to decrease sedentary behavior and increase PA of Hong Kong children. This study explored the potential of a school-based AVG intervention on sedentary time, PA, body composition, and psychosocial factors among children. Eighty-seven children (intervention n = 30) were recruited from one primary school. Classes in Grades 4–6 were allocated to either the intervention group or the control group in a 2:1 ratio. The eight-week intervention involved children playing AVGs in an after-school class twice a week. Participants in the control group continued with their usual activities. Outcome included the change of participants in sedentary time, PA, percentage body fat, body mass index (BMI), and psychosocial variables (enjoyment, self-efficacy and social support), from baseline to eight weeks. No significant group differences were observed in sedentary time (−33.9 min/day, 95% CI −70.8 to 4.8; p = 0.07). The intervention group significantly increased total PA (53.7 counts/min, 95% CI 8.6 to 104.2; p = 0.04) compared with those in the control condition. No differences were found in body composition and psychosocial variables. However, significant treatment effects were found on BMI z score among boys (−0.1, 95% CI −0.2 to 0; p = 0.04). An eight-week school-based AVG intervention delivered during after-school hours was effective in increasing activity levels among Hong Kong children. The treatment effects of AVGs on sedentary behavior and body composition need to be further demonstrated in a more robust study, especially in boys.
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Affiliation(s)
- Yan Liang
- Department of Physical Education, China Women’s University, Beijing 100101, China;
| | - Patrick W. C. Lau
- Department of Sport, Physical Education and Health, Hong Kong Baptist University, Hong Kong, China
- Correspondence: ; Tel.: +852-3411-5634
| | - Yannan Jiang
- National Institute for Health Innovation, University of Auckland, 1010 Auckland, New Zealand;
| | - Ralph Maddison
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Melbourne, VIC 3125, Australia;
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Farmer O, Cahill K, O’Brien W. Gaelic4Girls-The Effectiveness of a 10-Week Multicomponent Community Sports-Based Physical Activity Intervention for 8 to 12-Year-Old Girls. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E6928. [PMID: 32971964 PMCID: PMC7557379 DOI: 10.3390/ijerph17186928] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/10/2020] [Revised: 09/15/2020] [Accepted: 09/16/2020] [Indexed: 12/01/2022]
Abstract
Girls are less active than boys throughout childhood and adolescence, with limited research focusing on female community sports-based programs. This study aims to assess the effectiveness of a multi-component, community sports-based intervention for increasing girl's physical activity (PA) levels, fundamental movement skill (FMS) proficiency, and psychological wellbeing, as relative to a second treatment group (the traditionally delivered national comparative program), and a third control group. One hundred and twenty female-only participants (mean age = 10.75 ± 1.44 years), aged 8 to 12 years old from three Ladies Gaelic Football (LGF) community sports clubs (rural and suburban) were allocated to one of three conditions: (1) Intervention Group 1 (n = 43) received a novel, specifically tailored, research-informed Gaelic4Girls (G4G) intervention; (2) Intervention Group 2 (n = 44) used the traditionally delivered, national G4G program, as run by the Ladies Gaelic Football (LGF) Association of Ireland; and (3) Control Group 3 (n = 33) received no G4G intervention (group 1 or 2) conditions and were expected to carry out their usual LGF community sports activities. Primary outcome measurements (at both pre- and 10-week follow up) examining the effectiveness of the G4G intervention included (1) PA, (2) FMS and (3) Psychological correlates (enjoyment levels, self-efficacy, peer and parental support). Following a two (pre to post) by three (intervention group 1, intervention group 2, and control group 3) mixed-model ANOVA, it was highlighted that intervention group 1 significantly increased in PA (p = 0.003), FMS proficiency (p = 0.005) and several psychological correlates of PA (p ≤ 0.005). The findings demonstrate that the 10-week, specifically tailored, research-informed G4G intervention is a feasible and efficacious program, leading to a positive effect on the physical and psychological wellbeing of pre-adolescent Irish girls, relative to the traditionally delivered national G4G comparative program and control group conditions.
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Affiliation(s)
- Orlagh Farmer
- Sports Studies and Physical Education Program, School of Education, 2 Lucan Place, Western Road, 0000 Cork, Ireland;
| | - Kevin Cahill
- School of Education, Postgraduate Diploma in Special Educational Needs, University College Cork, 0000 Cork, Ireland;
| | - Wesley O’Brien
- Sports Studies and Physical Education Program, School of Education, 2 Lucan Place, Western Road, 0000 Cork, Ireland;
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Elias PH, Montemurro G, Sulz L, Torrance B, Storey KE. Canadian after-school care providers' perceived role promoting healthy lifestyles: a focused ethnography. BMC Public Health 2020; 20:1279. [PMID: 32842998 PMCID: PMC7445905 DOI: 10.1186/s12889-020-09369-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Accepted: 08/10/2020] [Indexed: 11/20/2023] Open
Abstract
BACKGROUND After-school care programs have garnered interest in recent years as the hours of 3:00-6:00 p.m. are an opportune time for children to engage in healthy behaviours, specifically healthy eating and physical activity. Care providers are major influencers within the after-school care setting, impacting health promoting opportunities for children. However, little is known regarding the role care providers play in health promotion interventions in the after-school care setting, specifically those using comprehensive approaches. The purpose of this research was to explore care providers' role and experience promoting healthy eating and physical activity through the after-school care health promotion intervention School's Out … Let's Move (SOLMo). SOLMo was guided by the evidence-based comprehensive school health framework. SOLMo had two main goals: [1] to serve a healthy snack with vegetable or fruit, and milk or water as the drink; [2] to include 30 min of moderate to vigorous physical activity. The intervention included resources and coaching for care providers to promote healthy eating and physical activity for children and took place in four after-school sites over a six-month period. Three of four sites were located in a school. The primary researcher was engaged with the sites over 22-months. METHODS This research was guided by the qualitative method focused ethnography. Semi-structured interviews with care providers (n = 13) taking part in SOLMo were conducted. Participant observation was included as part of data generation to further understand care provider roles. Latent content analysis was utilized iteratively and concurrently throughout data generation. RESULTS Overall, care providers were supportive of promoting health behaviours in the after-school setting. Through analysis, five themes and eight subthemes emerged related to care providers' role and experience promoting healthy eating and physical activity through SOLMo: 1) enhanced awareness; 2) improved programming; 3) strong relationships; 4) collaborative approach; and 5) role tension. CONCLUSIONS As major influencers, care providers play a crucial role in promoting healthy lifestyle behaviours for children. This research provides valuable insight into this role and the implementation of comprehensive health promotion approaches in the after-school setting. Findings contribute to the implementation knowledge base and help inform the promotion of healthy lifestyle behaviours for children.
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Affiliation(s)
- Pierrette H Elias
- School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street, Edmonton, AB, T6G 2T4, Canada
| | - Genevieve Montemurro
- School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street, Edmonton, AB, T6G 2T4, Canada
| | - Lauren Sulz
- Department of Secondary Education, Faculty of Education, University of Alberta, 350 Education Centre South, 11210 - 87 Ave, Edmonton, Alberta, T6G 2G5, Canada
| | - Brian Torrance
- Ever Active Schools, 11759 Groat Road, Edmonton, Alberta, T5M 3K6, Canada
| | - Kate E Storey
- School of Public Health, University of Alberta, 3-50 University Terrace, 8303-112 Street, Edmonton, AB, T6G 2T4, Canada.
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Hegarty L, Murphy MH, Kirby K, Murtagh E, Mallett J, Mair JL. The Influence of Role Models on the Sedentary Behaviour Patterns of Primary School-Aged Children and Associations with Psychosocial Aspects of Health. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17155345. [PMID: 32722233 PMCID: PMC7432808 DOI: 10.3390/ijerph17155345] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Revised: 06/18/2020] [Accepted: 07/22/2020] [Indexed: 11/16/2022]
Abstract
BACKGROUND High levels of sedentary behaviour (SB) are associated with poor health outcomes in children, but the effects on mental health are less clear. This study explored the relationship between SB and psychosocial aspects of health in children, and what influence key role models, including parents and schoolteachers, have on the SB levels of children. METHODS Physical activity (PA) and SB were measured using accelerometery in 101 children, 113 parents and 9 teachers. Children were aged 9 or 10 years old and in fourth grade. Child psychosocial outcomes were assessed using the Rosenberg Self-Esteem Scale and the Strengths and Difficulties Questionnaire. RESULTS Children engaged in a high volume of SB (9.6 h/day) but interrupted SB often. They accumulated less than 11,000 steps per day, and thus, many may not meet the recommended daily levels of PA. No associations were found between child SB and teacher SB during the school day or child SB and parent SB during the after-school period. No association was found between SB and self-esteem, although children with a higher body mass index had a higher number of emotional and behavioural difficulties. CONCLUSIONS Although there was no indication that children's SB was linked to that of parents and teachers, or that SB was associated with self-esteem or behavioural problems, school children were highly sedentary and insufficiently physically active. Therefore, there is a need to explore school practices and curriculum delivery methods, as well as school and home environments, to reduce the volume of SB children engage in.
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Affiliation(s)
- Lynda Hegarty
- School of Sport, Ulster University, Shore Road, Newtownabbey, Co. Antrim BT37 0QB, UK;
| | - Marie H. Murphy
- Sport and Exercise Sciences Research Institute, Ulster University, Shore Road, Newtownabbey, Co. Antrim BT37 0QB, UK;
| | - Karen Kirby
- School of Psychology, Ulster University, Cromore Road, Coleraine, Co. Londonderry BT52 1SA, UK; (K.K.); (J.M.)
| | - Elaine Murtagh
- Department of Physical Education & Sport Sciences, University of Limerick, V94 T9PX Limerick, Ireland;
| | - John Mallett
- School of Psychology, Ulster University, Cromore Road, Coleraine, Co. Londonderry BT52 1SA, UK; (K.K.); (J.M.)
| | - Jacqueline L. Mair
- School of Health and Life Sciences, University of the West of Scotland, South Lanarkshire G72 0LH, UK
- Correspondence:
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24
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Familial Factors Associating with Youth Physical Activity Using a National Sample. CHILDREN-BASEL 2020; 7:children7070079. [PMID: 32679711 PMCID: PMC7401881 DOI: 10.3390/children7070079] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Revised: 06/25/2020] [Accepted: 07/10/2020] [Indexed: 11/17/2022]
Abstract
The purpose of this study was to examine the associations of familial and child-related factors with reported child physical activity using a representative sample of US children and adolescents. Data were analyzed from the combined 2017–2018 National Survey of Children’s Health. Household addresses were randomly selected within each US state. One parent within each household answered health and wellness questions pertaining to one randomly selected child (n = 37,392; 48.8% female; 6–17 years old). Weighted logistic regression models examined the independent and joint associations between family-level and child-level factors with a child meeting the 60 min of physical activity per day guideline. After controlling for confounders, higher levels of family resilience (odds ratio (OR) = 2.17; 95% confidence interval (CI): 1.35–3.49, p = 0.001), high event attendance (OR = 1.65; 95%CI: 1.18–2.31, p = 0.004), and high family income (OR = 1.84, 95%CI: 1.34–2.52, p < 0.001) significantly associated with higher odds of a child meeting the 60 min of physical activity per day guideline. Family generational status and adult education significantly modified the association between family resilience and child physical activity. Programs that develop family resilience and encourage parental attendance for their child’s events or activities may positively influence a child’s physical activity behaviors. Expanded or enhanced programming may be needed for lower income families.
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Sokol RL, Zimmerman MA, Perron BE, Rosenblum KL, Muzik M, Miller AL. Developmental Differences in the Association of Peer Relationships with Traumatic Stress Symptoms. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2020; 21:841-849. [PMID: 32328960 DOI: 10.1007/s11121-020-01125-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Although childhood trauma exposure has a high incidence, traumatic stress often goes untreated in children and youth. We investigated peer relationship quality as a prevention strategy for reducing traumatic stress across different developmental periods. We analyzed longitudinal data from the National Survey of Child and Adolescent Wellbeing (NSCAW I) using a time-varying effect model (TVEM) to investigate the association between peer relationship quality and traumatic stress symptoms across ages 8-17 years. We controlled for a robust set of confounders identified through a Directed Acyclic Graph (DAG). The unique association between peer relationship quality and traumatic stress symptoms was negative and significant from ages 8 to 8.5 years, and again from ages 9.4 to 10.9 years and at age 16.4 to 16.8 years, with maximum associations of - 1.45 T score points at age 8.5 years (95% CI = [- 2.87, - 0.40]), - 1.57 at age 9.4 years (95% CI = [- 3.13,- 0.01]), and - 1.89 at 16.7 years (95% CI = [- 3.70, - 0.09]). Peer relationship quality protected against traumatic stress during specific times during adolescent development. Our results suggest that helping youth establish and maintain positive peer relationships may be a useful prevention approach for helping them cope with trauma experiences.
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Affiliation(s)
- Rebeccah L Sokol
- Department of Health Behavior and Health Education, School of Public Health, University of Michigan, 1415 Washington Heights, Ann Arbor, MI, 48109-2029, USA.
| | - Marc A Zimmerman
- Department of Health Behavior and Health Education, School of Public Health, University of Michigan, 1415 Washington Heights, Ann Arbor, MI, 48109-2029, USA
| | - Brian E Perron
- School of Social Work, University of Michigan, 1080 S University, Ann Arbor, MI, 48109, USA
| | | | - Maria Muzik
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, 48109, USA
| | - Alison L Miller
- Department of Health Behavior and Health Education, School of Public Health, University of Michigan, 1415 Washington Heights, Ann Arbor, MI, 48109-2029, USA
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Christian DL, Todd C, Rance J, Stratton G, Mackintosh KA, Rapport F, Brophy S. Involving the headteacher in the development of school-based health interventions: A mixed-methods outcome and process evaluation using the RE-AIM framework. PLoS One 2020; 15:e0230745. [PMID: 32240204 PMCID: PMC7117733 DOI: 10.1371/journal.pone.0230745] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2019] [Accepted: 03/07/2020] [Indexed: 11/30/2022] Open
Abstract
Although interventions delivered in school settings have the potential to improve children’s health and well-being, the implementation of effective interventions in schools presents challenges. Previous research suggests facilitating greater autonomy for schools to select interventions aligned to their needs could improve implementation and maintenance. The aim of this mixed-methods outcome and process evaluation was to explore whether involving headteachers in the developmental stages of health interventions influenced adoption, effectiveness (e.g. pupil fitness and physical activity, assessed quantitatively), implementation and maintenance (assessed quantitatively and qualitatively). Three UK primary schools were provided with a choice of five evidence-based physical activity interventions: Playground scrapstore, daily classroom refreshers, alternative afterschool clubs, parent and child afterschool activities and an ‘In the Zone’ playground intervention. To evaluate the impact of this autonomous approach, semi-structured interviews with headteachers (n = 3), teachers (n = 3), and a private coach, and focus groups with pupils aged 9–11 (n = 6, 31 pupils, 15 boys), were undertaken. This was alongside an outcome and process evaluation, guided by the RE-AIM framework. This study assessed the impacts on adoption, implementation and maintenance of the autonomous approach and the effect on physical activity (seven day accelerometry–GENEActiv) and aerobic fitness (20m shuttle run). All three schools adopted different intervention components; alternative afterschool clubs, parent and child afterschool activities and daily classroom refreshers. Headteachers welcomed greater autonomy in developing school-based interventions and appreciated the more collaborative approach. Mixed results were reported for the effectiveness, implementation and maintenance of the interventions adopted. Allowing pupils choice and promoting a positive school environment were key factors for enhancing engagement. Moreover, promoting inclusive physical activity projects with a consideration of existing curriculum pressures aided implementation. This mixed-methods study provides valuable insights about autonomous approaches to inform further development, implementation and maintenance for future interventions.
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Affiliation(s)
- Danielle L Christian
- Faculty of Health and Wellbeing, University of Central Lancashire, Preston, United Kingdom
| | - Charlotte Todd
- Swansea University Medical School, Swansea University, Swansea, United Kingdom
| | - Jaynie Rance
- College of Health and Human Science, Swansea University, Swansea, United Kingdom
| | - Gareth Stratton
- College of Engineering, Swansea University, Swansea, United Kingdom
| | | | - Frances Rapport
- Australian Institute of Health Innovation, Macquarie University, Sydney, Australia
| | - Sinead Brophy
- Swansea University Medical School, Swansea University, Swansea, United Kingdom
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A classroom-based physical activity intervention for adolescents: Is there an effect on self-efficacy, physical activity, and on-task behavior? HEALTH PSYCHOLOGY REPORT 2020. [DOI: 10.5114/hpr.2020.99002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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Jansson AK, Lubans DR, Smith JJ, Duncan MJ, Bauman A, Attia J, Robards SL, Plotnikoff RC. Integrating smartphone technology, social support and the outdoor built environment to promote community-based aerobic and resistance-based physical activity: Rationale and study protocol for the ' ecofit' randomized controlled trial. Contemp Clin Trials Commun 2019; 16:100457. [PMID: 31737798 PMCID: PMC6849073 DOI: 10.1016/j.conctc.2019.100457] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2019] [Revised: 09/12/2019] [Accepted: 09/21/2019] [Indexed: 01/09/2023] Open
Abstract
Introduction Regular physical activity can significantly reduce the risk of numerous chronic diseases, and improve bone density and mental health. Yet, only 50% of Australian adults meet the aerobic physical activity guidelines and 9–19% meet the resistance-based physical activity guidelines. The aim of this study is to enhance community-based aerobic and resistance-based physical activity through the use of publicly available outdoor exercise equipment, social support and smartphone technology. Research design and methods The ecofit intervention will be evaluated using a two-arm randomized controlled trial. A total of 240 adults (aged 18–80) will be recruited and randomly allocated to either the ecofit intervention or a ‘wait-list’ control group. Both groups will have access to the two types of outdoor park exercise equipment, but the intervention group will be given access to the purpose-built ecofit app and a 90-min introductory group training session. To promote social support, participants can enrol in a group of up to four individuals and access the ecofit Facebook group. The ecofit app include workout plans that can be tailored to different locations, difficulty levels and workout-types (i.e., resistance-only or combined resistance and aerobic workouts). Outcome assessments will be conducted at baseline, 3- (primary-end point) and 9-months follow-up. The primary outcomes are upper and lower body muscular fitness. The secondary outcomes include physical activity, body composition, aerobic fitness, body mass index, self-report resistance-based physical activity, and mental health outcomes. The cost-effectiveness of the study will also be evaluated. Discussion ecofit is an innovative, multi-component physical activity intervention that integrates smartphone technology, social support and the outdoor built environment to promote community-based aerobic and resistance-based physical. The findings will be used to guide future interventions and to support councils to promote community-based physical activity through the use of local outdoor exercise equipment. Trial registration ACTRN12619000868189.
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Affiliation(s)
- Anna K Jansson
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, Australia.,School of Education, University of Newcastle, Callaghan, Australia
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, Australia.,School of Education, University of Newcastle, Callaghan, Australia
| | - Jordan J Smith
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, Australia.,School of Education, University of Newcastle, Callaghan, Australia
| | - Mitch J Duncan
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, Australia.,School of Medicine and Public Health, University of Newcastle, Callaghan, Australia
| | - Adrian Bauman
- School of Public Health, University of Sydney, Camperdown, NSW, Australia
| | - John Attia
- School of Medicine and Public Health, University of Newcastle, Callaghan, Australia
| | - Sara L Robards
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, Australia.,School of Education, University of Newcastle, Callaghan, Australia
| | - Ronald C Plotnikoff
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Callaghan, Australia.,School of Education, University of Newcastle, Callaghan, Australia
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Affram AA, Teye‐Kwadjo E, Gyasi‐Gyamerah AA. Influence of social stigma on subjective well‐being of persons with albinism in Ghana. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2019. [DOI: 10.1002/casp.2403] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
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Taylor SL, Noonan RJ, Knowles ZR, Owen MB, Fairclough SJ. Process evaluation of a pilot multi-component physical activity intervention - active schools: Skelmersdale. BMC Public Health 2018; 18:1383. [PMID: 30563488 PMCID: PMC6299621 DOI: 10.1186/s12889-018-6272-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2018] [Accepted: 11/27/2018] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Schools have been identified as key environments to promote child physical activity (PA). Implementation of multi-component PA interventions within schools is advocated but research has showed that they may not always be effective at increasing child PA. Results of the Active Schools: Skelmersdale (AS:Sk) multi-component pilot intervention indicated no significant positive change to child PA levels. Process evaluations can provide information on which aspects of an intervention were delivered and how. Therefore, the purpose of this study was to use a combination of methods to elicit child and teacher perceptions regarding the feasibility and acceptability of the AS:Sk intervention, alongside systematic researcher observations. The overarching study aim was to understand how schools implemented the AS:Sk intervention, with a specific focus on the frequency of intervention component implementation, and how the components were incorporated into the school day. METHODS The study generated five data sets. Data elicited from 18 participating children via a write draw, show and tell task included, frequency counts of most enjoyable intervention components, drawings, and verbatim data. Teacher verbatim data was collected from 3 interviews, and 18 researcher observations were recorded using field notes. The data sources were pooled to produce the themes presented in the results section. RESULTS The combination of data sources revealed four themes and 16 sub-themes. Implementation methods: how and when the components were implemented in schools. Child engagement: enjoyment and positive behaviour. Facilitators: peer influence, teacher influence, staggered implementation, incentives, rewards, challenges and competition, flexibility and adaptability, child ownership, routine. Barriers: time within an intense curriculum, space, sustaining child interest, parental support, school policies. CONCLUSIONS This study revealed that teachers believed classroom based activities were most feasible and acceptable due to the reduced implementation barriers of sufficient time and space. In contrast, children reported that the activities outside of the classroom were preferred. Future school-based PA interventions should aim to achieve a balance between routine PA at a set time and PA that is flexible and adaptable. Further process evaluations of multi-component school-based PA interventions are warranted to develop the limited evidence base.
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Affiliation(s)
- Sarah L Taylor
- Physical Activity and Health Research Group, Department of Sport and Physical Activity, Edge Hill University, St. Helens Road, Ormskirk, Lancashire, L39 4QP, UK.
| | - Robert J Noonan
- Physical Activity and Health Research Group, Department of Sport and Physical Activity, Edge Hill University, St. Helens Road, Ormskirk, Lancashire, L39 4QP, UK
| | - Zoe R Knowles
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, L3 2AT, UK
| | - Michael B Owen
- Physical Activity and Health Research Group, Department of Sport and Physical Activity, Edge Hill University, St. Helens Road, Ormskirk, Lancashire, L39 4QP, UK
| | - Stuart J Fairclough
- Physical Activity and Health Research Group, Department of Sport and Physical Activity, Edge Hill University, St. Helens Road, Ormskirk, Lancashire, L39 4QP, UK.,Department of Physical Education and Sports Science, University of Limerick, Limerick, Ireland
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31
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Frank ML, Flynn A, Farnell GS, Barkley JE. The differences in physical activity levels in preschool children during free play recess and structured play recess. J Exerc Sci Fit 2018; 16:37-42. [PMID: 30662491 PMCID: PMC6323159 DOI: 10.1016/j.jesf.2018.03.001] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2017] [Revised: 12/07/2017] [Accepted: 03/09/2018] [Indexed: 11/26/2022] Open
Abstract
Background/Objective Physical activity (PA) is important in reducing childhood obesity, yet a majority of children are not meeting PA guidelines. Schools have been identified as a place to promote childhood PA. The purpose of this study was to determine the best type of physically active recess period to increase preschool-aged children's PA. Methods PA was measured via accelerometers in preschool-aged children (n = 29) during three, 30-min recess conditions (control; structured play; free play) on separate school days. Tertile splits were performed based on PA during the free play condition and children were divided into three groups: highly, moderately and least active. Results For the aggregated sample, children were more (p ≤ 0.001) active during the free play (1282 ± 662 counts. min−1) and structured play (1416 ± 448 counts. min−1) recess versus the control condition (570 ± 460 counts. min−1) and activity was not different between the free play and structured conditions. However, children who were the most active during free play (1970 ± 647 counts·min−1) decreased (p ≤ 0.05) activity during structured play (1462 ± 535 counts·min−1), whereas children who were moderately active (1031 ± 112 counts·min−1) or the least (530 ± 239 counts·min−1) active during free play increased activity during structured play (1383 ± 345 counts·min−1 moderately active, 1313 ± 413 counts·min−1 least active). Conclusion Providing a physically-active recess period will contribute to preschool-aged children meeting the recommended PA guidelines; however, different children may respond in a different way based upon the structure of the recess period.
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Affiliation(s)
| | - Anna Flynn
- Davey Elementary School, Kent, OH, United States
| | | | - Jacob E. Barkley
- Kent State University, Kent, OH, United States
- Corresponding author. Kent State University, 350 Midway Dr, 163E MACC Annex, Kent, OH 44242, USA.
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Nassar O, Shaheen AM, Jarrah SS, Norton ME, Khalaf IA, Mohammad Hamdan K. Jordanian adolescents' health behaviour and school climate. J Res Nurs 2018; 23:58-73. [PMID: 34394408 DOI: 10.1177/1744987117741668] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Aim This study was conducted to assess the occurrence of physical activity, nutritional habits, tooth brushing and seat belt use behaviour among adolescent school students in Jordan, and to examine the effect of psychosocial aspects of school on these behaviours. Method A cross-sectional descriptive correlational design was used to draw a sample of in-school adolescents aged between 11 and 15 years. The final sample included 1166 adolescents from five public and two private schools. Study participants filled in a translated version of the health behaviour in school aged children questionnaire. Descriptive statistics, correlational (point biserial), and bivariate analyses (chi-square tests) were used to analyse the data. Results Among the study sample 34.5% of the adolescents practised exercise outside school hours once a week or less frequently, and only 53.1% of them brushed their teeth more than once a day. Regarding seat belt use, 44.7% of the adolescents used them rarely or never. Concerning carbonated sugary drinks and sweets consumption, about 64% and 83.3% of the adolescents, respectively, consumed them once a day or more often. The percentages of adolescents who never drank low fat or whole fat milk were 43.1% and 38.2%, respectively. Conclusions The study concluded that school adolescents do engage in unhealthy behaviour. Psychosocial aspect of schools were associated with students' physical activity, nutritional habits, tooth brushing and seat belt use behaviours.
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Affiliation(s)
- Omayyah Nassar
- Assistant Professor, Department of Maternal and Child Health Nursing, The University of Jordan, Jordan
| | - Abeer Mohammed Shaheen
- Assistant Professor, Department of Community Health Nursing, The University of Jordan, Jordan
| | - Samiha S Jarrah
- Professor, Faculty of Nursing, Applied Science Private University, Jordan
| | - Mary E Norton
- Professor, The Franciscan College of New Jersey, USA
| | - Inaam A Khalaf
- Professor, Department of Maternal and Child Health Nursing, The University of Jordan, Jordan
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Alsharairi NA. Current Government Actions and Potential Policy Options for Reducing Obesity in Queensland Schools. CHILDREN-BASEL 2018; 5:children5020018. [PMID: 29382175 PMCID: PMC5835987 DOI: 10.3390/children5020018] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/30/2017] [Revised: 01/24/2018] [Accepted: 01/25/2018] [Indexed: 11/16/2022]
Abstract
School nutrition policies provide promising avenues towards the improvement of children's eating habits and the prevention of obesity. Childhood obesity rates and related chronic diseases are increasing in Queensland, in part as a result of unhealthy eating habits and lack of physical activity. There is a very high investment by the Queensland government in maintaining healthy weight and promoting nutrition and physical activity among schoolchildren through delivering a range of initiatives across the state. However, there is a lack of evidence concerning the effectiveness of nutrition/physical education and parental involvement programs addressing obesity delivered in Queensland schools. This paper can be used to guide government and policy-makers regarding the most effective policy options that will promote healthy eating and physical activity among Queensland schoolchildren. The aim of this paper is to: (i) summarize current evidence on Queensland government responses to obesity; and (ii) discuss potential policy options that could support healthy eating and regular physical activity, and examine the evidence base for each option and suggest new areas for future research.
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Affiliation(s)
- Naser A Alsharairi
- Understanding Chronic Conditions, Heart, Mind & Body Research Group, Menzies Health Institute Queensland, Griffith University, Gold Coast Campus, Southport, QLD 4222, Australia.
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Effect of Educational Program, Based on PRECEDE and Trans-Theoretical Models, on Preventing Decline in Regular Physical Activity and Improving it among Students. J Res Health Sci 2017. [PMCID: PMC7189914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
Background: Adolescents especially middle schoolgirls do not follow 60 min of regular physical
activity (RPA), recommended by WHO (World Health Organization), and endure physical activity
decline. Using theory-based interventional program, considering the age of decline in RPA, seems to
be effective. The aim of this study was to determine the effects of educational program, based on
PRECEDE and Trans-Theoretical models, on preventing decline in RPA and improving it among 7th
grade girl students.
Study design: Randomized controlled trial.
Methods: This study was conducted on 7th grade girl students in Hamadan, west of Iran from 2015-
16. Participants were divided into intervention (N=179) and control (N=165) groups by random
assignment. Physical activity questionnaire for adolescents and the model-based questionnaire were
used before and after intervention. Intervention included two months education and six months follow
up. The effects of intervention were determined by statistical test and analysis of covariance using
SPSS version 16.
Results: The higher change in the mean scores was observed in self-efficacy (0.86), counter condition
(0.66) and helping relationship (0.57) in the intervention group (P≤0.001). In addition, a significant
difference (P ≤ 0.01) was observed between the two groups 6 months after the intervention in all
constructs of model. The mean score of doing physical activity in the intervention group increased
from 2.50 to 3.17 that it was differed significantly from the control group (P≤0.001).
Conclusions: School based intervention using PRECEDE and Trans-Theoretical models might
prevent girl students’ RPA decline and improve their RPA.
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Barbosa Filho VC, da Silva KS, Mota J, Vieira NFC, Gubert FDA, Lopes ADS. "For whom was it effective?" Moderators of the effect of a school-based intervention on potential physical activity determinants among Brazilian students. Prev Med 2017; 97:80-85. [PMID: 28111095 DOI: 10.1016/j.ypmed.2017.01.007] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/21/2016] [Revised: 01/09/2017] [Accepted: 01/17/2017] [Indexed: 12/13/2022]
Abstract
UNLABELLED Knowledge about the effects of school-based interventions on modifiable physical activity (PA) determinants (e.g., social support), and whether the intervention effect differs according to students' characteristics (e.g., age and gender) are relevant PA promotion topics. This study aims to answer these topics among Brazilian students. This cluster-randomized controlled trial was conducted with 548 students in the intervention group and 537 in the control group (51.5% of boys; aged 11-18years). The four-month intervention included strategies focused on training teachers, opportunities for PA in the school environment, and health education. Potential PA determinants (attitude, self-efficacy, support of friends, parents, and teachers, perceived neighborhood environment and PA facilities in school) and moderators (gender, age, socioeconomic status (SES), and PA level at baseline) were assessed using self-reported instrument. Height and weight were measured to estimate the students' body mass index (BMI) status. Generalized linear models were used. In general, there was a significant and positive intervention effect for attitude, support of friends and teachers for PA, as well as PA facilities in school; effect size was 0.29, 0.24, 0.34, and 0.29, respectively (P<0.05). Age (support of friends, parents and teachers, and PA facilities in school), SES (support of friends and PA facilities in school), and BMI status (support of friends) were moderators of the intervention effect on some outcomes. In conclusion, the intervention improved potential PA determinants, but some changes occurred differently according to students' characteristics. These findings should be considered in PA policies in the school context. TRIAL REGISTRATION This study is registered at Clinicaltrials.govNCT02439827.
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Affiliation(s)
- Valter Cordeiro Barbosa Filho
- Research Centre in Physical Activity and Health, Department of Physical Education, Federal University of Santa Catarina, Florianópolis, Brazil; Research Centre in Physical Activity and Health in School, Institute of Physical Education and Sports, Federal University of Ceará, Fortaleza, Brazil; Research Centre in Physical Activity, Health and Leisure, Faculty of Sport, University of Porto, Porto, Portugal.
| | - Kelly Samara da Silva
- Research Centre in Physical Activity and Health, Department of Physical Education, Federal University of Santa Catarina, Florianópolis, Brazil
| | - Jorge Mota
- Research Centre in Physical Activity, Health and Leisure, Faculty of Sport, University of Porto, Porto, Portugal
| | - Neiva Francenely Cunha Vieira
- Research Centre in Physical Activity and Health in School, Institute of Physical Education and Sports, Federal University of Ceará, Fortaleza, Brazil; Aids Project: Education and Prevention, Department of Nursing, Federal University of Ceara, Fortaleza, Brazil
| | - Fabiane do Amaral Gubert
- Research Centre in Physical Activity and Health in School, Institute of Physical Education and Sports, Federal University of Ceará, Fortaleza, Brazil; Aids Project: Education and Prevention, Department of Nursing, Federal University of Ceara, Fortaleza, Brazil
| | - Adair da Silva Lopes
- Research Centre in Physical Activity and Health, Department of Physical Education, Federal University of Santa Catarina, Florianópolis, Brazil
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Lai CC, Ma CM. The mediating role of social support in the relationship between psychological well-being and health-risk behaviors among Chinese university students. Health Psychol Open 2016; 3:2055102916678106. [PMID: 28070409 PMCID: PMC5193286 DOI: 10.1177/2055102916678106] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
While literature has displayed a link between psychological well-being (i.e. depression, hopelessness, and life satisfaction) and health-risk behaviors (i.e. smoking, drinking, suicide, and physical inactivity), the mechanisms underlying this relationship have received little empirical attention. This study examines the mediation effects of social support (from family, friends, and significant others) that accounted for the link. Participants were 2023 university students (47.7% male). Structural equation modeling showed partial mediation effect of social support between psychological well-being and health-risk behaviors. In particular, social support from family and friends jointly mediated about 80 percent of the effect of life satisfaction and hopelessness on drinking. These results offered novel evidence that helps improve theorizing the mechanisms of the relationship between psychological well-being and health-risk behaviors. They also highlighted the potential benefits of social support for university students to help them stay healthy. The implications of these results are discussed.
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Bronikowski M, Bronikowska M, Glapa A. Do They Need Goals or Support? A Report from a Goal-Setting Intervention Using Physical Activity Monitors in Youth. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2016; 13:ijerph13090914. [PMID: 27649219 PMCID: PMC5036747 DOI: 10.3390/ijerph13090914] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/27/2016] [Revised: 08/22/2016] [Accepted: 08/30/2016] [Indexed: 12/04/2022]
Abstract
The objective of this study was to investigate the association between physical activity (PA) and different goal setting and strategies in youth. The study took into consideration different sources of support as well as gender variations. Classmate and Teacher Support scales were used to evaluate support in physical education (PE) classes, and moderate-to-vigorous physical activity (MVPA) was reported. Garmin Vivofit® activity trackers were used during an 8 week-long intervention to count daily steps. Data was collected from 65 adolescents (mean age 17.2 ± 0.2), 74 young adolescents (mean age 15.3 ± 0.2) and 57 children (mean age 11.5 ± 0.4). An experimental design was employed, with “goal” and “do your best” groups given different step goal strategies. The results show that both groups achieved a comparable number of steps. Two-way ANOVA showed interactional effects between gender and teacher support. There were no such effects for MVPA and number of steps. Although classmate support in PE was reported to be reasonably high, the findings show that it does not play a significant role in increasing MVPA behaviors in youths. However, the problem of significantly lower support given to adolescent girls by PE teachers should be embedded into the teaching context of PE students and counteracted in school setting realities.
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Affiliation(s)
- Michal Bronikowski
- Department of Physical Activity Didactics, University School of Physical Education, Krolowej Jadwigi 27/38, 61871 Poznan, Poland.
| | - Malgorzata Bronikowska
- Department of Traditional Games and Ethnology of Sport, University School of Physical Education, Krolowej Jadwigi 27/38, 61871 Poznan, Poland.
| | - Agata Glapa
- Department of Physical Activity Didactics, University School of Physical Education, Krolowej Jadwigi 27/38, 61871 Poznan, Poland.
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Fairclough SJ, McGrane B, Sanders G, Taylor S, Owen M, Curry W. A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10-11 year old english children: born to move. BMC Public Health 2016; 16:861. [PMID: 27553010 PMCID: PMC4995637 DOI: 10.1186/s12889-016-3550-7] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2016] [Accepted: 08/18/2016] [Indexed: 11/10/2022] Open
Abstract
Background PE lessons are the formal opportunity in schools for promotion of physical activity and fitness. This study aimed to evaluate the effectiveness of a pilot PE intervention on physical activity, fitness, and psychosocial outcomes. Methods Participants were 139 children aged 10–11 years from four schools. For six weeks children in two schools received a twice-weekly pilot ‘Born to Move’ (BTM) physical activity (PA) and fitness intervention alongside one regular PE lesson. Children in the two comparison (COM) schools received their regular twice weekly PE lessons. Outcomes were lesson time and whole-day light (LPA), moderate (MPA), vigorous (VPA), and MVPA, and sedentary time, muscular fitness, cardiorespiratory fitness (CRF), and lesson-specific perceived exertion, enjoyment, and perceived competence. Outcomes were assessed at baseline (T0), midway through the intervention (T1), and at the end (T2) using ANOVAs and ANCOVAs. Intervention fidelity was measured using child and teacher surveys at T2 and analysed using Chi-square tests. Results The BTM group engaged in moderate PA for significantly more lesson time (29.4 %) than the COM group (25.8 %; p = .009, d = .53). The amount of moderate-to-vigorous PA (MVPA) during the T1 BTM lesson contributed 14.0 % to total MVPA, which was significantly more than the COM group’s T1 PE lesson (11.4 %; p < .001, d = .47). The BTM group were significantly more active during the whole-day (p < .05) and the school-day (p < .01). In both groups push-up test performance increased (p < .001) and CRF test performance decreased (p < .01). Perceived exertion, enjoyment, and perceived competence increased in both groups (p < .05), but the BTM group rated their enjoyment of the T1 BTM lesson higher than the COM group rated their PE lesson (p = .02, d = .56). The children’s and teachers’ responses to the intervention indicated that the delivery aims of enjoyment, engagement, inclusivity, and challenge were satisfied. Conclusions The BTM pilot programme has potential to positively impact on physical activity, fitness, and psychosocial outcomes. Further, BTM was enjoyed by the children, and valued by the teachers. This study can inform the design of a modified larger-scale cluster RCT evaluation.
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Affiliation(s)
- Stuart J Fairclough
- Physical Activity and Health Research Group, Sport and Physical Activity Department, Edge Hill University, St Helens Road, Ormskirk, Lancs, L39 4QP, UK. .,Department of Physical Education and Sports Science, University of Limerick, Limerick, Ireland.
| | - Bronagh McGrane
- Physical Activity and Health Research Group, Sport and Physical Activity Department, Edge Hill University, St Helens Road, Ormskirk, Lancs, L39 4QP, UK
| | - George Sanders
- Physical Activity and Health Research Group, Sport and Physical Activity Department, Edge Hill University, St Helens Road, Ormskirk, Lancs, L39 4QP, UK
| | - Sarah Taylor
- Physical Activity and Health Research Group, Sport and Physical Activity Department, Edge Hill University, St Helens Road, Ormskirk, Lancs, L39 4QP, UK
| | - Michael Owen
- Physical Activity and Health Research Group, Sport and Physical Activity Department, Edge Hill University, St Helens Road, Ormskirk, Lancs, L39 4QP, UK
| | - Whitney Curry
- Physical Activity and Health Research Group, Sport and Physical Activity Department, Edge Hill University, St Helens Road, Ormskirk, Lancs, L39 4QP, UK
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Laird Y, Fawkner S, Kelly P, McNamee L, Niven A. The role of social support on physical activity behaviour in adolescent girls: a systematic review and meta-analysis. Int J Behav Nutr Phys Act 2016; 13:79. [PMID: 27387328 PMCID: PMC4937604 DOI: 10.1186/s12966-016-0405-7] [Citation(s) in RCA: 95] [Impact Index Per Article: 11.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2015] [Accepted: 06/21/2016] [Indexed: 02/04/2023] Open
Abstract
Abstract Adolescent girls have been targeted as a priority group for promoting physical activity levels however it is unclear how this can be achieved. There is some evidence to suggest that social support could impact the physical activity levels of adolescent girls, although the relationship is complex and not well understood. We aimed to systematically review and meta-analyse the relationship between social support and physical activity in adolescent girls, exploring how different types and providers of social support might influence the relationship. Articles were identified through a systematic search of the literature using 14 electronic databases, personal resources, grey literature, and reference lists of included studies and previous reviews. Search terms representing social support, physical activity and adolescent girls were identified and used in various combinations to form a search strategy which was adapted for different databases. Cross-sectional or longitudinal articles published in English that reported an association between social support and physical activity in adolescent girls between the ages of 10 to 19 years were included. Studies that focused only on clinical or overweight populations were excluded. Data extraction was carried out by one reviewer using an electronic extraction form. A random 25 % of included articles were selected for data extraction by a second reviewer to check fidelity. Risk of bias was assessed using a custom tool informed by the Critical Appraisal Skills Programme Cohort Study Checklist in conjunction with data extraction. Cross-sectional results were meta-analysed and longitudinal results were presented narratively. Small but significant associations between all available providers of total social support (except teachers) and physical activity were found (r = .14-.24). Small but significant associations were also identified for emotional, instrumental and modelling support for some providers of support (r = .10-.21). Longitudinal research supported the cross-sectional analyses. Many of the meta-analysis results suggested high heterogeneity and there was some evidence of publication bias, therefore, the meta-analysis results should be interpreted with caution. In conclusion, the meta-analysis results suggest that social support is not a strong predictor of physical activity in adolescent girls though parents and friends may have a role in enhancing PA. Trial registration PROSPERO 2014:CRD42014006738 Electronic supplementary material The online version of this article (doi:10.1186/s12966-016-0405-7) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Yvonne Laird
- Physical Activity for Health Research Centre (PAHRC), University of Edinburgh, St Leonard's Land, Edinburgh, EH8 8AQ, UK.
| | - Samantha Fawkner
- Physical Activity for Health Research Centre (PAHRC), University of Edinburgh, St Leonard's Land, Edinburgh, EH8 8AQ, UK
| | - Paul Kelly
- Physical Activity for Health Research Centre (PAHRC), University of Edinburgh, St Leonard's Land, Edinburgh, EH8 8AQ, UK
| | - Lily McNamee
- School of Clinical Sciences, University of Edinburgh, Division of Psychiatry, Royal Edinburgh Hospital, Edinburgh, EH10 5HF, UK
| | - Ailsa Niven
- Physical Activity for Health Research Centre (PAHRC), University of Edinburgh, St Leonard's Land, Edinburgh, EH8 8AQ, UK
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Chan C, Ha A, Ng JYY. Improving fundamental movement skills in Hong Kong students through an assessment for learning intervention that emphasizes fun, mastery, and support: the A + FMS randomized controlled trial study protocol. SPRINGERPLUS 2016; 5:724. [PMID: 27375993 PMCID: PMC4909692 DOI: 10.1186/s40064-016-2517-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/18/2016] [Accepted: 06/06/2016] [Indexed: 11/11/2022]
Abstract
BACKGROUND Assessment for learning has been identified as an effective strategy to help children learn more effectively. Developing children to master basic movement skills in primary school requires formative assessments to inform instruction and learning. This study reports the rationale and methods for an assessment-based intervention that emphasizes fun, mastery and support (A + FMS) designed to improve fundamental movement skill (FMS) proficiency of primary schoolchildren. METHODS/DESIGN Utilizing a cluster randomized controlled trial, the A + FMS intervention was designed to improve FMS proficiency of Hong Kong Chinese schoolchildren. A target sample of 282 students or more from 10 Grade 3 classes (from five schools) will be recruited and randomly assigned into an experimental group or a wait-list control group. Competence motivation theory provided a framework for the intervention that emphasizes fun activities to develop basic fundamentals, improving mastery of movement, and providing support for teaching and learning skills. Primary outcome measures are the raw scores of six objectively measured FMS (i.e., jump, hop, skip, dribble, catch, and overhand throw). Secondary outcomes include self-reported measures: enjoyment in physical education, perceived physical competence, perceived skill competence, and perceived social support. Teachers in the experimental group are required to attend a six-h training workshop and integrate 550 min of assessment for learning strategies into their physical education lessons. Resources such as videos, skills checklists, and equipment will also be provided to support children to accumulate extra learning and practice time after school. The rate of changes in primary and secondary outcomes across the experimental and control groups will be compared to determine the effectiveness of the program. DISCUSSION The A + FMS is an innovative school-based intervention targeting improvements in movement mastery by supporting physical education teachers in FMS instruction and assessment practices. The findings from the study may be used to guide pre-service teacher education and continuous professional development in FMS teaching and assessment. Trial registration CUHK_CCRB00479.
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Affiliation(s)
- Cecilia Chan
- Department of Sports Science and Physical Education, Chinese University of Hong Kong, Shatin, Hong Kong
| | - Amy Ha
- Department of Sports Science and Physical Education, Chinese University of Hong Kong, Shatin, Hong Kong
| | - Johan Y. Y. Ng
- Department of Sports Science and Physical Education, Chinese University of Hong Kong, Shatin, Hong Kong
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Al-Drees A, Abdulghani H, Irshad M, Baqays AA, Al-Zhrani AA, Alshammari SA, Alturki NI. Physical activity and academic achievement among the medical students: A cross-sectional study. MEDICAL TEACHER 2016; 38 Suppl 1:S66-72. [PMID: 26984037 DOI: 10.3109/0142159x.2016.1142516] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
AIMS To explore physical activity (PA) habits among the medical students and examine the correlation with their grade point average (GPA) achievement at College of Medicine, King Saud University, Riyadh, Saudi Arabia. METHODS A cross-sectional study was conducted among the medical students (n = 409), during the academic year 2012-2013. Students' physical activity habits were self-reported. GPA, body mass index (BMI) and body fat percent (BF%) were collected and analyzed with SPSS software. RESULTS Out of 409 students, 193 (47.2%) students reported being physically active. Our result showed a significant positive association between students' PA habits and high-GPA achievement (χ(2 )= 10.65, p = 0.001). The greatest odds ratio of high GPA was found among the fourth year students (OR = 3.08, CI: 1.15-8.28, p = 0.025) and fifth year students (OR = 5.07, CI: 1.48-17.31, p = 0.010). In addition, significant association was found between the normal BMI and high-GPA achievers (χ(2 )= 8.30; p = 0.016). However, no statistically, significant association was found between BF% and GPA. CONCLUSIONS The present study showed a positive associations was found between PA habits and high academic achievement. In addition, positive association was found between PA, obese students and GPA achievement. Therefore, there is a need for the establishment of physical activity education and public health programs to promote importance of PA in Saudi population.
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Norris E, Shelton N, Dunsmuir S, Duke-Williams O, Stamatakis E. Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons. BMC Res Notes 2015; 8:719. [PMID: 26606892 PMCID: PMC4660659 DOI: 10.1186/s13104-015-1698-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2015] [Accepted: 11/14/2015] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Virtual Field Trips (VFTs) are emerging physically active lessons that combine curriculum content with globe-based movement using interactive whiteboards. No research has yet examined the acceptability of these sessions by target users. This study aimed to (1) assess current physically active lesson teaching practices, (2) assess teacher attitudes towards VFTs and (3) investigate pupil perceptions of VFTs. METHODS Data was collected from teaching staff interviews (n = 12) and three elementary school pupil focus groups (k = 3, n = 18), with all participants provided with a sample VFT session. Thematic analysis was used to analyse data. RESULTS Teachers described VFTs as a flexible teaching tool, allowing inclusive learning across abilities and a range of taught subjects. They stressed a packed curriculum may make delivering VFT sessions problematic and warned that some teachers may be resistant to their use of technology. Pupils enjoyed the ability to move in the classroom and the ability to share a new teaching experience with their peers. CONCLUSIONS This work suggests positive attitudes towards VFTs as novel, physically active lessons and identifies potential teacher concerns for consideration in forthcoming intervention planning. Future experimental work will assess if these attitudes persist during longitudinal exposure to VFTs.
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Affiliation(s)
- E Norris
- Department of Epidemiology and Public Health, University College London, 1-19 Torrington Place, London, WC1E 7HB, UK.
| | - N Shelton
- Department of Epidemiology and Public Health, University College London, 1-19 Torrington Place, London, WC1E 7HB, UK.
| | - S Dunsmuir
- Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK.
| | - O Duke-Williams
- Department of Information Studies, University College London, Foster Court, London, WC1E 6BT, UK.
| | - E Stamatakis
- Department of Epidemiology and Public Health, University College London, 1-19 Torrington Place, London, WC1E 7HB, UK. .,Charles Perkins Centre, University of Sydney, Sydney, Australia. .,Exercise and Sport Sciences, Faculty of Health Sciences, University of Sydney, Sydney, Australia.
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Wilson DK. Behavior matters: the relevance, impact, and reach of behavioral medicine. Ann Behav Med 2015; 49:40-8. [PMID: 25559044 DOI: 10.1007/s12160-014-9672-1] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023] Open
Abstract
BACKGROUND/PURPOSE Growing evidence suggests behavioral interventions that target a few key behaviors may be effective at improving population-level health outcomes; health status indicators; social, economic, and physical environments; personal capacity; and biological outcomes. A theoretical framework that targets both social and cognitive mechanisms of behavioral interventions is outlined as critical for understanding "ripple effects" of behavioral interventions on influencing a broad range of outcomes associated with improved health and well-being. METHODS/RESULTS Evidence from randomized controlled trials is reviewed and demonstrates support for ripple effects-the effects that behavioral interventions have on multiple outcomes beyond the intended primary target of the interventions. These outcomes include physical, psychological, and social health domains across the lifespan. CONCLUSIONS Cascading effects of behavioral interventions have important implications for policy that argue for a broader conceptualization of health that integrates physical, mental, and social well-being outcomes into future research to show the greater return on investment.
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Affiliation(s)
- Dawn K Wilson
- Department of Psychology, University of South Carolina, Columbia, SC, 29208, USA,
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Hayes RM, Thompson LM, Gress T, Cottrell L, Pino I, Gilkerson CL, Flesher SL. Effects of a Brief Physical Activity Program on Young Students' Physical Fitness. Clin Pediatr (Phila) 2015; 54:1145-52. [PMID: 25644648 DOI: 10.1177/0009922815569204] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Our objective was to test whether brief daily activity could increase young students' physical fitness and compare different forms of intervention delivery. METHODS Two intervention groups were instructed to increase children's activity by 6 minutes daily. The principal was responsible for the intervention in the first group while classroom teachers were responsible in the second. The third group was a control. Success was defined by changes in student fitness. RESULTS The principal-led group had a significant increase in the number of 75-foot laps completed after intervention (+0.61 laps) and a significant decrease in after-exercise heart rate (-37.4 beats per minute) as compared with the control group. The teacher-led group experienced no change in either outcome. CONCLUSIONS Our findings demonstrate that a 6-minute increase in activity can produce a significant improvement in student fitness. Administrative support of school-based interventions can have a positive impact on program completion.
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Affiliation(s)
- Rebecca M Hayes
- Joan C. Edwards Marshall University School of Medicine, Huntington, WV, USA
| | - Lauren M Thompson
- Joan C. Edwards Marshall University School of Medicine, Huntington, WV, USA
| | - Todd Gress
- Joan C. Edwards Marshall University School of Medicine, Huntington, WV, USA
| | - Lesley Cottrell
- Department of Pediatrics, West Virginia University School of Medicine, Morgantown, WV, USA
| | - Isabel Pino
- Joan C. Edwards Marshall University School of Medicine, Huntington, WV, USA
| | | | - Susan L Flesher
- Joan C. Edwards Marshall University School of Medicine, Huntington, WV, USA
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Kulik NL, Somers CL, Thomas E, Martin JJ, Centeio EE, Garn AC, Shen B, McCaughtry N. Source and Type of Support for In-School Physical Activity: Differential Patterns for Demographic Subgroups. AMERICAN JOURNAL OF HEALTH EDUCATION 2015. [DOI: 10.1080/19325037.2015.1056393] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Todd C, Christian D, Davies H, Rance J, Stratton G, Rapport F, Brophy S. Headteachers' prior beliefs on child health and their engagement in school based health interventions: a qualitative study. BMC Res Notes 2015; 8:161. [PMID: 25925554 PMCID: PMC4414301 DOI: 10.1186/s13104-015-1091-2] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2014] [Accepted: 03/24/2015] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Schools play an important role in promoting the health of children. However, little consideration is often given to the influence that headteachers' and school staff's prior beliefs have on the implementation of public health interventions. This study examined primary school headteachers' and school health co-ordinators' views regarding child health in order to provide greater insights on the school's perspective for those designing future school-based health interventions. METHODS A qualitative study was conducted using 19 semi-structured interviews with headteachers, deputy headteachers and school health co-ordinators in the primary school setting. All transcripts were analysed using thematic analysis. RESULTS Whilst many participants in this study believed good health was vital for learning, wide variance was evident regarding the perceived health of school pupils and the magnitude of responsibility schools should take in addressing child health behaviours. Although staff in this study acknowledged the importance of their role, many believed the responsibility placed upon schools for health promotion was becoming too much; suggesting health interventions need to better integrate school, parental and societal components. With mental health highlighted as an increasing priority in many schools, incorporating wellbeing outcomes into future school based health interventions is advocated to ensure a more holistic understanding of child health is gained. CONCLUSION Understanding the health beliefs of school staff when designing interventions is crucial as there appears to be a greater likelihood of interventions being successfully adopted if staff perceive a health issue as important among their pupils. An increased dependability on schools for addressing health was expressed by headteachers in this study, highlighting a need for better understanding of parental, child and key stakeholder perspectives on responsibility for child health. Without this understanding, there is potential for certain child health issues to be ignored.
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Affiliation(s)
- Charlotte Todd
- College of Medicine, Swansea University, Swansea, SA2 8PP, UK.
| | - Danielle Christian
- College of Health and Human Science, Swansea University, Wales, SA2 8PP, UK.
| | - Helen Davies
- College of Medicine, Swansea University, Swansea, SA2 8PP, UK.
| | - Jaynie Rance
- College of Health and Human Science, Swansea University, Wales, SA2 8PP, UK.
| | - Gareth Stratton
- Applied Sports Technology Exercise and Medicine Research Centre, College of Engineering, Swansea University, Wales, SA2 8PP, UK.
| | - Frances Rapport
- College of Medicine, Swansea University, Swansea, SA2 8PP, UK.
| | - Sinead Brophy
- College of Medicine, Swansea University, Swansea, SA2 8PP, UK.
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Christian D, Todd C, Davies H, Rance J, Stratton G, Rapport F, Brophy S. Community led active schools programme (CLASP) exploring the implementation of health interventions in primary schools: headteachers' perspectives. BMC Public Health 2015; 15:238. [PMID: 25886398 PMCID: PMC4381418 DOI: 10.1186/s12889-015-1557-0] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2014] [Accepted: 02/17/2015] [Indexed: 12/03/2022] Open
Abstract
Background Schools are repeatedly utilised as a key setting for health interventions. However, the translation of effective research findings to the school setting can be problematic. In order to improve effective translation of future interventions, it is imperative key challenges and facilitators of implementing health interventions be understood from a school’s perspective. Methods Nineteen semi-structured interviews were conducted in primary schools (headteachers n = 16, deputy headteacher n = 1, healthy school co-ordinator n = 2). Interviews were transcribed verbatim and analysed using thematic analysis. Results The main challenges for schools in implementing health interventions were; government-led academic priorities, initiative overload, low autonomy for schools, lack of staff support, lack of facilities and resources, litigation risk and parental engagement. Recommendations to increase the application of interventions into the school setting included; better planning and organisation, greater collaboration with schools and external partners and elements addressing sustainability. Child-centred and cross-curricular approaches, inclusive whole school approaches and assurances to be supportive of the school ethos were also favoured for consideration. Conclusions This work explores schools’ perspectives regarding the implementation of health interventions and utilises these thoughts to create guidelines for developing future school-based interventions. Recommendations include the need to account for variability between school environments, staff and pupils. Interventions with an element of adaptability were preferred over the delivery of blanket fixed interventions. Involving schools in the developmental stage would add useful insights to ensure the interventions can be tailored to best suit each individual schools’ needs and improve implementation.
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Affiliation(s)
- Danielle Christian
- College of Health and Human Science, Swansea University, Wales, SA2 8PP, UK.
| | - Charlotte Todd
- College of Medicine, Swansea University, Swansea, SA2 8PP, UK.
| | - Helen Davies
- College of Medicine, Swansea University, Swansea, SA2 8PP, UK.
| | - Jaynie Rance
- College of Health and Human Science, Swansea University, Wales, SA2 8PP, UK.
| | - Gareth Stratton
- A-STEM College of Engineering, Swansea University, Wales, SA2 8PP, UK.
| | - Frances Rapport
- College of Medicine, Swansea University, Swansea, SA2 8PP, UK.
| | - Sinead Brophy
- College of Medicine, Swansea University, Swansea, SA2 8PP, UK.
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Martin R, Murtagh EM. An intervention to improve the physical activity levels of children: design and rationale of the 'Active Classrooms' cluster randomised controlled trial. Contemp Clin Trials 2015; 41:180-91. [PMID: 25657052 DOI: 10.1016/j.cct.2015.01.019] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2014] [Revised: 01/23/2015] [Accepted: 01/24/2015] [Indexed: 01/12/2023]
Abstract
BACKGROUND Recent evidence demonstrates that children are not engaging in the recommended 60 min of moderate to vigorous physical activity per day. Physical activity (PA) interventions have been acknowledged by the WHO (2010) as a key strategy to increase the PA levels of children. School has been recognised as a primary location for reaching the majority of children and providing PA opportunities for them. However, the sedentary nature of lessons carried out in the classroom has been identified as a contributing factor to physical inactivity among this age group. PURPOSE The aim of this study is to develop and evaluate a classroom-based intervention which integrates PA and academic content, and evaluate its effects on the PA levels of children aged 8-11 in Ireland. METHODS Active Classrooms is an 8-week classroom based intervention guided by the behaviour change wheel (BCW) framework (Michie et al. 2011) that will be evaluated using a cluster randomised controlled trial (RCT). Study measures will be taken at baseline, during the final week of the intervention and at follow-up after 4 months. The primary outcome is minutes of moderate-to-vigorous intensity physical activity during school time objectively assessed using accelerometers (Actigraph). Teachers' perceptions on the effectiveness and use of the intervention and students' enjoyment of the programme will be evaluated post intervention. CONCLUSIONS Changing teacher behaviour towards using physically active teaching methods may increase the moderate to vigorous physical activity levels of their students. Therefore, the results of this study may have important implications for the health of children both now and into the future. TRIAL REGISTRATION ISRCTN14265493.
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Affiliation(s)
- Rosemarie Martin
- Department of Arts Education and Physical Education, Mary Immaculate College, University of Limerick, Limerick, Ireland.
| | - Elaine M Murtagh
- Department of Arts Education and Physical Education, Mary Immaculate College, University of Limerick, Limerick, Ireland.
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Westergren T, Ommundsen Y, Lødrup Carlsen KC, Carlsen KH, Mowinckel P, Fegran L, Berntsen S. A nested case-control study: personal, social and environmental correlates of vigorous physical activity in adolescents with asthma. J Asthma 2014; 52:155-61. [PMID: 25134784 DOI: 10.3109/02770903.2014.955190] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE Physical activity (PA) is associated with health benefits. Children and adolescents with asthma may be limited in their PA, particularly at vigorous intensity due to asthma symptoms or poor psychological adjustment to asthma. We aimed to investigate if self-perceived competence, enjoyment, support from others and social-physical environment were associated with vigorous physical activity (VPA) and secondarily to assess if such associations were modified by asthma and asthma severity. METHODS Data from a nested case-control study at 13 years of age within the birth-cohort Environment and Childhood Asthma Study were compiled from 95 participants with and 79 without asthma. The participants completed a questionnaire designed to capture self-perceived competence, enjoyment, support from others and social-physical environment. VPA, defined as ≥ 6 Metabolic Equivalents, was recorded objectively by SenseWear™ Pro2 Armband. Asthma severity was assessed pragmatically by lung function and use of inhaled glucocorticosteroids and β2-agonists and incidence of exacerbations in the last 14 days. Data were analysed using linear regression analysis. RESULTS No significant differences between adolescents with and without asthma were identified in terms of VPA, competence-enjoyment, support from others and social-physical environment. Peer support (b = 0.29 (0.05-0.52)) and competence-enjoyment (b = 0.23 (0.01-0.44)) were significantly and positively associated with VPA, and teacher support (b = -0.26 (-0.50 to -0.02)) were inversely associated. The model explained 25% of the variance in VPA. CONCLUSIONS Peer support and competence-enjoyment were positively associated with increased VPN in adolescents irrespectively of asthma and asthma severity.
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Affiliation(s)
- Thomas Westergren
- Faculty of Health and Sport Sciences, University of Agder , Grimstad/Kristiansand , Norway
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Abstract
Physical inactivity is a worldwide public health problem. Primary care physicians are in an excellent position to prescribe exercise and physical activity to their patients. This article discusses theories and methods of behavior change to help physicians motivate their patients to become more physically active. Calls to action for physicians are discussed.
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Affiliation(s)
- Ann Blair Kennedy
- Department of Health Promotion, Education and Behavior, Arnold School of Public Health, University of South Carolina, Columbia, South Carolina (ABK)
- Department of Exercise Science and Department of Epidemiology/Biostatistics, Arnold School of Public Health, University of South Carolina, Columbia, South Carolina (SNB)
| | - Steven N. Blair
- Department of Health Promotion, Education and Behavior, Arnold School of Public Health, University of South Carolina, Columbia, South Carolina (ABK)
- Department of Exercise Science and Department of Epidemiology/Biostatistics, Arnold School of Public Health, University of South Carolina, Columbia, South Carolina (SNB)
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