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Strain T, Kelly P, Gibb R, Allison M, Mutrie N, Murphy M. Is Scotland Walking in the Right Direction? A Cross-Sectional Analysis of Trends in Walking by Socioeconomic Status. J Phys Act Health 2024; 21:707-716. [PMID: 38688465 DOI: 10.1123/jpah.2023-0635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2023] [Revised: 03/07/2024] [Accepted: 03/08/2024] [Indexed: 05/02/2024]
Abstract
BACKGROUND Walking is a key target behavior for promoting population health. This paper charts the 30-year history of walking policy in Scotland. We assess whether population walking levels among adults in Scotland have changed in recent years and identify the characteristics of those least likely to report any walking. METHODS We pooled 9 years (2012-2019 and 2021) of data from adult (≥16 y) respondents of the Scottish Health Survey (n = 41,470). The outcomes of interest were the percentage reporting (1) any walking and (2) any walking with an average pace that is of at least moderate intensity. We also investigated the contribution of walking to total nonoccupational moderate to vigorous physical activity. We used linear and logistic regressions to test linear trends over time and to identify inequalities by age, sex, and the Scottish Index of Multiple Deprivation quintile. RESULTS There was an increase in all measures of walking over the period 2012-2021; for example, the percentage reporting any walking increased by 7 percentage points (81.4%-88.4%). Inequalities still exist by age, sex, and the Scottish Index of Multiple Deprivation but have not grown over time. Inequalities by sex and age are most pronounced in the least affluent Scottish Index of Multiple Deprivation quintiles; less affluent older women are least likely to report any walking. CONCLUSIONS Scotland appears to be walking in the right direction. Surveillance data support a positive trend after decades of policy and promotion efforts. The policies do not appear to be exacerbating existing inequalities, but narrowing them will require more concentrated efforts.
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Affiliation(s)
- Tessa Strain
- Physical Activity for Health Research Centre, University of Edinburgh, Edinburgh, United Kingdom
| | - Paul Kelly
- Physical Activity for Health Research Centre, University of Edinburgh, Edinburgh, United Kingdom
| | - Rona Gibb
- Paths for All, Stirling, United Kingdom
| | - Mary Allison
- Physical Activity for Health Research Centre, University of Edinburgh, Edinburgh, United Kingdom
| | - Nanette Mutrie
- Physical Activity for Health Research Centre, University of Edinburgh, Edinburgh, United Kingdom
| | - Marie Murphy
- Physical Activity for Health Research Centre, University of Edinburgh, Edinburgh, United Kingdom
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Hanna L, Burns C, O'Neill C, Coughlan E. Evaluating the Perceived Health-Related Effectiveness of 'The Daily Mile' Initiative in Irish Primary Schools. Healthcare (Basel) 2024; 12:1284. [PMID: 38998819 PMCID: PMC11240888 DOI: 10.3390/healthcare12131284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2024] [Revised: 06/20/2024] [Accepted: 06/25/2024] [Indexed: 07/14/2024] Open
Abstract
Many Irish primary school children do not meet recommended physical activity (PA) guidelines. The Daily Mile (TDM) is a primary school initiative designed to increase children's PA output. This study evaluates TDM's perceived effect on Irish primary school children's health-related metrics. A mixed-methods study, comprising two data collection phases, used the RE-AIM framework to evaluate TDM. Phase One involved teachers, principals and classroom assistants (n = 191) from TDM-registered schools completing a questionnaire. Two TDM-registered schools participated in Phase Two, where (i) interviews were conducted with each principal, (ii) a teacher sub-sample (n = 4) participated in a focus group, and (iii) a child sub-sample (n = 14) participated in separate focus groups. TDM was perceived to positively impact the markers of children's health, including their PA behaviour, physical fitness and social well-being. Inclement weather (66.5%) and a lack of time (56.5%) were reported as the top-ranked implementation barriers. Moreover, TDM's repetitive nature often left children feeling disinterested and resulted in some teachers modifying the initiative to maintain engagement levels. Maintaining the long-term implementation of TDM and its health benefits in primary schools may require bespoke amendments to the original format to preserve children's engagement.
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Affiliation(s)
- Luke Hanna
- Department of Sport, Leisure and Childhood Studies, Munster Technological University, Bishopstown, T12P928 Cork, Ireland
| | - Con Burns
- Department of Sport, Leisure and Childhood Studies, Munster Technological University, Bishopstown, T12P928 Cork, Ireland
| | - Cian O'Neill
- Department of Sport, Leisure and Childhood Studies, Munster Technological University, Bishopstown, T12P928 Cork, Ireland
| | - Edward Coughlan
- Department of Sport, Leisure and Childhood Studies, Munster Technological University, Bishopstown, T12P928 Cork, Ireland
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Porter A, Walker R, House D, Salway R, Dawson S, Ijaz S, de Vocht F, Jago R. Physical activity interventions in European primary schools: a scoping review to create a framework for the design of tailored interventions in European countries. Front Public Health 2024; 12:1321167. [PMID: 38389941 PMCID: PMC10883314 DOI: 10.3389/fpubh.2024.1321167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Accepted: 01/18/2024] [Indexed: 02/24/2024] Open
Abstract
Introduction Schools provide a unique environment to facilitate physical activity for children. However, many school-based physical activity interventions have not been effective. We propose a new approach, which allows schools to tailor interventions to their specific context. This scoping review aimed to identify intervention components from previous school-based physical activity interventions to form the basis of a tailored approach in a European setting. Methods Joanna Briggs Institute guidelines for conducting scoping reviews were followed. European school-based intervention studies aimed at increasing physical activity in children aged 7-11 years published in English since 2015 were included. Databases searched were Ovid Medline, Embase, PsycINFO, Web of Science Social Sciences Citation Index, ERIC and British Education Index. Data was extracted on intervention components, context-related factors (geographical location, school size, child socioeconomic status and ethnicity), feasibility, acceptability and cost-effectiveness. A data-driven framework was developed to summarize the identified intervention components. Results 79 articles were included, constituting 45 intervention studies. We identified 177 intervention components, which were synthesized into a framework of 60 intervention component types across 11 activity opportunities: six within the school day, three within the extended school day and two within the wider school environment. Interventions most frequently targeted physical education (21%), active and outdoor learning (16%), active breaks (15%), and school-level environmewnt (12%). Of the intervention components, 41% were delivered by school staff, 31% by the research team, and 24% by external organizations. Only 19% of intervention studies reported geographical location and only 10% reported school size. Participant ethnicity and socioeconomic information was reported by 15% and 25%, respectively. Intervention acceptability was reported in 51% of studies, feasibility in 49%, and cost effectiveness in 2%. Discussion This review offers a first step in developing a future framework to help schools to develop context-specific, tailored interventions. However, there was a lack of reporting of contextual factors within the included studies, making it difficult to understand the role of context. Future research should seek to measure and report contextual factors, and to better understand the important aspects of context within school-based physical activity.
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Affiliation(s)
- Alice Porter
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
- NIHR Bristol Biomedical Research Centre, University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
| | - Robert Walker
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Danielle House
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Ruth Salway
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
| | - Sarah Dawson
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
- The National Institute for Health Research, Applied Research Collaboration West (NIHR ARC West), University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
| | - Sharea Ijaz
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
- The National Institute for Health Research, Applied Research Collaboration West (NIHR ARC West), University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
| | - Frank de Vocht
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
- The National Institute for Health Research, Applied Research Collaboration West (NIHR ARC West), University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
| | - Russell Jago
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, United Kingdom
- NIHR Bristol Biomedical Research Centre, University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
- The National Institute for Health Research, Applied Research Collaboration West (NIHR ARC West), University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, United Kingdom
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Gkintoni E, Vantaraki F, Skoulidi C, Anastassopoulos P, Vantarakis A. Promoting Physical and Mental Health among Children and Adolescents via Gamification-A Conceptual Systematic Review. Behav Sci (Basel) 2024; 14:102. [PMID: 38392455 PMCID: PMC10886329 DOI: 10.3390/bs14020102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2023] [Revised: 01/08/2024] [Accepted: 01/15/2024] [Indexed: 02/24/2024] Open
Abstract
The rapid growth in digital technology usage among children and adolescents has highlighted the need for novel approaches to promote their physical and mental health. This paper investigates the viability of gamification-the application of game mechanics to non-gaming contexts-as a potent instrument for health promotion and mental health support. This conceptual systematic review seeks to examine the various published articles promoting children and adolescents' physical and mental health through gamified techniques. These interventions can provide an interactive and engaging platform for encouraging physical activity, promoting healthy nutrition, enhancing emotional regulation, and promoting mental health. The significance of this topic stems from the pervasive use of electronic games, beginning at a young age, which makes them popular educational tools. For the review to be systematic and reproducible, the PsycINFO, Scopus, PubMed, and Elsevier databases were searched and the PRISMA method was utilized for the analysis. After analyzing the research data, empirical studies assessing the use of gamification in promoting adolescents' physical and mental health are discussed. In conclusion, gamification has demonstrated promise for promoting children's and adolescents' physical and mental health. It improves motivation, commitment, and adherence to healthy behaviors. However, additional research is required to evaluate gamification interventions' long-term effectiveness and sustainability in promoting health behaviors among this population.
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Affiliation(s)
- Evgenia Gkintoni
- Lab of Public Health, Department of Medicine, University of Patras, 26504 Rio, Greece
| | - Fedra Vantaraki
- Lab of Public Health, Department of Medicine, University of Patras, 26504 Rio, Greece
| | | | | | - Apostolos Vantarakis
- Lab of Public Health, Department of Medicine, University of Patras, 26504 Rio, Greece
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Ram B, van Sluijs E, Chalkley A, Hargreaves D, Saxena S. Real-world application of a scalable school-based physical activity intervention: A cross-sectional survey of the implementation of The Daily Mile in Greater London primary schools. PLoS One 2023; 18:e0288500. [PMID: 37556408 PMCID: PMC10411754 DOI: 10.1371/journal.pone.0288500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Accepted: 06/27/2023] [Indexed: 08/11/2023] Open
Abstract
School-based physical activity interventions are considered ideal given their potential to reach most children. They can help children achieve the recommended guidelines of 60 minutes of moderate-to-vigorous physical activity per day. The Daily Mile is a popular school-based active mile intervention with a global reach. It recommends ten core principles for successful implementation, three of which are key for effectiveness: that it is quick (15 minutes), the whole school participates, and that it takes place in the school day during lessons (excluding physical education lessons and scheduled breaks). Studies assessing the impacts of The Daily Mile do not often report implementation of the ten core principles which is crucial to identifying the potential impact and feasibility of scalable interventions in real-world settings. Our aim was to assess adherence to The Daily Mile's ten core principles in Greater London primary schools. We created and distributed a survey to 1717 primary schools during September 2020 and achieved a 21% (n = 369/1717) response rate by September 2021. Our sample was representative of Greater London primary schools with responses from every London borough. A total of 196/369 (53%) schools reported implementing The Daily Mile but none of them reported adherence to all ten core principles. Adherence to at least 6/10 principles in various combinations was reported by 54/196 (28%) schools. Only 19/196 (10%) schools that reported implementing The Daily Mile reported adherence to the three key principles recommended for effectiveness. Despite its popularity and global reach, our findings suggest that an implementation gap exists when The Daily Mile is adopted in real-world settings which is likely to challenge its intended purpose. Further research in school settings is needed to understand factors that can improve adherence to increase the potential public health impact of The Daily Mile and other similar interventions.
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Affiliation(s)
- Bina Ram
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
| | - Esther van Sluijs
- MRC Epidemiology Unit, School of Clinical Medicine, University of Cambridge, Cambridge, United Kingdom
| | - Anna Chalkley
- Centre for Physically Active Learning, Western Norway University of Applied Sciences, Bergen, Norway
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, United Kingdom
| | - Dougal Hargreaves
- Mohn Centre for Children’s Health and Wellbeing, Imperial College London, United Kingdom
| | - Sonia Saxena
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
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Alalawi A, Blank L, Goyder E. School-based physical activity interventions among children and adolescents in the Middle East and Arabic speaking countries: A systematic review. PLoS One 2023; 18:e0288135. [PMID: 37399200 DOI: 10.1371/journal.pone.0288135] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2023] [Accepted: 06/20/2023] [Indexed: 07/05/2023] Open
Abstract
BACKGROUND It is widely recognised that noncommunicable diseases are on the rise worldwide, partly due to insufficient levels of physical activity (PA). It is a particularly concerning health issue among children and adolescents in Arabic countries where cultural and environmental factors may limit their opportunity for engaging in physical activities. AIM This review sought to assess the effectiveness of school-based PA interventions for increasing PA among schoolchildren aged six to 18 years in Middle Eastern and Arabic-speaking countries. METHODS A systematic literature search was developed to identify studies reporting the evaluation of school-based PA interventions in Arabic-speaking countries. Four different databases were searched from January 2000 to January 2023: PubMed/MEDLINE, Web of Science, Scopus and CINAHL. Article titles and abstracts were screened for relevance. Full article scrutiny of retrieved shortlisted articles was undertaken. After citation searches and reference checking of included papers, full data extraction, quality assessment and narrative synthesis was undertaken for all articles that met the inclusion criteria. This review adhered to PRISMA guidelines for conducting systematic reviews. RESULTS Seventeen articles met the inclusion criteria. Eleven articles reported statistically significant improvements in the levels of PA among their participants. Based largely on self-reported outcomes, increases in PA between 58% and 72% were reported. The studies with a follow-up period greater than three months reported sustained PA levels. There are a limited range of types of programmes evaluated and evaluations were only identified from 30% of the countries in the region. Relatively few studies focused solely on PA interventions and most of the interventions were multi-component (lifestyle, diet, education). CONCLUSIONS This review adds to the existing body of research about the efficacy of school-based interventions to increase physical activity levels. To date, few evaluations assess PA specific interventions and most of the interventions were multi-component including education components on lifestyle and diet. Long-term school-based interventions combined with rigorous theoretical and methodological frameworks are necessary to develop, implement and evaluate PA interventions for children and adolescents in Arabic-speaking countries. Also, future work in this area must also consider the complex systems and agents by which physical activity is influenced.
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Affiliation(s)
- Abdullah Alalawi
- Health and Related Research, University of Sheffield, Sheffield, United Kingdom
| | - Lindsay Blank
- School of Health and Related Research, University of Sheffield, Sheffield, United Kingdom
| | - Elizabeth Goyder
- School of Health and Related Research, University of Sheffield, Sheffield, United Kingdom
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Hanna L, Burns C, O’Neill C, Coughlan E. A Systematic Review of the Implementation and Effectiveness of 'The Daily Mile' on Markers of Children's Health. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6203. [PMID: 37444051 PMCID: PMC10340552 DOI: 10.3390/ijerph20136203] [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: 03/07/2023] [Revised: 06/02/2023] [Accepted: 06/20/2023] [Indexed: 07/15/2023]
Abstract
Currently, a high percentage of children globally fail to meet the World Health Organisation's (WHO) recommended daily physical activity (PA) guidelines. The Daily Mile (TDM) is a school-based PA initiative, designed to improve primary school children's PA behaviour. The purpose of this review was to evaluate the extant TDM implementation process and identify its impact on health-related metrics. Three databases were used to search for articles from the time TDM originated in 2012 until February 2022. The identification and screening process of articles for their ability to meet this review's eligibility criteria were facilitated by use of PRISMA and Rayyan. Sixteen articles from the initial search (n = 202) were deemed eligible for inclusion. An analysis of these articles identified five common outcome categories that permeated throughout the research articles: (1) cardiorespiratory fitness (CRF); (2) anthropometry and body composition; (3) PA; (4) cognition; and (5) process evaluation. Results presented from the included articles suggests TDM positively impacts markers of a variety of health-related metrics, namely CRF and PA. However, implementation barriers including TDM's repetitive nature, time constraints associated with competing curriculum demands and inadequate facilities regularly necessitate the adaptation and development of the original TDM format by schools and teachers.
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Affiliation(s)
- Luke Hanna
- Department of Sport, Leisure and Childhood Studies, Munster Technological University, Bishopstown, T12 P928 Cork, Ireland; (C.B.); (C.O.); (E.C.)
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Nielsen JV, Koch S, Skovgaard T. Mind the gap: Danish school heads' ability to implement a national physical activity school requirement. Health Promot Int 2023; 38:7026244. [PMID: 36738453 DOI: 10.1093/heapro/daac193] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023] Open
Abstract
In 2014, the Danish government introduced a wide-ranging reform of primary and lower secondary education that applied to all public schools. A distinctive feature was that it became mandatory for schools to provide an average of 45 min of daily physical activity (PA). The capacity for change of local school heads and the schools overall are considered key to fulfilling such a policy-driven requirement. The aim of this study is therefore to explore local school heads' ability to implement the stated requirement of 45 min of daily PA within their local organizational capacity for change. Eleven semi-structured interviews were conducted across 11 schools. Respondents were school staff with management responsibilities (leading teachers with school management responsibilities, deputy heads and school heads). Results indicate that local school heads are central agents in converting the Danish school requirement of 45 min of daily PA into local action. This includes their ability to advance broad aims into concrete goals, secure supportive structures and organize the implementation strategy. Heads also need to support the staff in building sufficient knowledge capacity on how to arrange and incorporate PA into their daily practice, support the widespread dissemination of this knowledge across the school and reserve work hours for such activities. Assigning local PA ambassadors was particularly highlighted as important implementation support, as they can help build and disseminate knowledge while also broadcasting the school head's strategy and focus on integrating and upholding students' PA levels.
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Affiliation(s)
- Jonas Vestergaard Nielsen
- Centre for Primary and Lower Secondary Education Research, University of Southern Denmark, Odense M, Denmark.,Active Living, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense M, Denmark
| | - Sofie Koch
- Active Living, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense M, Denmark
| | - Thomas Skovgaard
- Centre for Primary and Lower Secondary Education Research, University of Southern Denmark, Odense M, Denmark.,Active Living, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense M, Denmark
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Brustio PR. Commentary: Comment and reflection about Mental health outcomes of the Daily Mile in elementary school children: a single-arm pilot study. The implementation of the Daily Mile in the school context. Child Adolesc Ment Health 2023; 28:183-185. [PMID: 36333914 DOI: 10.1111/camh.12606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/12/2022] [Indexed: 11/07/2022]
Abstract
In 'Mental health outcomes of the Daily Mile in elementary school children: a single-arm pilot study', Arkesteyn et al. (Child and Adolescent Mental Health, 2022) discussed and investigated the effect of a classroom activity break, named The Daily Mile, on pupils' self-esteem, self-perception competence, and mental health. Starting from the interesting and novel results of Arkesteyn et al. (Child and Adolescent Mental Health, 2022), this comment focuses on the concurrent evidence about the effect of The Daily Mile on pupils' physical and mental health. Overall, this comment would reflect and critically review considerations for future research on the topic and to adopt it in the school context.
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Affiliation(s)
- Paolo Riccardo Brustio
- Department of Clinical and Biological Sciences, University of Turin, Turin, Italy
- Neuromuscular Function|Research Group, School of Exercise & Sport Sciences, University of Turin, Turin, Italy
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Schirmer T, Bailey A, Kerr N, Walton A, Ferrington L, Cecilio ME. Start small and let it build; a mixed-method evaluation of a school-based physical activity program, Kilometre Club. BMC Public Health 2023; 23:137. [PMID: 36658556 PMCID: PMC9850327 DOI: 10.1186/s12889-022-14927-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Accepted: 12/22/2022] [Indexed: 01/20/2023] Open
Abstract
BACKGROUND Despite the benefits of physical activity, there is minimal research focusing on factors that influence real-world school-based physical activity programs. Kilometre (KM) Club is an Australian grassroots program which aims to increase physical activity in students through the completion of an outside walk or run at school. This small-scale pilot evaluation aimed to examine families, teachers and principals' perceptions of the benefits, enablers and barriers of KM Club. It also aimed to examine the effects of KM Club on student's physical activity levels during the school day. METHODS Four regional New South Wales (NSW) primary schools participated in this study. 26 families, four teachers, and two principals from School A, C, B and D completed semi-structured interviews to understand their perceptions of KM Club. 21 students completed emotional state-scales to understand their emotions when participating in KM Club. 141 students from Schools B, C and D participated in step-count measures using accelerometers. RESULTS Families, teachers and principals reported a range of benefits such as improved social connectedness, wellbeing, home and classroom behaviours, participation in sport and fitness levels. Enablers consisted of champion engagement, incentives, versatile facilities and integration with other school activities. Identified barriers included the weather and environment, program timing and health issues. Most students reported that participating in KM Club made them feel proud, confident and fantastic. School B reported a significant increase in students' daily step counts on KM Club days compared to non-KM Club days (+ 15%; p = 0.001), while School C reported no significant changes (-5%; p = 0.26). School D reported a significant increase in the number of daily steps taken by KM Club participants compared with non-KM club participants (+ 10%; p = 0.024). CONCLUSION There is no one-size-fits-all approach to implementing school-based physical activity initiatives. However, it appears that flexible and adaptable factors are important to the successful implementation of school-based programs, such as KM Club. This study revealed a variety of self-reported health, wellbeing and educational benefits for students, as well as an increase in student's physical activity levels at 2 of the 3 schools participating in the quantitative data collection. This pilot evaluation may help to inform future design, implementation and scale-up of KM Club and school-based health promotion programs, potentially improving child health, wellbeing and educational outcomes. TRIAL REGISTRATION (LNR223 - LNR/19/NCC/45).
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Affiliation(s)
- Teisha Schirmer
- Mid North Coast Local Health District, Coffs Harbour, NSW, Australia.
| | - Andrew Bailey
- Mid North Coast Local Health District, Coffs Harbour, NSW Australia
| | - Nicola Kerr
- Mid North Coast Local Health District, Coffs Harbour, NSW Australia
| | - Alison Walton
- Mid North Coast Local Health District, Coffs Harbour, NSW Australia
| | - Linda Ferrington
- grid.1005.40000 0004 4902 0432Rural Clinical Campus, University of New South Wales, Port Macquarie, NSW Australia
| | - Michael E. Cecilio
- grid.416088.30000 0001 0753 1056New South Wales Ministry of Health, St Leonards, NSW Australia
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Breslin G, Hillyard M, Brick N, Shannon S, McKay-Redmond B, McConnell B. A systematic review of the effect of The Daily Mile™ on children's physical activity, physical health, mental health, wellbeing, academic performance and cognitive function. PLoS One 2023; 18:e0277375. [PMID: 36634113 PMCID: PMC9836306 DOI: 10.1371/journal.pone.0277375] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Accepted: 12/23/2022] [Indexed: 01/13/2023] Open
Abstract
BACKGROUND A minority of children in the United Kingdom meet the recommended physical activity guidelines. One initiative which has been introduced to try and increase the physical activity levels of school children is The Daily Mile™ (TDM). The aim of this review was to determine the effect of TDM on children's physical activity levels, physical health, mental health, wellbeing, academic performance and cognitive function. METHODS Six databases were systematically searched from TDM's inception (2012) to 30th June 2022. Studies were included if they involved school-aged children (aged 4-12 years), taking part in TDM and measured at least one pre-defined outcome. RESULTS Thirteen studies were included from the 123 studies retrieved. Longer-term participation in TDM was found to increase moderate-to-vigorous physical activity and physical fitness. None of the studies reported a significant change in Body Mass Index or academic performance. An acute bout of TDM was not found to improve cognitive function, however one good-quality study reported that longer-term participation in TDM increased visual spatial working memory. There was evidence from one fair-quality design study that TDM can improve mental health in the short term. There were no significant effects on wellbeing, however scores on self-perceptions improved mainly for children with low baseline self-perceptions. CONCLUSION There is evidence to show that TDM can increase physical activity and physical fitness. However, higher-quality research, with adequate participant randomisation and longer-term, post-intervention follow-up is needed to ensure that any changes accurately reflect the components of TDM and are sustained beyond an intervention time frame. Policy recommendations of TDM increasing PA levels in the short term are supported by the evidence in this review. However, long-term improvement on mental health, wellbeing, academic performance and cognitive function requires further good-to excellent quality research. Promisingly, several protocol articles that include randomised controlled trials with long term follow-up have been published. These higher-quality design studies may provide a stronger evidence-base on the effects of TDM on children's health and should underpin future recommendations in public health policy. SYSTEMATIC REVIEW REGISTRATION PROSPERO CRD42022340303.
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Affiliation(s)
- Gavin Breslin
- Bamford Centre for Mental Health and Wellbeing, School of Psychology, Ulster University, Coleraine, Northern Ireland
- School of Psychology, Ulster University, Coleraine, Northern Ireland
| | - Medbh Hillyard
- Bamford Centre for Mental Health and Wellbeing, School of Psychology, Ulster University, Coleraine, Northern Ireland
- School of Psychology, Ulster University, Coleraine, Northern Ireland
- * E-mail:
| | - Noel Brick
- School of Psychology, Ulster University, Coleraine, Northern Ireland
| | - Stephen Shannon
- Bamford Centre for Mental Health and Wellbeing, School of Psychology, Ulster University, Coleraine, Northern Ireland
- School of Psychology, Ulster University, Coleraine, Northern Ireland
- Sport and Exercise Sciences Research Institute, Ulster University, Belfast, Northern Ireland
| | - Brenda McKay-Redmond
- Early Childhood Studies Department, Stranmillis University College, Belfast, Northern Ireland
| | - Barbara McConnell
- Early Childhood Studies Department, Stranmillis University College, Belfast, Northern Ireland
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McLellan G, Arthur R, Donnelly S, Bakshi A, Fairclough SJ, Taylor SL, Buchan DS. Feasibility and Acceptability of a Classroom-Based Active Breaks Intervention for 8-12-Year-Old Children. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2022; 93:813-824. [PMID: 34748469 DOI: 10.1080/02701367.2021.1923627] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Accepted: 04/23/2021] [Indexed: 06/13/2023]
Abstract
Purpose: This study explored the feasibility of conducting a classroom-based active breaks intervention on sedentary behavior (SB), physical activity (PA) and attention in 8-12-year-old children. Methods: Eight schools were randomized on a 1:1 basis to the control or intervention. Teachers selected 10 cards detailing an activity break at random. Children then undertook each of the ten activity breaks for 30 s, three times per day for 6 weeks. School and participant recruitment, attrition rates, percentage of outcome measures collected, and acceptability were used to explore the feasibility of the study. Mixed effects models were undertaken to examine intervention effects upon measures of PA, SB and attention. Results: Two hundred and thirty-nine consent forms were issued and 153 were returned (64%). Of the 153 consents, 146 children (95%) were measured at baseline, and 117 participated in the follow-up measures (80%) 6 weeks later suggesting the intervention was acceptable for the participants. From teacher interviews, it was noted that the intervention was feasible to implement, and teachers observed positive classroom behavior changes in children. Inclusion rates for outcome measures ranged from 49% to 66%. Significant, intervention effects were observed for sitting time (B = -27.19; 95%CI: -36.84, -17.17), standing time (B = 23.51; 95%CI 14.1, 32.45) and the number of sit to stand transitions (B = 16.1; 95%CI 4.7, 26.79). Conclusion: Findings suggest that it was feasible and acceptable to implement an active breaks intervention within the classroom setting. Future work should consider the effectiveness of implementing this intervention across a full academic year.
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Affiliation(s)
| | - Rosie Arthur
- The University of the West of Scotland, Lanarkshire Campus
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Arkesteyn A, Vancampfort D, Firth J, Van Damme T. Mental health outcomes of the Daily Mile in elementary school children: a single-arm pilot study. Child Adolesc Ment Health 2022; 27:361-368. [PMID: 35748760 DOI: 10.1111/camh.12573] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/04/2022] [Indexed: 02/02/2023]
Abstract
BACKGROUND School-based physical activity (PA) programmes such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting PA recommendations. This study is the first to examine TDM (a daily one mile outdoor run/walk performed at a self-selected pace during school hours) on mental health, self-esteem and self-perceived competence of elementary schoolchildren. METHODS In total, 550 children (n = 289 boys, aged 5-13 years) were recruited from seven schools across Flanders. The Self-Perception Profile for Children (SPPC) and the Strengths and Difficulties Questionnaire (SDQ) were completed before, during and post-intervention. One-way repeated measures ANOVA was used to examine changes over time. Additional subgroup analyses of children with low scores on the SPPC (-1SD) were performed. RESULTS Only perceived global self-worth (SPPC) was significantly higher (p = .041) following TDM. However, in children with low baseline SPPC scores, significant increases with large effect sizes were found for global self-worth (p = <.001), scholastic competence (p = .001), social competence (p = .003), athletic competence (p = .002), physical appearance (p = <.001) and behavioural conduct (p = .003) following TDM. Moreover, significant reductions over time were reported by parents for total difficulties (p < .001), hyperactivity (p = .004), peer problems (p = .008) and emotional symptoms (p = <.001) and an increase in prosocial behaviour (p = .038) on the SDQ following TDM. However, no changes for conduct problems were observed (p = .143). CONCLUSIONS The study is the first to indicate that TDM potentially improves mental health, self-esteem and self-perceived competence in elementary schoolchildren, especially in those with a poor mental health status. Randomised controlled trials are now required to more definitively test these findings.
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Affiliation(s)
- Anke Arkesteyn
- Department of Rehabilitation Sciences, KU Leuven, Leuven, Belgium
| | - Davy Vancampfort
- Department of Rehabilitation Sciences, KU Leuven, Leuven, Belgium
- University Psychiatric Center, KU Leuven, Kortenberg, Belgium
| | - Joseph Firth
- Division of Psychology and Mental Health, University of Manchester, Manchester, UK
| | - Tine Van Damme
- Department of Rehabilitation Sciences, KU Leuven, Leuven, Belgium
- University Psychiatric Center, KU Leuven, Kortenberg, Belgium
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Ram B, Foley KA, van Sluijs E, Hargreaves DS, Viner RM, Saxena S. Developing a core outcome set for physical activity interventions in primary schools: a modified-Delphi study. BMJ Open 2022; 12:e061335. [PMID: 36180126 PMCID: PMC9528589 DOI: 10.1136/bmjopen-2022-061335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 08/26/2022] [Indexed: 02/02/2023] Open
Abstract
OBJECTIVES To develop a core outcome set (COS) for physical activity interventions in primary schools. DESIGN Modified-Delphi study. SETTING The UK and international. PARTICIPANTS 104 participants from four stakeholder groups (educators, public health professionals, health researchers, parents); 16 children (aged 8-9 years) from 1 London primary school. INTERVENTIONS Physical activity interventions. METHODS Four-stage process: (1) outcomes extracted from relevant studies identified from an umbrella review and a focus group; (2) list of outcomes produced and domains established; (3) stakeholders completed a two-round Delphi survey by rating (Round 1) and re-rating (Round 2) each outcome on a nine-point Likert Scale from 'not important' to 'critical': a>70% participant threshold identified the outcomes rated 'critical' to measure, and outcomes important to children were identified through a workshop; and (4) a stakeholder meeting to achieve consensus of the outcomes to include in the COS. RESULTS In total, 74 studies were extracted from 53 reviews. A list of 50 outcomes was produced and three domains were established: 'physical activity and health' (16 outcomes), 'social and emotional health' (22 outcomes) and 'educational performance' (12 outcomes). 104 participants completed survey Round 1; 65 participants completed both rounds. In total, 13 outcomes met the threshold; children identified 8 outcomes. Fourteen outcomes achieved consensus to produce the COS: five outcomes for physical activity and health (diet (varied and balanced), energy, fitness, intensity of physical activity, sleep (number of hours)); seven outcomes for social and emotional health (anxiety, depression, enjoyment, happiness, self-esteem, stress, well-being); and two outcomes for educational performance (concentration, focus). CONCLUSIONS We have developed the first COS for physical activity interventions in primary schools in consultation with those interested in the development and application of an agreed standardised set of outcomes. Future studies including these outcomes will reduce heterogeneity across studies. TRIAL REGISTRATION NUMBER Core Outcome Measures in Effectiveness Trials Initiative registration number 1322; Results.
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Affiliation(s)
- Bina Ram
- Primary Care and Public Health, Imperial College London, London, UK
| | | | - Esther van Sluijs
- MRC Epidemiology Unit, University of Cambridge School of Clinical Medicine, Cambridge, Cambridgeshire, UK
| | - Dougal S Hargreaves
- Primary Care and Public Health, Imperial College London, London, UK
- Mohn Centre for Children's Health and Wellbeing, Imperial College London, London, UK
| | - Russell M Viner
- Population, Policy and Practice Research Programme, UCL Institute of Child Health, London, UK
| | - Sonia Saxena
- Primary Care and Public Health, Imperial College London, London, UK
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Venkatraman T, Honeyford K, Ram B, M F van Sluijs E, Costelloe CE, Saxena S. Identifying local authority need for, and uptake of, school-based physical activity promotion in England-a cluster analysis. J Public Health (Oxf) 2022; 44:694-703. [PMID: 33942861 PMCID: PMC9424056 DOI: 10.1093/pubmed/fdab138] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Revised: 01/21/2021] [Accepted: 01/29/2021] [Indexed: 01/09/2023] Open
Abstract
BACKGROUND School-based physical activity interventions such as The Daily Mile (TDM) are widely promoted in children's physical activity guidance. However, targeting such interventions to areas of greatest need is challenging since determinants vary across geographical areas. Our study aimed to identify local authorities in England with the greatest need to increase children's physical activity and assess whether TDM reaches school populations in areas with the highest need. METHODS This was a cross-sectional study using routinely collected data from Public Health England. Datasets on health, census and the built environment were linked. We conducted a hierarchical cluster analysis to group local authorities by 'need' and estimated the association between 'need' and registration to TDM. RESULTS We identified three clusters of high, medium and low need for physical activity interventions in 123 local authorities. Schools in high-need areas were more likely to be registered with TDM (incidence rate ratio 1.25, 95% confidence interval: 1.12-1.39) compared with low-need areas. CONCLUSIONS Determinants of children's physical activity cluster geographically across local authorities in England. TDM appears to be an equitable intervention reaching schools in local authorities with the highest needs. Health policy should account for clustering of health determinants to match interventions with populations most in need.
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Affiliation(s)
- Tishya Venkatraman
- Department of Primary Care and Public Health, Imperial College London, London, W6 8RP, UK
| | - Kate Honeyford
- Department of Primary Care and Public Health, Imperial College London, London, W6 8RP, UK
| | - Bina Ram
- Department of Primary Care and Public Health, Imperial College London, London, W6 8RP, UK
| | - Esther M F van Sluijs
- MRC Epidemiology Unit & Centre for Diet and Activity Research (CEDAR), University of Cambridge, Cambridge, CB2 0QQ, UK
| | - Céire E Costelloe
- Department of Primary Care and Public Health, Imperial College London, London, W6 8RP, UK
| | - Sonia Saxena
- Department of Primary Care and Public Health, Imperial College London, London, W6 8RP, UK
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Dring KJ, Hatch LA, Williams RA, Morris JG, Sunderland C, Nevill ME, Cooper SB. Effect of 5-weeks participation in The Daily Mile on cognitive function, physical fitness, and body composition in children. Sci Rep 2022; 12:14309. [PMID: 35995812 PMCID: PMC9395391 DOI: 10.1038/s41598-022-18371-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Accepted: 08/10/2022] [Indexed: 12/04/2022] Open
Abstract
The aim of the present study was to determine the effect of 5-weeks participation in The Daily Mile on cognitive function, physical fitness, and adiposity in primary school children. In a quasi-experimental study, one class from each school completed The Daily Mile (n = 44) or acted as a control group (n = 35). Baseline measures included cognitive function tests (Stroop test, Sternberg paradigm, Flanker task), physical fitness (multi-stage fitness test) and body composition (BMI percentile, waist:hip circumference, sum of skinfolds). The intervention group completed 5-weeks of The Daily Mile. Follow-up measurements were completed within 48-h of the last training session. Data were analysed via ANCOVA, examining between group differences at follow-up, controlling for baseline values. Response times on the complex Stroop test were faster at follow-up in the intervention group (Intervention: 1357 ms [1280–1400 ms]; Control: 1463 ms, [1410–1523 ms], d = 0.31, p = 0.048). There was no effect of The Daily Mile on the Sternberg paradigm or Flanker test. Physical fitness was greater at follow-up in the intervention group (Intervention: 880 m, [820–940 m]; Control: 740 m, [680–800 m], d = 0.39, p = 0.002). There was no effect of the intervention on adiposity. In conclusion, five-weeks of The Daily Mile enhanced inhibitory control and physical fitness in children, but did not affect working memory, attention, or adiposity.
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Affiliation(s)
- Karah J Dring
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK.
| | - Lorna A Hatch
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
| | - Ryan A Williams
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
| | - John G Morris
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
| | - Caroline Sunderland
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
| | - Mary E Nevill
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
| | - Simon B Cooper
- Sport Health and Performance Enhancement (SHAPE) Research Group, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Nottingham, NG11 8NS, UK
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17
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Booth JN, Chesham RA, Brooks NE, Gorely T, Moran CN. The Impact of the Daily Mile™ on School Pupils' Fitness, Cognition, and Wellbeing: Findings From Longer Term Participation. Front Psychol 2022; 13:812616. [PMID: 35572274 PMCID: PMC9095969 DOI: 10.3389/fpsyg.2022.812616] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2021] [Accepted: 02/22/2022] [Indexed: 12/12/2022] Open
Abstract
Background School based running programmes, such as The Daily Mile™, positively impact pupils' physical health, however, there is limited evidence on psychological health. Additionally, current evidence is mostly limited to examining the acute impact. The present study examined the longer term impact of running programmes on pupil cognition, wellbeing, and fitness. Method Data from 6,908 school pupils (mean age 10.2 ± 0.7 years), who were participating in a citizen science project, was examined. Class teachers provided information about participation in school based running programmes. Participants completed computer-based tasks of inhibition, verbal and visual-spatial working memory, as well as the Children's Feeling scale and Felt arousal scale to determine subjective wellbeing. A multistage 20-m shuttle run test was used to estimate fitness. Results From our total sample of 6,908 school pupils, 474 participants had been taking part in a running programme for <2 months (Shorter term participation); 1,004 participants had Longer Term participation (>3 months); and 5,430 did not take part in a running programme. The Longer Term participation group had higher fitness levels than both other groups and this remained significant when adjusted for age, sex and SES. Moderated regression analysis found that for the Shorter Term participation group, higher shuttle distance was associated with better visual-spatial working memory. Effect sizes were small though. Conclusion We identified small and selective positive impact of participation in school based running programmes on fitness and cognition. While no long term benefit was identified for cognition or wellbeing, the impact on fitness and short term benefit suggest schools should consider participation.
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Affiliation(s)
- Josephine N Booth
- Moray House School of Education and Sport, University of Edinburgh, Scotland, United Kingdom
| | - Ross A Chesham
- Faculty of Health Sciences and Sport, University of Stirling, Scotland, United Kingdom
| | - Naomi E Brooks
- Faculty of Health Sciences and Sport, University of Stirling, Scotland, United Kingdom
| | - Trish Gorely
- School of Health, Social Care and Life Sciences, Centre for Health Sciences, University of the Highlands and Islands, Inverness, United Kingdom
| | - Colin N Moran
- Faculty of Health Sciences and Sport, University of Stirling, Scotland, United Kingdom
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Lupo C, Boccia G, Ungureanu AN, Mulasso A, De Pasquale P, Mancini A, Buono P, Rainoldi A, Brustio PR. The Cut-Off Value for Classifying Active Italian Children Using the Corresponding National Version of the Physical Activity Questionnaire. Sports (Basel) 2022; 10:sports10040061. [PMID: 35447871 PMCID: PMC9027592 DOI: 10.3390/sports10040061] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2021] [Revised: 04/08/2022] [Accepted: 04/11/2022] [Indexed: 11/16/2022] Open
Abstract
The present study aimed to determine a cut-off value following the filling in of a questionnaire (PAQ-C-It) to identify active Italian children. One-hundred-twenty-nine primary school children (5 Piedmont schools; 47.3% female; mean age = 10 ± 1 years) wore an accelerometer (Actigraph wGT3X-BT) to objectively quantify individual moderate-to-vigorous physical activity during one week. Afterwards, the PAQ-C-It was filled in by participants. A ROC curve procedure was applied to obtain an active/non-active cut-off point. Spearman’s correlation coefficient was also applied to establish the relationship between the two parameters. According to the ROC analysis, the PAQ-C-It cut-off point value is identifiable at >2.75 to indicate active children (area under the curve = 0.62; standard error = 0.05; p = 0.025; coefficient intervals = 0.518−0.716; sensitivity = 0.592, specificity = 0.382), determining that 65 participants (55%) were non-active (mean PAQ-C-It value = 2.3 ± 0.4; active mean PAQ-C-It value = 3.3 ± 0.4). Spearman’s correlation coefficient results were significant but with a small effect size (rho = 0.214; p = 0.008). In conclusion, the present results suggest that the PAQ-C-It can be cautiously used as tool to practically classify active Italian children because of a non-solid relationship between respective accelerometer data and MVPA daily data.
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Affiliation(s)
- Corrado Lupo
- NeuroMuscularFunction, Research Group, School of Exercise & Sport Sciences, University of Turin, 10143 Turin, Italy; (G.B.); (A.N.U.); (A.M.); (P.D.P.); (A.R.); (P.R.B.)
- Department of Medical Science, University of Turin, 10143 Turin, Italy
- Correspondence: ; Tel.: +39-011-6708-083
| | - Gennaro Boccia
- NeuroMuscularFunction, Research Group, School of Exercise & Sport Sciences, University of Turin, 10143 Turin, Italy; (G.B.); (A.N.U.); (A.M.); (P.D.P.); (A.R.); (P.R.B.)
- Department of Clinical and Biological Sciences, University of Turin, 10143 Turin, Italy
| | - Alexandru Nicolae Ungureanu
- NeuroMuscularFunction, Research Group, School of Exercise & Sport Sciences, University of Turin, 10143 Turin, Italy; (G.B.); (A.N.U.); (A.M.); (P.D.P.); (A.R.); (P.R.B.)
- Department of Medical Science, University of Turin, 10143 Turin, Italy
| | - Anna Mulasso
- NeuroMuscularFunction, Research Group, School of Exercise & Sport Sciences, University of Turin, 10143 Turin, Italy; (G.B.); (A.N.U.); (A.M.); (P.D.P.); (A.R.); (P.R.B.)
- Department of Medical Science, University of Turin, 10143 Turin, Italy
| | - Paolo De Pasquale
- NeuroMuscularFunction, Research Group, School of Exercise & Sport Sciences, University of Turin, 10143 Turin, Italy; (G.B.); (A.N.U.); (A.M.); (P.D.P.); (A.R.); (P.R.B.)
- Department of Medical Science, University of Turin, 10143 Turin, Italy
| | - Annamaria Mancini
- Department of Movement Sciences and Wellness (DiSMEB), University Parthenope, 80133 Naples, Italy; (A.M.); (P.B.)
- CEINGE-Biotecnologie Avanzate, 80145 Naples, Italy
| | - Pasqualina Buono
- Department of Movement Sciences and Wellness (DiSMEB), University Parthenope, 80133 Naples, Italy; (A.M.); (P.B.)
| | - Alberto Rainoldi
- NeuroMuscularFunction, Research Group, School of Exercise & Sport Sciences, University of Turin, 10143 Turin, Italy; (G.B.); (A.N.U.); (A.M.); (P.D.P.); (A.R.); (P.R.B.)
- Department of Medical Science, University of Turin, 10143 Turin, Italy
| | - Paolo Riccardo Brustio
- NeuroMuscularFunction, Research Group, School of Exercise & Sport Sciences, University of Turin, 10143 Turin, Italy; (G.B.); (A.N.U.); (A.M.); (P.D.P.); (A.R.); (P.R.B.)
- Department of Neuroscience, Biomedicine and Movement, University of Verona, 37131 Verona, Italy
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Kuzik N, da Costa BGG, Hwang Y, Verswijveren SJJM, Rollo S, Tremblay MS, Bélanger S, Carson V, Davis M, Hornby S, Huang WY, Law B, Salmon J, Tomasone JR, Wachira LJ, Wijndaele K, Saunders TJ. School-related sedentary behaviours and indicators of health and well-being among children and youth: a systematic review. Int J Behav Nutr Phys Act 2022; 19:40. [PMID: 35382825 PMCID: PMC8979786 DOI: 10.1186/s12966-022-01258-4] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2021] [Accepted: 02/08/2022] [Indexed: 12/31/2022] Open
Abstract
BACKGROUND The purpose of this systematic review was to examine the associations between school-related sedentary behaviours and indicators of health and well-being in children and youth (~ 5-18 years) attending school. METHODS This review was conducted to inform the development of School-Related Sedentary Behaviour Recommendations. Peer-reviewed, published, or in-press articles in English were included. Reviews, meta-analyses, and case studies were excluded; all other study designs were eligible. Further, articles had to meet the a priori study criteria for population, intervention, comparator (PROSPERO ID: CRD42021227600). Embase, MEDLINE® ALL, and PsycINFO were searched. Risk of bias was assessed for individual experimental studies using the Cochrane risk of bias assessment tool, and in observational studies based on the GRADE framework and in line with previous systematic reviews examining sedentary behaviours in children. Overall quality of evidence was assessed using the GRADE framework for each outcome category and study design. Results were synthesized narratively, grouped by study design and outcome category. Further, several high-level summaries were conducted to help interpret results. RESULTS Evidence was synthesized from 116 reports, including 1,385,038 participants and 1173 extracted associations. More school-related sedentary behaviour was favourably associated with nearly one-third of extracted associations for cognitive (33%) and social-emotional (32%) indicators (e.g., less anxiety), but unfavourably associated with other movement behaviours (e.g., less physical activity) (35%). Active lessons were favourable (72%), compared to more school-related sedentary behaviours, when examining associations for all health and well-being indicators. More homework was favourable across all health and well-being indicators in 4% of extracted associations for primary school children, and 25% of extracted associations for secondary school children. However, ≥2 h/day of homework appeared to be unfavourable for health and well-being. Limitations for synthesized studies included generally low quality of evidence and a lack of studies in South American, African, or low-middle income countries. CONCLUSIONS Findings can help inform policy makers, schools, and teachers, regarding the amount of homework assigned and the introduction of active lessons into the classroom to enhance health and well-being of children. More research is needed examining school-related sedentary behaviours and indicators of health and well-being in low- and middle-income countries.
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Affiliation(s)
- Nicholas Kuzik
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada. .,Department of Pediatrics, Faculty of Medicine, University of Ottawa, Ottawa, Canada.
| | - Bruno G. G. da Costa
- grid.260989.c0000 0000 8588 8547School of Physical & Health Education, Nipissing University, North Bay, Canada
| | - Yeongho Hwang
- grid.17089.370000 0001 2190 316XFaculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, Canada
| | - Simone J. J. M. Verswijveren
- grid.1021.20000 0001 0526 7079Institute for Physical Activity and Nutrition, Deakin University, Geelong, Australia
| | - Scott Rollo
- grid.414148.c0000 0000 9402 6172Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, Canada ,grid.28046.380000 0001 2182 2255Department of Pediatrics, Faculty of Medicine, University of Ottawa, Ottawa, Canada
| | - Mark S. Tremblay
- grid.414148.c0000 0000 9402 6172Healthy Active Living and Obesity Research Group, Children’s Hospital of Eastern Ontario Research Institute, Ottawa, Canada ,grid.28046.380000 0001 2182 2255Department of Pediatrics, Faculty of Medicine, University of Ottawa, Ottawa, Canada ,grid.34428.390000 0004 1936 893XDepartment of Health Sciences, Carleton University, Ottawa, Canada
| | - Stacey Bélanger
- grid.14848.310000 0001 2292 3357Département de Pédiatrie, Faculté de Médicine, Université de Montréal and CHU Sainte Justine, CIRENE (Centre Intégré du Réseau en Neurodéveloppement de L’Enfant), Montréal, Quebec Canada
| | - Valerie Carson
- grid.17089.370000 0001 2190 316XFaculty of Kinesiology, Sport, and Recreation, University of Alberta, Edmonton, Canada
| | - Melanie Davis
- Physical and Health Education (PHE) Canada, Ottawa, Canada
| | - Susan Hornby
- Pan-Canadian Joint Consortium for School Health (JCSH), Summerside, Canada
| | - Wendy Yajun Huang
- grid.221309.b0000 0004 1764 5980Department of Sport, Physical Education and Health, Hong Kong Baptist University, Hong Kong, China
| | - Barbi Law
- grid.260989.c0000 0000 8588 8547School of Physical & Health Education, Nipissing University, North Bay, Canada
| | - Jo Salmon
- grid.1021.20000 0001 0526 7079Institute for Physical Activity and Nutrition, Deakin University, Geelong, Australia
| | - Jennifer R. Tomasone
- grid.410356.50000 0004 1936 8331School of Kinesiology and Health Studies, Queen’s University, Kingston, Canada
| | - Lucy-Joy Wachira
- grid.9762.a0000 0000 8732 4964Physical Education, Exercise and Sports Science, Kenyatta University, Nairobi, Kenya
| | - Katrien Wijndaele
- grid.5335.00000000121885934MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - Travis J. Saunders
- grid.139596.10000 0001 2167 8433Department of Applied Human Sciences, University of Prince Edward Island, Charlottetown, Canada
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Okely AD, Ghersi D, Loughran SP, Cliff DP, Shilton T, Jones RA, Stanley RM, Sherring J, Toms N, Eckermann S, Olds TS, Zhang Z, Parrish AM, Kervin L, Downie S, Salmon J, Bannerman C, Needham T, Marshall E, Kaufman J, Brown L, Wille J, Wood G, Lubans DR, Biddle SJH, Pill S, Hargreaves A, Jonas N, Schranz N, Campbell P, Ingram K, Dean H, Verrender A, Ellis Y, Chong KH, Dumuid D, Katzmarzyk PT, Draper CE, Lewthwaite H, Tremblay MS. A collaborative approach to adopting/adapting guidelines. The Australian 24-hour movement guidelines for children (5-12 years) and young people (13-17 years): An integration of physical activity, sedentary behaviour, and sleep. Int J Behav Nutr Phys Act 2022; 19:2. [PMID: 34991606 PMCID: PMC8734238 DOI: 10.1186/s12966-021-01236-2] [Citation(s) in RCA: 33] [Impact Index Per Article: 16.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Accepted: 12/08/2021] [Indexed: 12/20/2022] Open
Abstract
Abstract Background In 2018, the Australian Government updated the Australian Physical Activity and Sedentary Behaviour Guidelines for Children and Young People. A requirement of this update was the incorporation of a 24-hour approach to movement, recognising the importance of adequate sleep. The purpose of this paper was to describe how the updated Australian 24-Hour Movement Guidelines for Children and Young People (5 to 17 years): an integration of physical activity, sedentary behaviour and sleep were developed and the outcomes from this process. Methods The GRADE-ADOLOPMENT approach was used to develop the guidelines. A Leadership Group was formed, who identified existing credible guidelines. The Canadian 24-Hour Movement Guidelines for Children and Youth best met the criteria established by the Leadership Group. These guidelines were evaluated based on the evidence in the GRADE tables, summaries of findings tables and recommendations from the Canadian Guidelines. We conducted updates to each of the Canadian systematic reviews. A Guideline Development Group reviewed, separately and in combination, the evidence for each behaviour. A choice was then made to adopt or adapt the Canadian recommendations for each behaviour or create de novo recommendations. We then conducted an online survey (n=237) along with three focus groups (n=11 in total) and 13 key informant interviews. Stakeholders used these to provide feedback on the draft guidelines. Results Based on the evidence from the Canadian systematic reviews and the updated systematic reviews in Australia, the Guideline Development Group agreed to adopt the Canadian recommendations and, apart from some minor changes to the wording of good practice statements, maintain the wording of the guidelines, preamble, and title of the Canadian Guidelines. The Australian Guidelines provide evidence-informed recommendations for a healthy day (24-hours), integrating physical activity, sedentary behaviour (including limits to screen time), and sleep for children (5-12 years) and young people (13-17 years). Conclusions To our knowledge, this is only the second time the GRADE-ADOLOPMENT approach has been used to develop movement behaviour guidelines. The judgments of the Australian Guideline Development Group did not differ sufficiently to change the directions and strength of the recommendations and as such, the Canadian Guidelines were adopted with only very minor alterations. This allowed the Australian Guidelines to be developed in a shorter time frame and at a lower cost. We recommend the GRADE-ADOLOPMENT approach, especially if a credible set of guidelines that was developed using the GRADE approach is available with all supporting materials. Other countries may consider this approach when developing and/or revising national movement guidelines. Supplementary Information The online version contains supplementary material available at 10.1186/s12966-021-01236-2.
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Affiliation(s)
- Anthony D Okely
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia. .,Illawarra Health and Medical Research Institute, Wollongong, Australia.
| | - Davina Ghersi
- Research Policy and Translation, National Health and Medical Research Council, Canberra, Australia.,National Health & Medical Research Council Clinical Trials Centre, Sydney Medical School, University of Sydney, Sydney, Australia
| | - Sarah P Loughran
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia.,Illawarra Health and Medical Research Institute, Wollongong, Australia
| | - Dylan P Cliff
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia.,Illawarra Health and Medical Research Institute, Wollongong, Australia
| | - Trevor Shilton
- National Heart Foundation (WA), 334 Rokeby Road, Subiaco, Australia
| | - Rachel A Jones
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia.,Illawarra Health and Medical Research Institute, Wollongong, Australia
| | - Rebecca M Stanley
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia.,Illawarra Health and Medical Research Institute, Wollongong, Australia
| | - Julie Sherring
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Natalie Toms
- Preventive Programs, Commonwealth Department of Health, Canberra, Australia
| | - Simon Eckermann
- Australian Health Services Research Institute, University of Wollongong, Wollongong, Australia
| | - Timothy S Olds
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, Australia
| | - Zhiguang Zhang
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Anne-Maree Parrish
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Lisa Kervin
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Sandra Downie
- Preventive Programs, Commonwealth Department of Health, Canberra, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition (IPAN), Deakin University, Melbourne, Australia
| | | | | | | | - Jordy Kaufman
- Swinburne University of Technology, Melbourne, Australia
| | - Layne Brown
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Janecke Wille
- Federation of Ethnic Communities Council of Australia (FECCA), Canberra, Australia
| | - Greg Wood
- Australian Sports Commission, Leederville, Western Australia
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Newcastle, Australia
| | - Stuart J H Biddle
- Centre for Health Research, University of Southern Queensland, Springfield Central, Toowoomba, Australia
| | - Shane Pill
- The Australian Council for Health, Physical Education and Recreation (ACHPER), Wayville, Australia and Flinders University, Adelaide, South Australia
| | | | - Natalie Jonas
- Australian Curriculum, Assessment and Reporting Authority (ACARA), SA, Sydney, Australia
| | - Natasha Schranz
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, Australia.,Active Healthy Kids Australia, Adelaide, Australia and National Heart Foundation, Adelaide, South Australia
| | - Perry Campbell
- Australian Children's Education & Care Quality Authority (ACECQA), Sydney, Australia
| | - Karen Ingram
- NSW Education Standards Authority (NESA), Sydney, Australia
| | - Hayley Dean
- NSW Education Standards Authority (NESA), Sydney, Australia
| | - Adam Verrender
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Yvonne Ellis
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Kar Hau Chong
- Faculty of Arts, Social Sciences and Humanities, School of Health and Society, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Dorothea Dumuid
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, Australia
| | | | - Catherine E Draper
- SAMRC/Wits Developmental Pathways for Health, University of the Witwatersrand, Johannesburg, South Africa
| | - Hayley Lewthwaite
- Australian Health Services Research Institute, University of Wollongong, Wollongong, Australia
| | - Mark S Tremblay
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada
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21
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Woodforde J, Alsop T, Salmon J, Gomersall S, Stylianou M. Effects of school-based before-school physical activity programmes on children's physical activity levels, health and learning-related outcomes: a systematic review. Br J Sports Med 2021; 56:740-754. [PMID: 34815223 DOI: 10.1136/bjsports-2021-104470] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/20/2021] [Indexed: 01/22/2023]
Abstract
OBJECTIVE To review and evaluate the impact of school-based, before-school physical activity (PA) programmes on children's PA levels, health and learning-related outcomes. DESIGN Systematic review. DATA SOURCES PubMed, PsycINFO, Scopus, Embase and ERIC were searched in January 2021. ELIGIBILITY CRITERIA FOR SELECTING STUDIES: (1) Original research published in English, (2) sample included typically developing school-age children and/or adolescents, (3) examined school-based PA programmes delivered before school, (4) included a comparator and (5) reported associations with PA, physical health, learning-related and/or psychosocial outcomes. Studies examining before-school active transport or sport were excluded. RESULTS Thirteen articles representing 10 studies were included (published 2012-2020); seven conducted in primary schools. Programmes ranged between 3 weeks and 6 months, primarily operating daily and for 25-40 min. One study examined a programme informed by theory; six incorporated fidelity measures. Data synthesis, considering consistency of findings, showed indeterminate associations for the domains of physical health, learning-related and psychosocial outcomes. Among subdomains, synthesis showed positive associations with before-school and daily PA, cardiorespiratory and muscular fitness, readiness to learn and an inverse association with adiposity. Risk of bias was high/serious or insufficiently detailed across studies and outcome domains, except PA, which included moderate-risk studies. CONCLUSION There is limited available evidence on school-based, before-school PA programmes, with some positive associations at domain and subdomain levels. Continued research is justified to understand the role of before-school programmes for facilitating PA. Future research should follow recommended practice for intervention design and process evaluation, and address under-represented contexts, including secondary schools. PROSPERO REGISTRATION NUMBER CRD42020181108.
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Affiliation(s)
- James Woodforde
- School of Human Movement and Nutrition Sciences, The University of Queensland, St Lucia, Queensland, Australia
| | - Tahlia Alsop
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Queensland, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, Victoria, Australia
| | - Sjaan Gomersall
- School of Human Movement and Nutrition Sciences, The University of Queensland, St Lucia, Queensland, Australia.,School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Queensland, Australia
| | - Michalis Stylianou
- School of Human Movement and Nutrition Sciences, The University of Queensland, St Lucia, Queensland, Australia
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22
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Koch S, Pawlowski CS, Skovgaard T, Pedersen NH, Troelsen J. Exploring implementation of a nationwide requirement to increase physical activity in the curriculum in Danish public schools: a mixed methods study. BMC Public Health 2021; 21:2073. [PMID: 34763700 PMCID: PMC8588597 DOI: 10.1186/s12889-021-12152-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 10/25/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND In 2014, the Danish Government introduced a wide-ranging school reform that applied to all public schools in Denmark. A distinctive feature of the reform was that it became mandatory to implement an average of 45 min of daily physical activity within the curriculum. Using the RE-AIM framework as an evaluation tool, the objective of the current study was to evaluate the reach, effectiveness, adoption, implementation, and maintenance of mandatory physical activity within the curriculum at ten Danish schools. METHODS A complementary mixed-methods approach using accelerometers, questionnaires, and semi-structured interviews was conducted. A total of 10 schools were invited to participate, including 846 students, 76 teachers, and 10 school managers on various levels. Students were invited to wear an accelerometer for seven consecutive days. Teachers were invited to participate in a questionnaire, and school managers were encouraged to take part in a semi-structured interview. RESULTS Results showed that, on average, 45.2% of the students were active at least 45 min daily within the curriculum. Teacher and school management interest in physical activity, competencies development, and shared decision-making were identified as central factors for adoption of the requirement. Scheduling physical activity within scheduels and collaborations with external parties were found to influence implementation. Finally, internal coordination, motivated school staff, and school management priority were identified as central factors for maintenance. CONCLUSIONS This study provides an evaluation on a nationwide physical activity requirement in Danish public schools. When introducing a wide-ranging nation-wide requirement on physical activity within the curriculum, school managers need to prioritize and support the implementation process. Teachers need to be involved in the decision processes in order to ensure motivation and local ownership. The study also highlights the benefits of an internal coordinator as well as development of a shared strategy among schools, municipalities, and other stakeholders in order to succeed with the implementation.
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Affiliation(s)
- Sofie Koch
- Research Unit for Active Living, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark.
| | - Charlotte Skau Pawlowski
- Research Unit for Active Living, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Thomas Skovgaard
- Research Unit for Active Living, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark.,Research and Implementation Centre for Human Movement and Learning, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Natascha Holbæk Pedersen
- Centre of Research in Childhood Health, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej, 55, Odense M, Denmark.,Research Unit for Exercise Epidemiology, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej, 55, Odense M, Denmark
| | - Jens Troelsen
- Research Unit for Active Living, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
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23
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Ram B, Chalkley A, van Sluijs E, Phillips R, Venkatraman T, Hargreaves DS, Viner RM, Saxena S. Impact of The Daily Mile on children's physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol. BMJ Open 2021; 11:e045879. [PMID: 34049916 PMCID: PMC8166593 DOI: 10.1136/bmjopen-2020-045879] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2020] [Accepted: 05/14/2021] [Indexed: 11/10/2022] Open
Abstract
INTRODUCTION School-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children's physical and mental health and educational attainment throughout primary school. METHODS AND ANALYSIS: iMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5-6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from 'below expected' to 'above expected levels'). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant. ETHICS AND DISSEMINATION Ethics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.
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Affiliation(s)
- Bina Ram
- Faculty of Medicine, School of Public Health, Imperial College London, London, UK
| | - Anna Chalkley
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UK
| | | | - Rachel Phillips
- Faculty of Medicine, School of Public Health, Imperial College London, London, UK
| | - Tishya Venkatraman
- Faculty of Medicine, School of Public Health, Imperial College London, London, UK
| | - Dougal S Hargreaves
- Faculty of Medicine, School of Public Health, Imperial College London, London, UK
- Department for Education, London, UK
| | - Russell M Viner
- Institute of Child Health, University College London, London, UK
| | - Sonia Saxena
- Faculty of Medicine, School of Public Health, Imperial College London, London, UK
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24
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Educators Perspectives on the Value of Physical Education, Physical Activity and Fundamental Movement Skills for Early Years Foundation Stage Children in England. CHILDREN-BASEL 2021; 8:children8050338. [PMID: 33925938 PMCID: PMC8145741 DOI: 10.3390/children8050338] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Revised: 04/20/2021] [Accepted: 04/25/2021] [Indexed: 11/17/2022]
Abstract
There is a lack of information available for physical education (PE) provision in the early years foundation stage (EYFS), prompting concern about what is currently delivered in schools and the values behind the approaches taken. Using semi-structured interviews, this study investigated educators’ perspectives on the value of PE and physical activity (PA) for EYFS children across England in relation to opportunities for, barriers to, and benefits of PA and PE. This study collected important stakeholder views and can help shape the impact and implementation of fundamental movement skills (FMS) and PA interventions at the EYFS.
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25
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Activity patterns of primary school children during participation in The Daily Mile. Sci Rep 2021; 11:7462. [PMID: 33811230 PMCID: PMC8018965 DOI: 10.1038/s41598-021-86631-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Accepted: 03/18/2021] [Indexed: 02/01/2023] Open
Abstract
The Daily Mile is a popular physical activity initiative in primary schools, yet little is known regarding the activity patterns of children during The Daily Mile. Eighty children (10.4 ± 0.7 years) participated in The Daily Mile (20-min). Activity patterns were assessed using global positioning systems (total distance and age-specific speed zones), alongside heart rate. Cardiorespiratory fitness was assessed using the Multi-Stage Fitness Test. Participants covered a distance of 2511 ± 550 m during The Daily Mile, and heart rate was 163 ± 27 beats.min-1. Participants travelled the furthest distance, and were most intermittent, during the first 5 min (main effect of time, both p < 0.001). Boys ran further and their activity was more intermittent compared to girls (main effect of sex, both p < 0.001). Moreover, the highest fit children ran further than less fit children (main effect of fitness, p < 0.001). This study provides novel evidence of the nature of physical activity during The Daily Mile; demonstrating that children covered, on average, 1.5-miles and exercised at a moderate-to-vigorous intensity. Furthermore, boys covered a greater distance and were more intermittent than girls; whilst higher fit children ran further than lower fit children. In summary, The Daily Mile makes a valuable contribution to in-school physical activity targets in all children.
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26
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Corder KL, Brown HE, Croxson CHD, Jong ST, Sharp SJ, Vignoles A, Wilkinson PO, Wilson ECF, van Sluijs EMF. A school-based, peer-led programme to increase physical activity among 13- to 14-year-old adolescents: the GoActive cluster RCT. PUBLIC HEALTH RESEARCH 2021. [DOI: 10.3310/phr09060] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background
Adolescent physical activity levels are low and are associated with rising disease risk and social disadvantage. The Get Others Active (GoActive) intervention was co-designed with adolescents and teachers to increase physical activity in adolescents.
Objective
To assess the effectiveness and cost-effectiveness of the school-based GoActive programme in increasing adolescents’ moderate-to-vigorous physical activity.
Design
A cluster randomised controlled trial with an embedded mixed-methods process evaluation.
Setting
Non-fee-paying schools in Cambridgeshire and Essex, UK (n = 16). Schools were computer randomised and stratified by socioeconomic position and county.
Participants
A total of 2862 Year 9 students (aged 13–14 years; 84% of eligible students).
Intervention
The iteratively developed feasibility-tested refined 12-week intervention trained older adolescents (mentors) and in-class peer leaders to encourage classes to undertake two new weekly activities. Mentors met with classes weekly. Students and classes gained points and rewards for activity in and out of school.
Main outcome measures
The primary outcome was average daily minutes of accelerometer-assessed moderate-to-vigorous physical activity at 10 months post intervention. Secondary outcomes included accelerometer-assessed activity during school, after school and at weekends; self-reported physical activity and psychosocial outcomes; cost-effectiveness; well-being and a mixed-methods process evaluation. Measurement staff were blinded to allocation.
Results
Of 2862 recruited participants, 2167 (76%) attended 10-month follow-up measurements and we analysed the primary outcome for 1874 (65.5%) participants. At 10 months, there was a mean decrease in moderate-to-vigorous physical activity of 8.3 (standard deviation 19.3) minutes in control participants and 10.4 (standard deviation 22.7) minutes in intervention participants (baseline-adjusted difference –1.91 minutes, 95% confidence interval –5.53 to 1.70 minutes; p = 0.316). The programme cost £13 per student compared with control. Therefore, it was not cost-effective. Non-significant indications of differential impacts suggested detrimental effects among boys (boys –3.44, 95% confidence interval –7.42 to 0.54; girls –0.20, 95% confidence interval –3.56 to 3.16), but favoured adolescents from lower socioeconomic backgrounds (medium/low 4.25, 95% confidence interval –0.66 to 9.16; high –2.72, 95% confidence interval –6.33 to 0.89). Mediation analysis did not support the use of any included intervention components to increase physical activity. Some may have potential for improving well-being. Students, teachers and mentors mostly reported enjoying the GoActive intervention (56%, 87% and 50%, respectively), but struggled to conceptualise their roles. Facilitators of implementation included school support, embedding a routine, and mentor and tutor support. Challenges to implementation included having limited school space for activities, time, and uncertainty of teacher and mentor roles.
Limitations
Retention on the primary outcome at 10-month follow-up was low (65.5%), but we achieved our intended sample size, with retention comparable to similar trials.
Conclusions
A rigorously developed school-based intervention (i.e. GoActive) was not effective in countering the age-related decline in adolescent physical activity. Overall, this mixed-methods evaluation provides transferable insights for future intervention development, implementation and evaluation.
Future work
Interdisciplinary research is required to understand educational setting-specific implementation challenges. School leaders and authorities should be realistic about expectations of the effect of school-based physical activity promotion strategies implemented at scale.
Trial registration
Current Controlled Trials ISRCTN31583496.
Funding
This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 9, No. 6. See the NIHR Journals Library website for further project information. This work was additionally supported by the Medical Research Council (London, UK) (Unit Programme number MC_UU_12015/7) and undertaken under the auspices of the Centre for Diet and Activity Research (Cambridge, UK), a UK Clinical Research Collaboration Public Health Research Centre of Excellence. Funding from the British Heart Foundation (London, UK), Cancer Research UK (London, UK), Economic and Social Research Council (Swindon, UK), Medical Research Council, the National Institute for Health Research (Southampton, UK) and the Wellcome Trust (London, UK), under the auspices of the UK Clinical Research Collaboration, is gratefully acknowledged (087636/Z/08/Z; ES/G007462/1; MR/K023187/1). GoActive facilitator costs were borne by Essex and Cambridgeshire County Councils.
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Affiliation(s)
- Kirsten L Corder
- Centre for Diet and Activity Research and MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - Helen E Brown
- Centre for Diet and Activity Research and MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - Caroline HD Croxson
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, UK
| | - Stephanie T Jong
- Centre for Diet and Activity Research and MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - Stephen J Sharp
- Centre for Diet and Activity Research and MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - Anna Vignoles
- Faculty of Education, University of Cambridge, Cambridge, UK
| | - Paul O Wilkinson
- Department of Psychiatry, University of Cambridge, Cambridge, UK
- Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, UK
| | - Edward CF Wilson
- Cambridge Centre for Health Services Research, University of Cambridge, Cambridge, UK
- Health Economics Group, Norwich Medical School, University of East Anglia, Norwich, UK
| | - Esther MF van Sluijs
- Centre for Diet and Activity Research and MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
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27
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Hartwig TB, Sanders T, Vasconcellos D, Noetel M, Parker PD, Lubans DR, Andrade S, Ávila-García M, Bartholomew J, Belton S, Brooks NE, Bugge A, Cavero-Redondo I, Christiansen LB, Cohen K, Coppinger T, Dyrstad S, Errisuriz V, Fairclough S, Gorely T, Javier Huertas-Delgado F, Issartel J, Kriemler S, Kvalø SE, Marques-Vidal P, Martinez-Vizcaino V, Møller NC, Moran C, Morris J, Nevill M, Ochoa-Avilés A, O'Leary M, Peralta L, Pfeiffer KA, Puder J, Redondo-Tébar A, Robbins LB, Sanchez-Lopez M, Tarp J, Taylor S, Tercedor P, Toftager M, Villa-González E, Wedderkopp N, Weston KL, Yin Z, Zhixiong Z, Lonsdale C, Del Pozo Cruz B. School-based interventions modestly increase physical activity and cardiorespiratory fitness but are least effective for youth who need them most: an individual participant pooled analysis of 20 controlled trials. Br J Sports Med 2021; 55:bjsports-2020-102740. [PMID: 33441332 DOI: 10.1136/bjsports-2020-102740] [Citation(s) in RCA: 29] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/16/2020] [Indexed: 11/03/2022]
Abstract
OBJECTIVES To determine if subpopulations of students benefit equally from school-based physical activity interventions in terms of cardiorespiratory fitness and physical activity. To examine if physical activity intensity mediates improvements in cardiorespiratory fitness. DESIGN Pooled analysis of individual participant data from controlled trials that assessed the impact of school-based physical activity interventions on cardiorespiratory fitness and device-measured physical activity. PARTICIPANTS Data for 6621 children and adolescents aged 4-18 years from 20 trials were included. MAIN OUTCOME MEASURES Peak oxygen consumption (VO2Peak mL/kg/min) and minutes of moderate and vigorous physical activity. RESULTS Interventions modestly improved students' cardiorespiratory fitness by 0.47 mL/kg/min (95% CI 0.33 to 0.61), but the effects were not distributed equally across subpopulations. Girls and older students benefited less than boys and younger students, respectively. Students with lower levels of initial fitness, and those with higher levels of baseline physical activity benefitted more than those who were initially fitter and less active, respectively. Interventions had a modest positive effect on physical activity with approximately one additional minute per day of both moderate and vigorous physical activity. Changes in vigorous, but not moderate intensity, physical activity explained a small amount (~5%) of the intervention effect on cardiorespiratory fitness. CONCLUSIONS Future interventions should include targeted strategies to address the needs of girls and older students. Interventions may also be improved by promoting more vigorous intensity physical activity. Interventions could mitigate declining youth cardiorespiratory fitness, increase physical activity and promote cardiovascular health if they can be delivered equitably and their effects sustained at the population level.
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Affiliation(s)
- Timothy Bryan Hartwig
- School of Behavioural and Health Sciences, Australian Catholic University, Strathfield, New South Wales, Australia
| | - Taren Sanders
- Institute for Positive Psychology and Education, Australian Catholic University Faculty of Health Sciences, North Sydney, New South Wales, Australia
| | - Diego Vasconcellos
- Institute for Positive Psychology and Education, Australian Catholic University Faculty of Health Sciences, North Sydney, New South Wales, Australia
| | - Michael Noetel
- School of Behavioural and Health Sciences, Australian Catholic University, Brisbane, Queensland, Australia
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University Faculty of Health Sciences, North Sydney, New South Wales, Australia
| | - David Revalds Lubans
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Newcastle, New South Wales, Australia
| | - Susana Andrade
- Faculty of Philosophy, Letters and Education Sciences, University of Cuenca, Cuenca, Azuay, Ecuador
| | - Manuel Ávila-García
- Department of Physical Education and Sports, University of Granada, Granada, Andalucía, Spain
| | - John Bartholomew
- Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, Texas, USA
| | - Sarahjane Belton
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Naomi E Brooks
- Faculty of Health Sciences and Sport, University of Stirling, Stirling, Stirling, UK
| | - Anna Bugge
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy Faculty of Health, University of Copenhagen, Kobenhavn, Denmark
| | - Iván Cavero-Redondo
- Social and Health Care Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain
| | - Lars Breum Christiansen
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Kristen Cohen
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle Faculty of Science, Callaghan, New South Wales, Australia
| | - Tara Coppinger
- Department of Sport, Leisure and Childhood Studies, Cork Institute of Technology, Cork, Cork, Ireland
| | - Sindre Dyrstad
- Department of Public Health, University of Stavanger, Stavanger, Norway
| | - Vanessa Errisuriz
- Latino Research Institute, University of Texas at Austin, Austin, Texas, USA
| | - Stuart Fairclough
- Department of Sport and Physical Activity, Edge Hill University, Ormskirk, Lancashire, UK
| | - Trish Gorely
- Department of Nursing and Midwifery, University of the Highlands and Islands Inverness College, Inverness, Highland, UK
| | | | - Johann Issartel
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Susi Kriemler
- Epidemiology, Biostatistics and Prevention Institute, University of Zürich, Zurich, ZH, Switzerland
| | | | - Pedro Marques-Vidal
- Department of Medicine, Internal Medicine, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | | | - Niels Christian Møller
- Department of Sport Sciences and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Colin Moran
- Faculty of Health Sciences and Sport, University of Stirling, Stirling, Stirling, UK
| | - John Morris
- Department of Sport Science, Nottingham Trent University, Nottingham, Nottinghamshire, UK
| | - Mary Nevill
- Department of Sport Science, Nottingham Trent University, Nottingham, Nottinghamshire, UK
| | - Angélica Ochoa-Avilés
- Department of Biosciences, Faculty of Chemistry, University of Cuenca, Cuenca, Azuay, Ecuador
| | - Mai O'Leary
- Department of Sport, Leisure and Childhood Studies, Cork Institute of Technology, Cork, Cork, Ireland
| | - Louisa Peralta
- Sydney School of Education and Social Work, University of Sydney - Camperdown and Darlington Campus, Sydney, New South Wales, Australia
| | - Karin A Pfeiffer
- Department of Kinesiology, Michigan State University, East Lansing, Michigan, USA
| | - Jardena Puder
- Department Woman-Mother-Child, Lausanne University Hospital, Lausanne, Switzerland
| | - Andrés Redondo-Tébar
- Health and Social Research Center, Universidad de Castilla-La Mancha, Ciudad Real, Castilla-La Mancha, Spain
| | - Lorraine B Robbins
- Nursing Education and Research, Michigan State University, East Lansing, Michigan, USA
| | - Mairena Sanchez-Lopez
- Social and Health Care Research Center, Universidad de Castilla-La Mancha, Cuenca, Spain
| | - Jakob Tarp
- Department of Sports Medicine, Norwegian School ofSports Sciences, Oslo, Norway
| | - Sarah Taylor
- Physical Activity Exchange, Research Institute for Sport andExercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Pablo Tercedor
- Department of Physical Education and Sports, University of Granada, Granada, Andalucía, Spain
| | - Mette Toftager
- National Institute of Public Health, University of Southern Denmark, Copenhagen, Denmark
| | - Emilio Villa-González
- Department of Physical Education and Sports, University of Granada, Granada, Andalucía, Spain
| | - Niels Wedderkopp
- Orthopedic Department, Hospital Of Southwestern Jutland, Esbjerg, Denmark
| | - Kathryn Louise Weston
- School of Applied Sciences Sighthill Campus, Edinburgh Napier University, Edinburgh, UK
| | - Zenong Yin
- Department of Public Health, The University of Texas at San Antonio, San Antonio, Texas, USA
| | - Zhou Zhixiong
- Institute for Sport Performance and Health Promotion, Capital University of Sports and Physical Education, Beijing, China
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Australian Catholic University Faculty of Health Sciences, North Sydney, New South Wales, Australia
| | - Borja Del Pozo Cruz
- Institute for Positive Psychology and Education, Australian Catholic University Faculty of Health Sciences, North Sydney, New South Wales, Australia
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Intervention Effects of the Health Promotion Programme "Join the Healthy Boat" on Objectively Assessed Sedentary Time in Primary School Children in Germany. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17239029. [PMID: 33287418 PMCID: PMC7730991 DOI: 10.3390/ijerph17239029] [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: 10/20/2020] [Revised: 11/16/2020] [Accepted: 11/26/2020] [Indexed: 12/11/2022]
Abstract
Sedentary behaviour (SB) in children is related to negative health consequences that can track into adulthood. The programme "Join the Healthy Boat" promotes reduced screen time and a less sedentary lifestyle in schoolchildren. This study investigated the effects of the programme on children's SB. For one year, teachers delivered the programme. A total of 231 children (7.0 ± 0.6 years) participated in the cluster-randomised study; there were 154 one year later at follow-up. Children's SB was assessed using multi-sensor accelerometery, screen time via parental questionnaire. Effects were analysed using (linear) mixed effects regression models. At baseline, children spent 211 (±89) min daily in SB, at follow-up 259 (±109) min/day with no significant difference between the intervention (IG) and control group (CG). SB was higher during weekends (p < 0.01, for CG and IG). However, at follow-up, daily screen time decreased in IG (screen time of >1 h/day: baseline: 33.3% vs. 27.4%; follow-up: 41.2% vs. 27.5%, for CG and IG, respectively). This multi-dimensional, low-threshold intervention for one year does not seem to achieve a significant reduction in children's SB, although screen time decreased in IG. Therefore, it should be considered that screen time cannot be the key contributor to SB and should not solely be used for changing children's SB. However, if screen time is targeted, interventions should promote the replacement of screen time with active alternatives.
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Reach, Recruitment, Dose, and Intervention Fidelity of the GoActive School-Based Physical Activity Intervention in the UK: A Mixed-Methods Process Evaluation. CHILDREN-BASEL 2020; 7:children7110231. [PMID: 33212854 PMCID: PMC7698468 DOI: 10.3390/children7110231] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Revised: 11/05/2020] [Accepted: 11/06/2020] [Indexed: 11/16/2022]
Abstract
School-based multi-component physical activity (PA) promotion is advocated; however, research has indicated that a multi-component approach may not always be effective at increasing adolescent PA. Evaluation of the GoActive 12-week multi-component school-based intervention showed no effect on adolescent PA. A mixed-methods process evaluation was embedded to facilitate greater understanding of the results, to elicit subgroup perceptions, and to provide insight into contextual factors influencing intervention implementation. This paper presents the reach, recruitment, dose, and fidelity of GoActive, and identifies challenges to implementation. The process evaluation employed questionnaires (1543 Year 9s), individual interviews (16 Year 9s; 7 facilitators; 9 contact teachers), focus groups (48 Year 9s; 58 mentors), alongside GoActive website analytics and researcher observations. GoActive sessions reached 39.4% of Year 9s. Intervention satisfaction was relatively high for mentors (87.3%) and facilitators (85.7%), but lower for Year 9s (59.5%) and teachers (50%). Intervention fidelity was mixed within and between schools. Mentorship was the most implemented component. Factors potentially contributing to low implementation included ambiguity of the roles subgroups played within intervention delivery, Year 9 engagement, institutional support, and further school-level constraints. Multiple challenges and varying contextual considerations hindered the implementation of GoActive in multiple school sites. Methods to overcome contextual challenges to implementation warrant in-depth consideration and innovative approaches.
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Venkatraman T, Honeyford K, Costelloe CE, Bina R, M F van Sluijs E, Viner RM, Saxena S. Sociodemographic profiles, educational attainment and physical activity associated with The Daily Mile™ registration in primary schools in England: a national cross-sectional linkage study. J Epidemiol Community Health 2020; 75:137-144. [PMID: 33004657 PMCID: PMC7815899 DOI: 10.1136/jech-2020-214203] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2020] [Revised: 06/30/2020] [Accepted: 08/14/2020] [Indexed: 11/04/2022]
Abstract
OBJECTIVE To examine primary school and local authority characteristics associated with registration for The Daily Mile (TDM), an active mile initiative aimed at increasing physical activity in children. DESIGN A cross-sectional linkage study using routinely collected data. SETTING All state-funded primary schools in England from 2012 to 2018 (n=15,815). RESULTS 3,502 of all 15,815 (22.1%) state-funded primary schools in England were registered to do TDM, ranging from 16% in the East Midlands region to 31% in Inner London. Primary schools registered for TDM had larger mean pupil numbers compared with schools that had not registered (300 vs 269, respectively). There was a higher proportion of TDM-registered schools in urban areas compared with non-urban areas. There was local authority variation in the likelihood of school registration (intraclass correlation coefficient: 0.094). After adjusting for school and local authority characteristics, schools located in a major urban conurbation (OR 1.46 (95% CI 1.24 to 1.71) urban vs rural) and schools with a higher proportion of disadvantaged pupils had higher odds of being registered for TDM (OR 1.16 (95% CI 1.02 to 1.33)). Area-based physical activity and schools' educational attainment were not significantly associated with registration to TDM. CONCLUSION One in five primary schools in England has registered for TDM since 2012. TDM appears to be a wide-reaching school-based physical activity intervention that is reaching more disadvantaged primary school populations in urban areas where obesity prevalence is highest. TDM-registered schools include those with both high and low educational attainment and are in areas with high and low physical activity.
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Affiliation(s)
| | - Kate Honeyford
- Primary Care and Public Health, Imperial College London, London, UK
| | | | - Ram Bina
- Primary Care and Public Health, Imperial College London, London, UK
| | - Esther M F van Sluijs
- MRC Epidemiology Unit, University of Cambridge, Cambridge, UK.,UKCRC Centre for Diet and Activity Research (CEDAR), University of Cambridge, Cambridge, UK
| | - Russell M Viner
- Population, Policy and Practice Research Programme, UCL Institute of Child Health, London, UK
| | - Sonia Saxena
- Primary Care and Public Health, Imperial College London, London, UK
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Corder K, Sharp SJ, Jong ST, Foubister C, Brown HE, Wells EK, Armitage SM, Croxson CHD, Vignoles A, Wilkinson PO, Wilson ECF, van Sluijs EMF. Effectiveness and cost-effectiveness of the GoActive intervention to increase physical activity among UK adolescents: A cluster randomised controlled trial. PLoS Med 2020; 17:e1003210. [PMID: 32701954 PMCID: PMC7377379 DOI: 10.1371/journal.pmed.1003210] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/04/2020] [Accepted: 07/01/2020] [Indexed: 01/01/2023] Open
Abstract
BACKGROUND Less than 20% of adolescents globally meet recommended levels of physical activity, and not meeting these recommended levels is associated with social disadvantage and rising disease risk. The determinants of physical activity in adolescents are multilevel and poorly understood, but the school's social environment likely plays an important role. We conducted a cluster randomised controlled trial to assess the effectiveness of a school-based programme (GoActive) to increase moderate-to-vigorous physical activity (MVPA) among adolescents. METHODS AND FINDINGS Non-fee-paying, co-educational schools including Year 9 students in the UK counties of Cambridgeshire and Essex were eligible for inclusion. Within participating schools (n = 16), all Year 9 students were eligible and invited to participate. Participants were 2,862 13- to 14-year-olds (84% of eligible students). After baseline assessment, schools were computer-randomised, stratified by school-level pupil premium funding (below/above county-specific median) and county (control: 8 schools, 1,319 participants, mean [SD] participants per school n = 165 [62]; intervention: 8 schools, 1,543 participants, n = 193 [43]). Measurement staff were blinded to allocation. The iteratively developed, feasibility-tested 12-week intervention, aligned with self-determination theory, trained older adolescent mentors and in-class peer-leaders to encourage classes to conduct 2 new weekly activities. Students and classes gained points and rewards for engaging in any activity in or out of school. The primary outcome was average daily minutes of accelerometer-assessed MVPA at 10-month follow-up; a mixed-methods process evaluation evaluated implementation. Of 2,862 recruited participants (52.1% male), 2,167 (76%) attended 10-month follow-up measurements; we analysed the primary outcome for 1,874 participants (65.5%). At 10 months, there was a mean (SD) decrease in MVPA of 8.3 (19.3) minutes in the control group and 10.4 (22.7) minutes in the intervention group (baseline-adjusted difference [95% confidence interval] -1.91 minutes [-5.53 to 1.70], p = 0.316). The programme cost £13 per student compared with control; it was not cost-effective. Overall, 62.9% of students and 87.3% of mentors reported that GoActive was fun. Teachers and mentors commented that their roles in programme delivery were unclear. Implementation fidelity was low. The main methodological limitation of this study was the relatively affluent and ethnically homogeneous sample. CONCLUSIONS In this study, we observed that a rigorously developed school-based intervention was no more effective than standard school practice at preventing declines in adolescent physical activity. Interdisciplinary research is required to understand educational-setting-specific implementation challenges. School leaders and authorities should be realistic about expectations of the effect of school-based physical activity promotion strategies implemented at scale. TRIAL REGISTRATION ISRCTN Registry ISRCTN31583496.
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Affiliation(s)
- Kirsten Corder
- UKCRC Centre for Diet and Activity Research, University of Cambridge, Cambridge, United Kingdom
- MRC Epidemiology Unit, University of Cambridge, Cambridge, United Kingdom
| | - Stephen J. Sharp
- UKCRC Centre for Diet and Activity Research, University of Cambridge, Cambridge, United Kingdom
- MRC Epidemiology Unit, University of Cambridge, Cambridge, United Kingdom
| | - Stephanie T. Jong
- UKCRC Centre for Diet and Activity Research, University of Cambridge, Cambridge, United Kingdom
- MRC Epidemiology Unit, University of Cambridge, Cambridge, United Kingdom
- Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, United Kingdom
| | - Campbell Foubister
- UKCRC Centre for Diet and Activity Research, University of Cambridge, Cambridge, United Kingdom
- MRC Epidemiology Unit, University of Cambridge, Cambridge, United Kingdom
| | - Helen Elizabeth Brown
- UKCRC Centre for Diet and Activity Research, University of Cambridge, Cambridge, United Kingdom
- MRC Epidemiology Unit, University of Cambridge, Cambridge, United Kingdom
| | - Emma K. Wells
- UKCRC Centre for Diet and Activity Research, University of Cambridge, Cambridge, United Kingdom
- MRC Epidemiology Unit, University of Cambridge, Cambridge, United Kingdom
| | - Sofie M. Armitage
- UKCRC Centre for Diet and Activity Research, University of Cambridge, Cambridge, United Kingdom
- MRC Epidemiology Unit, University of Cambridge, Cambridge, United Kingdom
| | - Caroline H. D. Croxson
- Nuffield Department of Primary Care Health Sciences, University of Oxford, Oxford, United Kingdom
| | - Anna Vignoles
- Faculty of Education, University of Cambridge, Cambridge, United Kingdom
| | - Paul O. Wilkinson
- Department of Psychiatry, University of Cambridge, Cambridge, United Kingdom
- Cambridgeshire and Peterborough NHS Foundation Trust, Cambridge, United Kingdom
| | - Edward C. F. Wilson
- Health Economics Group, Norwich Medical School, University of East Anglia, Norwich, United Kingdom
| | - Esther M. F. van Sluijs
- UKCRC Centre for Diet and Activity Research, University of Cambridge, Cambridge, United Kingdom
- MRC Epidemiology Unit, University of Cambridge, Cambridge, United Kingdom
- * E-mail:
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Korcz A, Krzysztoszek J, Łopatka M, Ludwiczak M, Górska P, Bronikowski M. The Role of Family Time Together in Meeting the Recommendation for Physical Activity among Primary School Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17113970. [PMID: 32503321 PMCID: PMC7312669 DOI: 10.3390/ijerph17113970] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Revised: 05/28/2020] [Accepted: 05/29/2020] [Indexed: 11/29/2022]
Abstract
Family time may have an influence on children’s physical activity (PA) participation or may contribute to increased sedentary behaviour. The aim of this paper was to examine whether spending family time is associated with the PA of children aged 10–11. Cross-sectional data on 158 primary school children (80 girls and 78 boys) with a mean age of 10.6 ± 0.49 years were collected. Weight and height were used to calculate body mass index. The level of moderate-to-vigorous physical activity (MVPA) was determined with a physical activity screening measure. Participants wore a Vivofit® wrist band activity tracker to measure their daily number of steps. The Health Behaviour in School-Aged Children questionnaire was used to obtain information from children about the frequency of activities undertaken by the family. Analyses entailed descriptive statistics of the total sample and by gender, t-test, and the Mann–Whitney U-test to examine the gender differences and Spearman’s correlation coefficients. It was found that 32.3% of the children did not accomplish at least 60 min per day on ≥5 of the seven days and more than 75.9% of them did not accumulate at least 12,000 or more steps daily. More boys than girls tended to be sufficiently active and met the guideline of at least 60 min per day on ≥5 of the seven days (70.5% and 65.0%, respectively) or 12,000 steps per day (25.8% and 10.0%, respectively). The number of steps during the weekday was significantly and inversely associated both in girls and in boys with active family time (r = −0.27 and r = −0.25, respectively), and with total family time (r = −0.28) and non-active family time (r = −0.25) only in boys. Average MVPA was also inversely correlated with active family time (r = −0.31), non-active family time (r = −0.24), and total family time (r = −0.29) in boys. The correlation effect size values ranged between small to medium significant differences for these measures. The findings underscore the need for community-based PA programmes designed for whole families to meet the recommended PA of children and also to develop and promote active leisure activities among families.
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Affiliation(s)
- Agata Korcz
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871 Poznań, Poland; (J.K.); (M.Ł.); (M.L.); (P.G.); (M.B.)
- Correspondence:
| | - Jana Krzysztoszek
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871 Poznań, Poland; (J.K.); (M.Ł.); (M.L.); (P.G.); (M.B.)
| | - Marlena Łopatka
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871 Poznań, Poland; (J.K.); (M.Ł.); (M.L.); (P.G.); (M.B.)
| | - Mateusz Ludwiczak
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871 Poznań, Poland; (J.K.); (M.Ł.); (M.L.); (P.G.); (M.B.)
- Mikołaj Kopernik School of Communications, Przełajowa 4, 61-622 Poznań, Poland
| | - Paulina Górska
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871 Poznań, Poland; (J.K.); (M.Ł.); (M.L.); (P.G.); (M.B.)
- Chair and Department of Bromatology, Poznan University of Medical Sciences, Marcelińska 42, 60-354 Poznań, Poland
| | - Michał Bronikowski
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871 Poznań, Poland; (J.K.); (M.Ł.); (M.L.); (P.G.); (M.B.)
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Blackburn NE, Wilson JJ, McMullan II, Caserotti P, Giné-Garriga M, Wirth K, Coll-Planas L, Alias SB, Roqué M, Deidda M, Kunzmann AT, Dallmeier D, Tully MA. The effectiveness and complexity of interventions targeting sedentary behaviour across the lifespan: a systematic review and meta-analysis. Int J Behav Nutr Phys Act 2020; 17:53. [PMID: 32334631 PMCID: PMC7183680 DOI: 10.1186/s12966-020-00957-0] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2020] [Accepted: 04/13/2020] [Indexed: 12/16/2022] Open
Abstract
BACKGROUND Evidence suggests that sedentary behaviour (SB) is associated with poor health outcomes. SB at any age may have significant consequences for health and well-being and interventions targeting SB are accumulating. Therefore, the need to review the effects of multicomponent, complex interventions that incorporate effective strategies to reduce SB are essential. METHODS A systematic review and meta-analysis were conducted investigating the impact of interventions targeting SB across the lifespan. Six databases were searched and two review authors independently screened studies for eligibility, completed data extraction and assessed the risk of bias and complexity of each of the included studies. RESULTS A total of 77 adult studies (n=62, RCTs) and 84 studies (n=62, RCTs) in children were included. The findings demonstrated that interventions in adults when compared to active controls resulted in non-significant reductions in SB, although when compared to inactive controls significant reductions were found in both the short (MD -56.86; 95%CI -74.10, -39.63; n=4632; I2 83%) and medium-to-long term (MD -20.14; 95%CI -34.13, -6.16; n=4537; I2 65%). The findings demonstrated that interventions in children when compared to active controls may lead to relevant reductions in daily sedentary time in the short-term (MD -59.90; 95%CI -102.16, -17.65; n=267; I2 86%), while interventions in children when compared to inactive controls may lead to relevant reductions in the short-term (MD -25.86; 95%CI -40.77, -10.96; n=9480; I2 98%) and medium-to-long term (MD -14.02; 95%CI -19.49, -8.55; n=41,138; I2 98%). The assessment of complexity suggested that interventions may need to be suitably complex to address the challenges of a complex behaviour such as SB, but demonstrated that a higher complexity score is not necessarily associated with better outcomes in terms of sustained long-term changes. CONCLUSIONS Interventions targeting reductions in SB have been shown to be successful, especially environmental interventions in both children and adults. More needs to be known about how best to optimise intervention effects. Future intervention studies should apply more rigorous methods to improve research quality, considering larger sample sizes, randomised controlled designs and valid and reliable measures of SB.
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Affiliation(s)
- Nicole E Blackburn
- Centre for Health and Rehabilitation Technologies, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, United Kingdom.
| | - Jason J Wilson
- Centre for Health and Rehabilitation Technologies, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, United Kingdom
| | - Ilona I McMullan
- Centre for Health and Rehabilitation Technologies, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, United Kingdom
| | - Paolo Caserotti
- Department of Sports Science and Clinical Biomechanics, Center for Active and Healthy Ageing (CAHA), Syddansk Universitet, Odense, Denmark
| | - Maria Giné-Garriga
- Department of Sport Sciences, Faculty of Psychology, Education and Sport Sciences Blanquerna, Universitat Ramon Llull, Barcelona, Spain
- School of Health and Life Sciences, Glasgow Caledonian University, Glasgow, United Kingdom
| | - Katharina Wirth
- Agaplesion Bethesda Clinic Ulm, Geriatric Centre Ulm/Alb-Donau, Ulm, Germany
- Department of Epidemiology and Medical Biometry, Ulm University, Ulm, Germany
| | - Laura Coll-Planas
- Fundació Salut i Envelliment-Universitat Autònoma de Barcelona, Barcelona, Spain
- Biomedical Research Institute Sant Pau (IIB-Sant Pau), Barcelona, Spain
| | - Sergi Blancafort Alias
- Fundació Salut i Envelliment-Universitat Autònoma de Barcelona, Barcelona, Spain
- Biomedical Research Institute Sant Pau (IIB-Sant Pau), Barcelona, Spain
| | - Marta Roqué
- Fundació Salut i Envelliment-Universitat Autònoma de Barcelona, Barcelona, Spain
- Biomedical Research Institute Sant Pau (IIB-Sant Pau), Barcelona, Spain
| | - Manuela Deidda
- Health Economics and Health Technology Assessment (HEHTA), Institute of Health and Wellbeing (IHW), University of Glasgow, Glasgow, United Kingdom
| | - Andrew T Kunzmann
- School of Medicine, Dentistry and Biomedical Sciences, Centre for Public Health, Queen's University Belfast, Belfast, United Kingdom
| | - Dhayana Dallmeier
- Agaplesion Bethesda Clinic Ulm, Geriatric Centre Ulm/Alb-Donau, Ulm, Germany
- Department of Epidemiology, Boston University School of Public Health, Boston, USA
| | - Mark A Tully
- Centre for Health and Rehabilitation Technologies, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, United Kingdom
- Institute of Mental Health Sciences, School of Health Sciences, Ulster University, Newtownabbey, United Kingdom
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Konty KJ, Day SE, Larkin M, Thompson HR, D’Agostino EM. Physical fitness disparities among New York City public school youth using standardized methods, 2006-2017. PLoS One 2020; 15:e0227185. [PMID: 32271758 PMCID: PMC7144992 DOI: 10.1371/journal.pone.0227185] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2019] [Accepted: 12/13/2019] [Indexed: 12/23/2022] Open
Abstract
Standardized physical fitness monitoring provides a more accurate proxy for youth health when compared with physical activity. Little is known about the utilization of broad-scale individual-level youth physical fitness testing to explore health disparities. We examined longitudinal trends in population-level fitness for 4th-12th grade New York City youth during 2006/7-2016/17 (average n = 510,293 per year). Analyses were performed in 2019. The primary outcome was whether or not youth achieved sex-/age-specific performance levels (called the Healthy Fitness Zone) on the aerobic capacity, muscular strength and muscular endurance tests using the NYC FITNESSGRAM. The Cooper Institute’s most recent Healthy Fitness Zone criteria were applied to all tests and years. Prevalence estimates were weighted, accounted for school clustering, adjusted for student-level sociodemographics, and run by sociodemographic subgroups and year. The overall prevalence for meeting 3 Healthy Fitness Zones increased from 15.5% (95%CI: 13.9%-17.0%) in 2006/7 to 23.3% (95%CI: 22.2%-24.4%) in 2016/17 for students in grades 4–12. Fitness for all student groups increased over time, although Hispanic and non-Hispanic black girls consistently had the lowest prevalence of meeting 3 Healthy Fitness Zones as compared to all other race/sex subgroups. Also, 9th-12th graders had a lower prevalence of meeting 3 Healthy Fitness Zones as compared to 4th-8th graders. Given forecasted sharp increases in cardiovascular disease prevalence, routine youth fitness surveillance using standardized, criterion referenced methods can identify important fitness disparities and inform interventions.
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Affiliation(s)
- Kevin J. Konty
- NYC Department of Health and Mental Hygiene, Office of School Health, New York City, New York, United States of America
| | - Sophia E. Day
- NYC Department of Health and Mental Hygiene, Office of School Health, New York City, New York, United States of America
- Department of Epidemiology and Biostatistics, Graduate School of Public Health and Heath Policy, City University of New York, New York City, New York, United States of America
| | - Michael Larkin
- Learning, Teaching and Assessment, Plainedge School District, Massapequa, NY, United States of America
| | - Hannah R. Thompson
- Department of Community Health Sciences, School of Public Health, University of California Berkley, Berkeley, California, United States of America
| | - Emily M. D’Agostino
- Department of Epidemiology and Biostatistics, Graduate School of Public Health and Heath Policy, City University of New York, New York City, New York, United States of America
- Department of Family Medicine and Community Health, Duke University School of Medicine, Durham, North Carolina, United States of America
- * E-mail:
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Breheny K, Passmore S, Adab P, Martin J, Hemming K, Lancashire ER, Frew E. Effectiveness and cost-effectiveness of The Daily Mile on childhood weight outcomes and wellbeing: a cluster randomised controlled trial. Int J Obes (Lond) 2020; 44:812-822. [PMID: 31988481 PMCID: PMC7101281 DOI: 10.1038/s41366-019-0511-0] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/04/2019] [Revised: 11/22/2019] [Accepted: 12/11/2019] [Indexed: 12/02/2022]
Abstract
BACKGROUND The Daily Mile is designed to increase physical activity levels with children running or walking around school grounds for 15-min daily. It has been adopted by schools worldwide and endorsed as a solution to tackle obesity, despite no robust evidence of its benefits. We conducted a cluster randomised controlled trial to determine its clinical and cost-effectiveness. METHODS Forty schools were randomly assigned (1:1) to either the Daily Mile intervention or control group in which only the usual school health and wellbeing activities were implemented. The primary outcome was BMI z-score (BMIz) at 12 months follow-up from baseline, with planned subgroup analysis to examine differential effects. Primary economic analysis outcome was incremental cost per Quality-Adjusted-Life-Year (QALY) gained. RESULTS Using a constrained randomisation approach, balanced on school size, baseline BMIz and proportion of pupils eligible for free school meals, 20 schools were allocated to intervention (n = 1,153 participants) and 20 to control (n = 1,127); 3 schools withdrew (2 intervention, 1 control). At 12 months, BMIz data were available for 18 intervention schools (n = 850) and 19 control schools (n = 820 participants). Using intention-to-treat analysis the adjusted mean difference (MD) in BMIz (intervention - control) was -0.036 (95% CI: -0.085 to 0.013, p = 0.146). Pre-specified subgroup analysis showed a significant interaction with sex (p = 0.001) suggesting a moderate size benefit of The Daily Mile in girls (MD -0.097, 95% CI -0.156 to -0.037). This was consistent with the exploratory economic results that showed The Daily Mile to be highly cost-effective in girls (£2,492 per QALY), but not in boys, and overall to have a 76% chance of cost-effectiveness for the whole sample, at the commonly applied UK threshold of £20,000 per QALY. CONCLUSIONS Overall the Daily Mile had a small but non-significant effect on BMIz, however, it had a greater effect in girls suggesting that it might be considered as a cost-effective component of a system-wide approach to childhood obesity prevention.
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Affiliation(s)
- Katie Breheny
- Institute of Applied Health Research, University of Birmingham, Birmingham, B15 2TT, UK
- Bristol Medical School, University of Bristol, Bristol, BS8 1NU, UK
| | | | - Peymane Adab
- Institute of Applied Health Research, University of Birmingham, Birmingham, B15 2TT, UK.
| | - James Martin
- Institute of Applied Health Research, University of Birmingham, Birmingham, B15 2TT, UK
| | - Karla Hemming
- Institute of Applied Health Research, University of Birmingham, Birmingham, B15 2TT, UK
| | - Emma R Lancashire
- Institute of Applied Health Research, University of Birmingham, Birmingham, B15 2TT, UK
| | - Emma Frew
- Institute of Applied Health Research, University of Birmingham, Birmingham, B15 2TT, UK.
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The Daily Mile Is Able to Improve Cardiorespiratory Fitness When Practiced Three Times a Week. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17062095. [PMID: 32235688 PMCID: PMC7143074 DOI: 10.3390/ijerph17062095] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/21/2020] [Revised: 03/19/2020] [Accepted: 03/20/2020] [Indexed: 02/01/2023]
Abstract
The Daily Mile is a promising initiative aimed at removing some of the barriers to physical activity in the school setting. This quasi-experimental study investigated the dose–effect of The Daily Mile on cardiorespiratory fitness, waist-to-height ratio, and body mass index (BMI) after a period of 3- and 6-months. A total of 279 students (mean age = 9 ± 1 years) participated in The Daily Mile while 269 students (mean age = 9 ± 1 years) did not (control group). A posteriori, the classes performing The Daily Mile on average two times per week were included in the 2_times subgroup, while those performing the activity on average three times per week in the 3_times subgroup. A significant difference was observed in favor of the experimental compared to the control group in the 6 Minute Run Test (F = 13.932, p = 0.008). Moreover, the improvement of the 6-minute run test was more pronounced for 3_times (effect size = 0.51) rather than for the 2_times subgroup (effect size = 0.29). No differences were observed in waist-to-height ratio and BMI scores. In conclusion, teachers are strongly recommended to implement The Daily Mile at least three times a week to see appreciable effects on cardiorespiratory fitness.
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Booth JN, Chesham RA, Brooks NE, Gorely T, Moran CN. A citizen science study of short physical activity breaks at school: improvements in cognition and wellbeing with self-paced activity. BMC Med 2020; 18:62. [PMID: 32178667 PMCID: PMC7077117 DOI: 10.1186/s12916-020-01539-4] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/30/2019] [Accepted: 02/19/2020] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND School-based physical activity and running programmes, such as The Daily Mile™, are increasing in popularity globally. The aim of this research was to examine the acute impact of such classroom physical activity breaks on cognition and affective wellbeing. METHODS A total of 5463 school pupils from 332 schools took part in a citizen science project with a repeated measures design. They completed tasks of cognition (inhibition, verbal, and visuo-spatial working memory) and the Children's Feeling Scale and Felt Arousal Scale before and after three different outdoor activities: a classroom break of 15 min of self-paced activity, a near maximal exhaustion activity (the bleep test), and a no-exercise control group where pupils sat or stood outside. Wellbeing and fitness were examined as mediators of the relationship between outdoor activity and cognition. RESULTS Fifteen minutes of self-paced outdoor activity was beneficial for pupils' cognition and wellbeing in comparison to both other activities (Cohen's d effect sizes ranging from 0.04 to 0.22; small). The relationship with cognition was not mediated by participants' fitness level and was only partially mediated by wellbeing. Change scores for alertness were higher after the bleep test compared to the control activity but similar for all other outcomes. CONCLUSIONS Taking a break from the classroom to complete 15 min of self-paced physical activity should be considered a worthwhile activity by class teachers, school management, and policymakers. Additionally, more intense physical activity should not be considered to be detrimental.
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Affiliation(s)
- Josephine N Booth
- Moray House School of Education and Sport, University of Edinburgh, Edinburgh, EH8 8AQ, Scotland, UK.
| | - Ross A Chesham
- Faculty of Health Sciences and Sport, University of Stirling, Stirling, FK9 4LA, Scotland, UK
| | - Naomi E Brooks
- Faculty of Health Sciences and Sport, University of Stirling, Stirling, FK9 4LA, Scotland, UK
| | - Trish Gorely
- School of Health, Social Care and Life Sciences, University of the Highlands and Islands, Centre for Health Sciences, Old Perth Road, Inverness, IV2 3JH, UK
| | - Colin N Moran
- Faculty of Health Sciences and Sport, University of Stirling, Stirling, FK9 4LA, Scotland, UK
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Chalkley AE, Routen AC, Harris JP, Cale LA, Gorely T, Sherar LB. "I Just Like the Feeling of It, Outside Being Active": Pupils' Experiences of a School-Based Running Program, a Qualitative Study. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY 2020; 42:48-58. [PMID: 31982000 DOI: 10.1123/jsep.2019-0037] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2019] [Revised: 11/04/2019] [Accepted: 11/04/2019] [Indexed: 06/10/2023]
Abstract
INTRODUCTION School-based running programs that promote daily (or regular) walking/jogging/running are an emerging public health initiative. However, evaluation of these programs has predominantly used quantitative measures that limit understanding and explanations of contextual influences on pupil participation. Therefore, the aim of this study was to qualitatively explore pupils' experiences of participating in a primary-school-based running program (Marathon Kids) to provide relevant insights and inform program developments. METHODS Nine semistructured focus groups were conducted with a purposeful sample of 50 pupils (26 girls and 24 boys) between 6 and 10 years of age from 5 primary schools in England. All schools had delivered the running program for 5-9 months during the 2015-16 academic year. Transcripts were analyzed using an inductive thematic approach. RESULTS Pupils identified a range of organizational, interpersonal, and intrapersonal factors that they believed influenced their participation in the program. Six themes were identified as being important to pupils' experiences: Marathon Kids as an enabling program, pupils' autonomy to participate, peer influence on participation (e.g., development of social cohesion), teacher influence on delivery (e.g., fidelity of implementation), logistics and suitability of the school environment, and appropriateness of program resources. CONCLUSIONS School-based running programs can offer an enjoyable physical activity experience for children; however, it is important to understand how current delivery approaches influence pupils' participation. Aspects that were believed to facilitate enjoyment included pupil autonomy to participate, perceived benefits of participation (including psychosocial outcomes), and a supportive school environment. Further research is required to identify the type and level of support required by schools to sustain pupil participation in running programs so that their perceived value is maintained.
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Foley KA, Venkatraman T, Ram B, Ells L, van Sluijs E, Hargreaves DS, Greaves F, Taghavi Azar Sharabiani M, Viner RM, Bottle A, Saxena S. Protocol for developing a core outcome set for evaluating school-based physical activity interventions in primary schools. BMJ Open 2019; 9:e031868. [PMID: 31852702 PMCID: PMC6937029 DOI: 10.1136/bmjopen-2019-031868] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
INTRODUCTION Primary school-based physical activity interventions, such as The Daily Mile initiative, have the potential to increase children's physical activity levels over time, which is associated with a variety of health benefits. Comparing interventions or combining results of several studies of a single intervention is challenging because previous studies have examined different outcomes or used different measures that are not feasible or relevant for researchers in school settings. The development and implementation of a core outcome set (COS) for primary school-based physical activity interventions would ensure outcomes important to those involved in implementing and evaluating interventions are standardised. METHODS AND ANALYSIS Our aim is to develop a COS for studies of school-based physical activity interventions. We will achieve this by undertaking a four-stage process:(1) identify a list of outcomes assessed in studies through a systematic review of international literature; (2) establish domains from these outcomes to produce questionnaire items; (3) prioritise outcomes through a two-stage Delphi survey with four key stakeholder groups (researchers, public health professionals, educators and parents), where stakeholders rate the importance of each outcome on a 9-point Likert scale (consensus that the outcomes should be included in the COS will be determined as 70% or more of all stakeholders scoring the outcome 7%-9% and 15% or less scoring 1 to 3); (4) achieve consensus on a final COS in face-to-face meetings with a sample of stakeholders and primary school children. ETHICS AND DISSEMINATION We have received ethical approval from Imperial College London (ref: 19IC5428). The results of this study will be disseminated via conference presentations/public health meetings, peer-reviewed publications and through appropriate media channels. TRIAL REGISTRATION NUMBER Core Outcome Measures in Effectiveness Trials Initiative (COMET) number: 1322.
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Affiliation(s)
- Kimberley A Foley
- Department of Primary Care and Public Health, Imperial College London, London, UK
| | - Tishya Venkatraman
- Department of Primary Care and Public Health, Imperial College London, London, UK
| | - Bina Ram
- Department of Primary Care and Public Health, Imperial College London, London, UK
| | - Louisa Ells
- Centre for Public Health Research, Teesside University, Middlesbrough, North Yorkshire, UK
| | | | - Dougal S Hargreaves
- Department of Primary Care and Public Health, Imperial College London, London, UK
| | - Felix Greaves
- Department of Primary Care and Public Health, Imperial College London, London, UK
- Science and Strategic Information, Public Health England, London, UK
| | | | - Russell M Viner
- Population, Policy and Practice Research Programme, UCL Institute of Child Health, London, UK
| | - Alex Bottle
- Department of Primary Care and Public Health, Imperial College London, London, UK
| | - Sonia Saxena
- Department of Primary Care and Public Health, Imperial College London, London, UK
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Fairclough SJ, Rowlands AV, Taylor S, Boddy LM. Cut-point-free accelerometer metrics to assess children's physical activity: An example using the school day. Scand J Med Sci Sports 2019; 30:117-125. [PMID: 31593604 DOI: 10.1111/sms.13565] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Revised: 08/21/2019] [Accepted: 09/23/2019] [Indexed: 12/30/2022]
Abstract
The aims were to (a) investigate associations between a novel accelerometer metric: the minimum acceleration value above which the most active 30-minutes were accumulated during the school day (M30ACC ), and health indicators, and (b) demonstrate that applying an equivalent cut-point to the M30ACC metric gives comparable prevalence results as a moderate-to-vigorous physical activity (MVPA) cut-point approach. Two hundred and ninety-six children (age 9-10-years) wore wrist-mounted accelerometers for 7-days. School day MVPA and M30ACC were calculated. Body mass index (BMI), waist-to-height ratio (WHtR), and cardiorespiratory fitness (CRF) were also measured. Mixed linear models investigated associations between M30ACC and health indicators. Agreement between ranked MVPA and M30ACC values was assessed using percent agreement, kappa, sensitivity, and specificity statistics. M30ACC thresholds associated with health indicators were 213 mg (BMI), 206 mg (WHtR), and 269 mg (CRF) for girls. The equivalent values for boys were 234 mg (BMI), 230 mg (WHtR), and 327 mg (CRF). Less than half of girls and 75% of boys accumulated 30 minutes of school day MVPA. Just <50% of girls and >80% of boys had M30ACC values ≥200 mg, which is equivalent to brisk walking. Agreement between MVPA and M30ACC tertiles was high, reflected by the sensitivity and specificity values of >90%. Results demonstrate the utility of M30ACC as a PA metric that is not heavily influenced by researcher decisions. M30ACC has potential as an accelerometer-specific metric for generating PA guidelines related to health indicators and easily understood forms of activity such as brisk walking.
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Affiliation(s)
- Stuart J Fairclough
- Department of Sport and Physical Activity, Movement Behaviours, Health, and Wellbeing Research Group, Edge Hill University, Ormskirk, UK
| | - Alex V Rowlands
- Diabetes Research Centre, Leicester General Hospital, University of Leicester, Leicester, UK.,NIHR Leicester Biomedical Research Centre, Leicester, UK.,Division of Health Sciences, Alliance for Research in Exercise, Nutrition and Activity (ARENA), Sansom Institute for Health Research, University of South Australia, Adelaide, SA, Australia
| | - Sarah Taylor
- Department of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland
| | - Lynne M Boddy
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
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Brustio PR, Mulasso A, Marasso D, Ruffa C, Ballatore A, Moisè P, Lupo C, Rainoldi A, Boccia G. The Daily Mile: 15 Minutes Running Improves the Physical Fitness of Italian Primary School Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16203921. [PMID: 31618975 PMCID: PMC6843651 DOI: 10.3390/ijerph16203921] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/05/2019] [Revised: 10/04/2019] [Accepted: 10/12/2019] [Indexed: 11/16/2022]
Abstract
The Daily Mile™ is an innovative school-based intervention that requires children to run or jog outside for 15 min at a self-selected pace during class time. Today, only one study has investigated the efficacy of The Daily Mile on physical fitness, which was conducted with Scottish children. Thus, we aimed to evaluate the feasibility and effectiveness of The Daily Mile in Italian primary schools. A total of 486 children participated in The Daily Mile for 3 months (experimental group), whereas 309 children continued their daily school routine (control group). The 6-min run test, standing long jump, body mass index, and waist-to-height ratio were assessed. Their teachers completed surveys for assessing the intervention acceptability. After correction for age and gender, significant group × time interactions were observed in the 6-min run test and standing long jump results. In the post-test period, the experimental group showed improvement in the 6-min run test and standing long jump results. Overall, the teachers were satisfied with the program and found it suitable for their school context and easy to implement. The Daily Mile was successfully implemented and smoothly accepted in the day routine of Italian primary schools.
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Affiliation(s)
- Paolo Riccardo Brustio
- NeuroMuscular Function Research Group, School of Exercise and Sport Sciences, Department of Medical Sciences, University of Torino, 10143 Turin, Italy; (A.M.); (C.L.); (A.R.); (G.B.)
- Correspondence: ; Tel.: +39-011-776-4708
| | - Anna Mulasso
- NeuroMuscular Function Research Group, School of Exercise and Sport Sciences, Department of Medical Sciences, University of Torino, 10143 Turin, Italy; (A.M.); (C.L.); (A.R.); (G.B.)
| | - Danilo Marasso
- School of Exercise and Sport Sciences, SUISM, University of Torino, 10129 Turin, Italy; (D.M.); (C.R.); (A.B.); (P.M.)
| | - Camilla Ruffa
- School of Exercise and Sport Sciences, SUISM, University of Torino, 10129 Turin, Italy; (D.M.); (C.R.); (A.B.); (P.M.)
| | - Andrea Ballatore
- School of Exercise and Sport Sciences, SUISM, University of Torino, 10129 Turin, Italy; (D.M.); (C.R.); (A.B.); (P.M.)
| | - Paolo Moisè
- School of Exercise and Sport Sciences, SUISM, University of Torino, 10129 Turin, Italy; (D.M.); (C.R.); (A.B.); (P.M.)
| | - Corrado Lupo
- NeuroMuscular Function Research Group, School of Exercise and Sport Sciences, Department of Medical Sciences, University of Torino, 10143 Turin, Italy; (A.M.); (C.L.); (A.R.); (G.B.)
| | - Alberto Rainoldi
- NeuroMuscular Function Research Group, School of Exercise and Sport Sciences, Department of Medical Sciences, University of Torino, 10143 Turin, Italy; (A.M.); (C.L.); (A.R.); (G.B.)
| | - Gennaro Boccia
- NeuroMuscular Function Research Group, School of Exercise and Sport Sciences, Department of Medical Sciences, University of Torino, 10143 Turin, Italy; (A.M.); (C.L.); (A.R.); (G.B.)
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Nwankwo F, Shin HD, Al-Habaibeh A, Massoud H. Evaluation of Children's Screen Viewing Time and Parental Role in Household Context. Glob Pediatr Health 2019; 6:2333794X19878062. [PMID: 31579685 PMCID: PMC6757492 DOI: 10.1177/2333794x19878062] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2019] [Revised: 07/04/2019] [Accepted: 08/21/2019] [Indexed: 01/05/2023] Open
Abstract
Limited screen time has been recommended by the American Academy of Pediatrics for all children and no screen time for children under 2 years of age. With the advancement in technology, the prevalence and detrimental effects of excess screen time on children has become a global problem that can lead to health issues such as obesity and other cardiovascular diseases among both adults and children. This article examines the drivers of screen-related sedentary behavior within the home context and reports on parents’ attitude in supporting children’s associated behavior. The study implemented a mixed method approach of online questionnaire and face-to-face interviews. A total of 140 questionnaires, 10 semistructured interviews, and responses from parents were used to evaluate children’s behavior toward screen use and parents’ perception. The analysis of the article has shown that parents are concerned about their children’s screen time during weekends and holidays with a significant correlation between the number of hours their children spend on on-screen activities and their level of concern (P < .01). Also, for the same P value (P < .01), it has been found that there is a statistically significant positive relationship between children’s screen time and their food and beverages consumption. Children’s use of screen technology is becoming a challenge for parents as they present barriers to healthy physical activities. From the parents’ viewpoint, there is a need to change the screen use habit and this requires an appropriate intervention that promotes gratifying measures to induce more active behaviors to displace screen viewing.
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Hanckel B, Ruta D, Scott G, Peacock JL, Green J. The Daily Mile as a public health intervention: a rapid ethnographic assessment of uptake and implementation in South London, UK. BMC Public Health 2019; 19:1167. [PMID: 31455316 PMCID: PMC6712825 DOI: 10.1186/s12889-019-7511-9] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2019] [Accepted: 08/18/2019] [Indexed: 11/13/2022] Open
Abstract
Background Existing evidence identifies health benefits for children of additional daily physical activity (PA) on a range of cardiovascular and metabolic outcomes. The Daily Mile (TDM) is a popular scheme designed to increase children’s PA within the school day. Emerging evidence indicates that participation in TDM can increase children’s PA, reduce sedentarism and reduce skinfold measures. However, little is known about the potential effects of TDM as a public health intervention, and the benefits and disbenefits that might flow from wider implementation in ‘real world’ settings. Methods We aimed to identify how TDM is being implemented in a naturalistic setting, and what implications this has for its potential impact on population health. We undertook a rapid ethnographic assessment of uptake and implementation in Lewisham, south London. Data included interviews (n = 22) and focus groups (n = 11) with stakeholders; observations of implementation in 12 classes; and analysis of routine data sources to identify school level factors associated with uptake. Results Of the 69 primary schools in one borough, 33 (48%) had adopted TDM by September 2018. There were no significant differences between adopters and non-adopters in mean school population size (means 377 vs 397, P = 0.70), mean percentage of children eligible for free school meals (16.2 vs 14.3%, P = 0.39), or mean percentage of children from Black and Minority Ethnic populations (76.3 vs 78.2%, P = 0.41). Addressing obesity was a key incentive for adoption, although a range of health and educational benefits were also hypothesised to accrue from participation. Mapping TDM to the TIDierR-PHP checklist to describe the intervention in practice identified that considerable adaption happened at the level of borough, school, class and pupil. Population health effects are likely to be influenced by the interaction of intervention and context at each of these levels. Conclusions Examining TDM in ‘real world’ settings surfaces adaptions and variations in implementation. This has implications for the likely effects of TDM, and points more broadly to an urgent need for more appropriate methods for evaluating public health impact and implementation in complex contexts. Electronic supplementary material The online version of this article (10.1186/s12889-019-7511-9) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Benjamin Hanckel
- School of Population Health & Environmental Sciences, King's College London, London, UK.
| | - Danny Ruta
- Public Health, London Borough of Lewisham, London, UK
| | - Gwenda Scott
- Public Health, London Borough of Lewisham, London, UK
| | - Janet L Peacock
- School of Population Health & Environmental Sciences, King's College London, London, UK
| | - Judith Green
- School of Population Health & Environmental Sciences, King's College London, London, UK
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Smallcombe JW, Barrett LA, Sherar LB, Sedgwick MJ, Slater T, Tolfrey K. Short Sprints Accumulated at School Modulate Postprandial Metabolism in Boys. Med Sci Sports Exerc 2019; 52:67-76. [PMID: 31403611 DOI: 10.1249/mss.0000000000002121] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
INTRODUCTION This study examined the efficacy of maximal sprint running accumulated during a typical school day to modulate postprandial metabolism in adolescent boys. METHODS Nineteen adolescent boys completed three 2-d experimental conditions: a standard-practice control (CON), an accumulated in-school sprint running (ACC), and a single block of afterschool sprint running (BLO). On day 1, a fasting capillary blood sample was taken at 0735 h in the school. Three subsequent postprandial blood samples were taken at predetermined times after consumption of standardized breakfast and lunch. During ACC, participants accumulated four sets of 10 × 30-m maximal-intensity sprint runs across natural breaks in lessons. During BLO, participants performed the same number of sprints (40) in a single after-school exercise session. The blood samples from day 1 were replicated on the day after exercise (day 2). RESULTS On day 1, no significant differences in total area under the plasma triacylglycerol concentration versus time curve (TAUC-TAG) were observed between conditions (P = 0.126). However, TAUC-insulin was lower in ACC compared with BLO (-26%, effect size [ES] = 0.86, P = 0.001) and CON (-22%, ES = 0.72, P = 0.010). On day 2, TAUC-TAG was 12% lower after ACC (ES = 0.49; P = 0.002) and 10% lower after BLO (ES = 0.37; P = 0.019) compared with CON. No significant differences were observed between conditions on day 2 for postprandial insulin or glucose (P ≥ 0.738). CONCLUSION Four sets of 10 × 30-m sprints, accumulated in four separate bouts (<5 min) during the school day, reduced postprandial triacylglycerol and insulin concentrations in adolescent boys and may represent an effective in-school exercise strategy to promote metabolic health.
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Affiliation(s)
- James W Smallcombe
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UNITED KINGDOM
| | - Laura A Barrett
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UNITED KINGDOM
| | - Lauren B Sherar
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UNITED KINGDOM
| | - Matthew J Sedgwick
- School of Social and Health Sciences, Leeds Trinity University, Leeds, UNITED KINGDOM
| | - Tommy Slater
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UNITED KINGDOM
| | - Keith Tolfrey
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, UNITED KINGDOM
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Fairclough SJ, Taylor S, Rowlands AV, Boddy LM, Noonan RJ. Average acceleration and intensity gradient of primary school children and associations with indicators of health and well-being. J Sports Sci 2019; 37:2159-2167. [DOI: 10.1080/02640414.2019.1624313] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Affiliation(s)
- Stuart J. Fairclough
- Movement Behaviours, Health, and Wellbeing Research Group, Department of Sport and Physical Activity, Edge Hill University, Ormskirk, UK
| | - Sarah Taylor
- Department of Physical Education and Sports Sciences, University of Limerick, Limerick, Ireland
| | - Alex V. Rowlands
- Diabetes Research Centre, University of Leicester, Leicester General Hospital, Leicester, UK
- NIHR Leicester Biomedical Research Centre, UK
- Alliance for Research in Exercise, Nutrition and Activity (ARENA), Sansom Institute for Health Research, Division of Health Sciences, University of South Australia, Adelaide, Australia
| | - Lynne M. Boddy
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Robert J. Noonan
- Appetite and Obesity Research Group, Department of Psychological Sciences, University of Liverpool, Liverpool, UK
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Chesham RA, Booth JN, Sweeney EL, Ryde GC, Gorely T, Brooks NE, Moran CN. Response to Daly-Smith et al.'s commentary on 'The Daily Mile makes primary school children more active, less sedentary and improves their fitness and body composition: a quasi-experimental pilot study'. BMC Med 2019; 17:97. [PMID: 31113425 PMCID: PMC6530000 DOI: 10.1186/s12916-019-1336-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/14/2018] [Accepted: 04/29/2019] [Indexed: 12/14/2022] Open
Abstract
We thank Daly-Smith et al. for taking the time to read the results of our pilot research study, describing it as an important and welcome contribution. Nonetheless, the authors argue six points against our conclusion. We contend that we addressed three of these points in our original discussion and disagree with their remaining points. Overall, their Commentary adds little to the topic of research into the Daily Mile™ that we had not already raised in our discussion. Additionally, they attribute statements to us that we did not make and ignore the raising of key issues in our original article. Given this, we stand by our original peer-reviewed conclusion that introducing the Daily Mile™ to the primary school day appears to be an effective intervention for increasing levels of moderate to vigorous physical activity, reducing sedentary time, increasing physical fitness and improving body composition, and that these findings have relevance for teachers, policy-makers, public health practitioners and health researchers.
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Affiliation(s)
- Ross A Chesham
- Faculty of Health Sciences and Sport, University of Stirling, Scotland, FK9 4LA, UK
| | - Josephine N Booth
- Institute of Education, Community and Society, Moray House School of Education, University of Edinburgh, Scotland, EH8 8AQ, UK
| | - Emma L Sweeney
- Faculty of Health Sciences and Sport, University of Stirling, Scotland, FK9 4LA, UK
| | - Gemma C Ryde
- Faculty of Health Sciences and Sport, University of Stirling, Scotland, FK9 4LA, UK
| | - Trish Gorely
- Centre for Health Sciences, School of Health, Social Care and Life Sciences, University of the Highlands and Islands, Old Perth Road, Inverness, IV2 3JH, UK
| | - Naomi E Brooks
- Faculty of Health Sciences and Sport, University of Stirling, Scotland, FK9 4LA, UK
| | - Colin N Moran
- Faculty of Health Sciences and Sport, University of Stirling, Scotland, FK9 4LA, UK.
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Daly-Smith A, Morris JL, Hobbs M, McKenna J. Commentary on a recent article on the effects of the 'Daily Mile' on physical activity, fitness and body composition: addressing key limitations. BMC Med 2019; 17:96. [PMID: 31113451 PMCID: PMC6530181 DOI: 10.1186/s12916-019-1335-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/04/2018] [Accepted: 04/29/2019] [Indexed: 11/18/2022] Open
Abstract
A recent pilot study by Chesham et al. in BMC Medicine established some initial effects of the Daily Mile™ using a quasi-experimental repeated measures design, with valid and reliable outcome assessments for moderate-to-vigorous physical activity, fitness and body composition. Their contribution is important and welcome, yet, alone, it is insufficient to justify the recent UK-wide adoption of the Daily Mile within the Childhood Obesity Plan. The study concluded that the Daily Mile had positive effects on moderate-to-vigorous physical activity, fitness and body composition, suggesting that intervention effectiveness was confirmed. However, only some of the significant limitations of the work were addressed. Herein, we identify and discuss six key limitations, which, combined, suggest a more tentative conclusion. In summary, evidence supporting the effectiveness of the Daily Mile is in its infancy and requires refinement to fully justify its widespread adoption. Further, we need to be cautious considering that the full range of its impacts, both positive and negative, remain to be fully established.
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Affiliation(s)
- Andy Daly-Smith
- School of Sport, Leeds Beckett University, Headingley Campus, Headingley, Leeds, LS6 3QS, UK.
| | - Jade L Morris
- School of Sport, Leeds Beckett University, Headingley Campus, Headingley, Leeds, LS6 3QS, UK
| | - Matthew Hobbs
- The GeoHealth Laboratory, The Geospatial Research Institute, University of Canterbury, Christchurch, New Zealand
| | - Jim McKenna
- School of Sport, Leeds Beckett University, Headingley Campus, Headingley, Leeds, LS6 3QS, UK
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Emm-Collison LG, Lewis S, Reid T, Matthews J, Sebire SJ, Thompson JL, Jago R. Physical Activity during the School Holidays: Parent Perceptions and Practical Considerations. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16101697. [PMID: 31091825 PMCID: PMC6572055 DOI: 10.3390/ijerph16101697] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/01/2010] [Revised: 05/07/2019] [Accepted: 05/08/2019] [Indexed: 12/05/2022]
Abstract
Children’s physical activity decreases during school holidays. Less structured days and reduced participation in organised activities may account for some of the decrease. Little is known about the factors that influence parents’ decision to enrol their child in organised activity such as holiday clubs. This paper sought to explore parents’ perceptions of their child’s physical activity during school holidays and the factors that influence holiday activity-based decision making. Semi-structured telephone interviews were conducted with 42 parents of children aged 10–11 years in July 2017 or March 2018. Data were analysed using a combination of inductive and deductive content analysis to explore parents’ perceptions of holiday-based physical activity and the factors associated with how they provide physical activity opportunities for their children. The data revealed that most parents consider their child’s physical activity levels when planning for the school holidays. However, work commitments in the holidays meant many parents had to rely on both informal and formal childcare. Grandparents were the primary source of informal childcare, despite a perception that children were not as physically active when with them. Holiday clubs were also a viable option, but the cost, location and age-appropriateness of provision inhibit parents signing older children up to these regularly.
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Affiliation(s)
- Lydia G Emm-Collison
- Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol, BS8 1TZ, UK.
| | - Sarah Lewis
- Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol, BS8 1TZ, UK.
| | - Thomas Reid
- Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol, BS8 1TZ, UK.
| | - Joe Matthews
- Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol, BS8 1TZ, UK.
| | - Simon J Sebire
- Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol, BS8 1TZ, UK.
| | - Janice L Thompson
- School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Birmingham, B15 2TT, UK.
| | - Russell Jago
- Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory Road, Bristol, BS8 1TZ, UK.
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Malden S, Doi L. The Daily Mile: teachers' perspectives of the barriers and facilitators to the delivery of a school-based physical activity intervention. BMJ Open 2019; 9:e027169. [PMID: 30837259 PMCID: PMC6429867 DOI: 10.1136/bmjopen-2018-027169] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
OBJECTIVES Children spend a significant amount of their time in a school environment, often engaged in sedentary activities. The Daily Mile is a physical activity intervention which aims to increase physical activity and fitness in children through the completion of an outdoor teacher-led walk or run during the school day. This study aimed to explore the barriers, facilitators and perceived benefits of the Daily Mile from the perspectives of teachers through the use of qualitative semi-structured interviews. It also aimed to identify important context-specific factors, which might require consideration for those who intend to adopt the Daily Mile. SETTING Eight Local Authority primary schools in the City of Edinburgh and East Lothian, UK. PARTICIPANTS Thirteen teachers (eleven women) who teach children in primaries one to seven in a school which delivered the Daily Mile. RESULTS Data were analysed using an interpretative thematic analysis. Teachers were positive and enthusiastic about the Daily Mile and perceived it to be beneficial to children's health and fitness. A number of barriers to participation were identified including inadequate all-weather running surfaces and time constraints in an already full school curriculum. The perceived impact on learning time was identified as a concern for teachers, while other benefits were also identified including increased teacher-child rapport and perceived enhanced classroom concentration levels. CONCLUSION The Daily Mile appears to be a valuable addition to the school day, however important context-specific barriers to delivery of the Daily Mile exist, which should be considered when implementing the Daily Mile in schools.
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Affiliation(s)
- Stephen Malden
- Scottish Collaboration for Public Health Research and Policy, School of Health in Social Science, University of Edinburgh, Edinburgh, UK
- Physical Activity for Health Group, University of Strathclyde School of Psychological Sciences and Health, Glasgow, UK
| | - Lawrence Doi
- Scottish Collaboration for Public Health Research and Policy, School of Health in Social Science, University of Edinburgh, Edinburgh, UK
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Theorizing physical activity health promotion: towards an Eliasian framework for the analysis of health and medicine. SOCIAL THEORY & HEALTH 2019. [DOI: 10.1057/s41285-019-00098-w] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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