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Bourke M, Haddara A, Loh A, Saravanamuttoo KA, Bruijns BA, Tucker P. Effect of capacity building interventions on classroom teacher and early childhood educator perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills: a systematic review and meta-analysis. BMC Public Health 2024; 24:1409. [PMID: 38802762 PMCID: PMC11129429 DOI: 10.1186/s12889-024-18907-x] [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: 05/26/2023] [Accepted: 05/21/2024] [Indexed: 05/29/2024] Open
Abstract
BACKGROUND Capacity building may play an important role in improving classroom teachers' and early childhood educators' (ECE) capacity to implement physical activity and FMS interventions. Capacity building is the development of knowledge, skills, and structures to improve the capability of individuals and organisations to achieve effective health promotion. This review aimed to determine the efficacy of capacity building interventions on teachers' and ECEs' perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills. METHODS An exhaustive literature search of six electronic databases was conducted. Controlled, single-group pre-post studies were included if they measured the effect of a capacity building intervention on in-service or pre-service classroom teachers' (primary or secondary) or ECEs' physical activity or fundamental skills related perceived capabilities, knowledge, or attitudes. The effects of interventions were synthesised using random effects meta-analysis. Subgroup analysis and meta-regression was conducted to determine if the effects differed based on study design, type of teacher (ECE vs. primary school), or teacher level (pre-service vs. in-service). RESULTS A total of 22 studies reporting on 25 unique samples were included in the meta-analyses. Only studies reporting on ECEs and primary school teachers were identified. Interventions most commonly included training/professional development, resources and toolkits, communities of practice, mentorships, and ongoing support. Results showed that capacity building interventions significantly improved teachers' and ECEs' perceived capabilities (g = 0.614, 95% CI = 0.442, 0.786), knowledge (g = 0.792 95% CI = 0.459, 1.125), and attitudes (g = 0.376 95% CI = 0.181, 0.571). The effects did not differ significantly as a function of any of the moderators examined. CONCLUSION Findings from this review provide strong support that capacity building interventions are efficacious at improving teachers' and ECEs' perceived capabilities, knowledge, and attitudes related to promoting physical activity and teaching fundamental movement skills. Pre-service teachers and ECEs should be provided training in physical activity and fundamental movement skills as part of their degrees, and continual professional development and capacity building should be offered to in-service teachers and ECEs to promote physical activity and fundamental movement skills in children.
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Affiliation(s)
- Matthew Bourke
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada.
- Health and Wellbeing Centre for Research Innovation, School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, Australia.
| | - Ameena Haddara
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Aidan Loh
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Kendall A Saravanamuttoo
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Brianne A Bruijns
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
| | - Patricia Tucker
- School of Occupational Therapy, Faculty of Health Sciences, Western University, Elborn College, 1201 Western Road, London, ON, N6G 1H1, Canada
- Children's Health Research Institute, 800 Commissioners Road East, London, ON, N6C 2V5, Canada
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Banany M, Gebel K, Sibbritt D. An examination of the predictors of change in BMI among 38 026 school students in Makkah, Saudi Arabia. Int Health 2024:ihae029. [PMID: 38578607 DOI: 10.1093/inthealth/ihae029] [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: 04/14/2023] [Revised: 11/29/2023] [Accepted: 03/20/2024] [Indexed: 04/06/2024] Open
Abstract
BACKGROUND The prevalence of childhood obesity has substantially increased in the Gulf Cooperation Council countries, including Saudi Arabia. The Rashaka initiative is a Saudi national school-based multicomponent intervention that was introduced in the school year 2016-2017 to address childhood overweight and obesity. This study aims to examine the effect of the Rashaka initiative on students' body mass index (BMI) for two academic years (2016-2017 and 2018-2019) and to analyse predictors of BMI change. METHODS Secondary data for this pre-post study was provided by the Ministry of Health for 38 026 students from 89 intermediate and secondary schools that implemented the initiative in Makkah City, Saudi Arabia. It was analysed using non-parametric tests and multiple regressions at a 5% level of significance. RESULTS Over 2 y of implementation, BMI was reduced significantly across the schools (p < 0.001). Based on the regression modelling, school gender and education stage were found to be the only significant predictors of BMI change. Girls and intermediate schools had greater BMI reductions than boys and secondary schools (p < 0.001 and p = 0.031). CONCLUSIONS This study provides tentative evidence for the effectiveness of the Rashaka intervention in Makkah City. In addition, our study has identified that the Rashaka initiative may require modification to improve its effect on boys and students in secondary schools.
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Affiliation(s)
- Mohammed Banany
- School of Public Health, Faculty of Health, University of Technology Sydney, 235 Jones St, Ultimo, NSW 2007, Australia
| | - Klaus Gebel
- School of Public Health, Faculty of Health, University of Technology Sydney, 235 Jones St, Ultimo, NSW 2007, Australia
- Prevention Research Collaboration, Charles Perkins Centre, School of Public Health, the University of Sydney, Camperdown, NSW 2006, Australia
| | - David Sibbritt
- School of Public Health, Faculty of Health, University of Technology Sydney, 235 Jones St, Ultimo, NSW 2007, Australia
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Buchan MC, Richmond SA, Skinner K, Leatherdale ST. Identifying latent classes of physical activity profiles over time among adolescents in Ontario, Canada. BMC Public Health 2024; 24:856. [PMID: 38504203 PMCID: PMC10953222 DOI: 10.1186/s12889-024-18280-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Accepted: 03/05/2024] [Indexed: 03/21/2024] Open
Abstract
BACKGROUND Physical activity behaviours are known to be highly correlated. Adolescents who participate in one type of physical activity (e.g., physical education) have a greater likelihood of participating in other physical activities (e.g., organized sports); however, little research has examined participation rates in various physical activity behaviours concurrently. This study identified longitudinal physical activity profiles among secondary school aged youth in Ontario, Canada. METHODS We used data from the COMPASS Study, a school-based prospective cohort study of adolescents in Canada. Using a repeated measures latent class analysis, Ontario students who participated in grade 9 PE in 2015-16 were analysed through to 2018-19 (n = 1,917). Latent classes were defined by: PE participation, guideline adherence (≥ 60 min/day of moderate to vigorous activity over the last 7 days), and sport participation (varsity, community, and/or intramural). Multinomial logistic regression models were used to examine associations between latent class membership and student characteristics. RESULTS Three distinct latent classes were identified for females and four were identified for males. These classes were: (1) Guidelines (high probability of guideline adherence; females: 44%; males: 16%), (2) PE & Sports (high probability of PE and sport participation; females: 33%; males: 43%), (3) Guidelines & Sports (high probability of guideline adherence and sport participation; females: 23%; males: 23%;), and (4) Inactive (low probability of all physical activity indicators; males: 18%). Strength training, sleep, and English grade were associated with class membership among females. Ethno-racial identity, weekly spending money, strength training, and English and math grades were associated with class membership among males. CONCLUSIONS Findings suggest that latent physical activity profiles differ by sex. Guideline adherence was the most common class among females, indicating high levels of independent physical activity, whereas PE & Sport participation was the most common class among males, indicating greater tendency towards organized activities. Additionally, a substantial number of male students were not engaging in any physical activity. Participation in both PE and sports did not necessarily lead to meeting physical activity guidelines, highlighting that these activities alone may not be providing sufficient levels of physical activity that align with current recommendations for Canadian youth.
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Affiliation(s)
- M Claire Buchan
- School of Public Health Sciences, University of Waterloo, Waterloo, ON, N2L 3G5, Canada.
| | - Sarah A Richmond
- Dalla Lana School of Public Health, University of Toronto, Toronto, ON, M5T 3M7, Canada
- Public Health Ontario, Toronto, ON, M5G 1V2, Canada
| | - Kelly Skinner
- School of Public Health Sciences, University of Waterloo, Waterloo, ON, N2L 3G5, Canada
| | - Scott T Leatherdale
- School of Public Health Sciences, University of Waterloo, Waterloo, ON, N2L 3G5, Canada
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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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Galán-Arroyo C, Gomez-Paniagua S, Castillo-Paredes A, Rojo-Ramos J. Assessment of multidimensional self-concept in the area of physical education: validation of a scale. Front Sports Act Living 2024; 6:1333751. [PMID: 38356794 PMCID: PMC10864499 DOI: 10.3389/fspor.2024.1333751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Accepted: 01/15/2024] [Indexed: 02/16/2024] Open
Abstract
Introduction Self-concept is a person's perception of him/herself and how he/she performs in different situations. This aspect must be developed during the formative stages and Physical Education is a fundamental area due to its enormous methodological possibilities. Aim Therefore, the aim of this study is to evaluate the factor structure and reliability of an instrument that allows to analyze the multidimensional self-concept of high school students in the context of Physical Education. Method The sample consisted of 1,155 secondary school students from public schools in the Autonomous Community of Extremadura, Spain. After the exploratory and confirmatory analyses, a structure composed of 30 items divided into 5 factors was. Results This design showed excellent goodness-of-fit indices as well as good internal reliability indicators (Cronbach's Alpha = 0.76 - 0.88). Conclusion Therefore, this scale can be considered as a tool to assess the self-concept of high school students in a quick and easy way.
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Affiliation(s)
- Carmen Galán-Arroyo
- Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, Caceres, Spain
| | - Santiago Gomez-Paniagua
- BioẼrgon Research Group, Faculty of Sport Sciences, University of Extremadura, Cáceres, Spain
| | - Antonio Castillo-Paredes
- Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de Las Américas, Santiago, Chile
| | - Jorge Rojo-Ramos
- Physical Activity for Education, Performance and Health (PAEPH) Research Group, Faculty of Sports Sciences, University of Extremadura, Cáceres, Spain
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Li QZ, Fang Q, Zhao XT, Peng W. Motor ability development by integrating small-sided games into physical education class. Front Psychol 2024; 15:1259924. [PMID: 38318084 PMCID: PMC10839081 DOI: 10.3389/fpsyg.2024.1259924] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 01/11/2024] [Indexed: 02/07/2024] Open
Affiliation(s)
- Quan Zhi Li
- School of Sport and Health, Nanjing Sport Institute, Nanjing, Jiangsu, China
| | - Qun Fang
- School of Physical Education, Qingdao University, Qingdao, Shandong, China
| | - Xi Tang Zhao
- School of Sport and Health, Nanjing Sport Institute, Nanjing, Jiangsu, China
| | - Wan Peng
- School of Sport and Health, Nanjing Sport Institute, Nanjing, Jiangsu, China
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Lin H, Chen H, Liu Q, Xu J, Li S. A meta-analysis of the relationship between social support and physical activity in adolescents: the mediating role of self-efficacy. Front Psychol 2024; 14:1305425. [PMID: 38282843 PMCID: PMC10811609 DOI: 10.3389/fpsyg.2023.1305425] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2023] [Accepted: 12/27/2023] [Indexed: 01/30/2024] Open
Abstract
Introduction Social support influences physical activity (PA) in adolescents. However, whether mediating and moderating effects impact the relationship between them or the underlying mechanism remains unclear. This study aimed to investigate the mediating effects of self-efficacy as well as a series of moderating influences using a meta-analytic approach. Methods A total of 56 studies published between January 2001 and May 2023 were obtained from the Web of Science, EBSCO, Taylor and Francis, Scopus, Wiley, ProQuest, and CNKI (core) databases, comprising 65 independent samples (total sample size = 47,196). Results and discussion The mean weighted correlation coefficients between social, family, peer, and school support and adolescent PA were 0.298, 0.226, 0.256, and 0.142, respectively, which were significant, except for school support. Family support and teenage PA were related, although the connection was moderated by gender and socioeconomic characteristics. While social, family, and peer support had a direct influence on adolescent PA, school support did not. Self-efficacy mediated the relationship between social support and its subtypes and adolescent PA.
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Affiliation(s)
- Hao Lin
- College of Physical Education, Chengdu University, Chengdu, China
| | - Haidong Chen
- College of Physical Education, Chengdu University, Chengdu, China
| | - Qingzao Liu
- College of Physical Education, Chengdu University, Chengdu, China
- School of Economics and Management, Shanghai University of Sport, Shanghai, China
| | - Jie Xu
- College of Physical Education, Chengdu University, Chengdu, China
| | - Shan Li
- College of Physical Education, Chengdu University, Chengdu, China
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Hills AP. Imagine a healthy lifestyle for all: Early years nutrition and physical activity to prevent obesity. Eur J Clin Nutr 2024; 78:1-5. [PMID: 36333540 PMCID: PMC10774118 DOI: 10.1038/s41430-022-01230-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Revised: 10/11/2022] [Accepted: 10/18/2022] [Indexed: 11/06/2022]
Affiliation(s)
- Andrew P Hills
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, Tasmania, Australia.
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Pehlevan E, Şevgin Ö. Effect of exercise given to factory workers with ergonomics training on pain and functionality: A randomized controlled trial. Work 2024; 78:195-205. [PMID: 38701125 DOI: 10.3233/wor-230663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/05/2024] Open
Abstract
BACKGROUND Exercise and manual therapy are used with pharmacological interventions to manage low back pain and prevent work-related musculoskeletal disorders. However, the potential benefits of incorporating exercise and ergonomics training for factory workers experiencing low back pain have not been definitively established. OBJECTIVE The objective of this study was to assess the impact of ergonomics training with exercises on pain, functionality, sleep, and fatigue among factory employees experiencing low back pain. METHODS This research was conducted as a randomized controlled trial involving workers with back pain employed in a plastic molding factory in Gebze, Kocaeli. Both groups received ergonomics training, but only the experimental group was given exercise training inclusive of stretching and core stabilization exercises. The workers in the experimental group were instructed to perform the exercises regularly for three days a week over a period of eight weeks. The McGill Pain Questionnaire (MPQ), the Visual Analogue Scale (VAS), the Fatigue Severity Scale (FSS), the Pittsburgh Sleep Quality Index (PSQI), and the Oswestry Disability Index (ODI) were used for pre-and post-treatment assessment. RESULTS The ODI, FSS, PSQI, and MPQ scores were significantly reduced in both groups. In the intergroup comparison, the exercise group showed a significantly greater decrease in all test scores compared to the control group. CONCLUSION The exercise group showed a statistically significant decrease in ODI, FSS, MPQ, and PSQI scores compared to the control group. This study demonstrated that exercise is a more effective practice than ergonomic training for factory workers suffering from chronic low back pain.
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Affiliation(s)
- Elif Pehlevan
- Department of Physiotherapy and Rehabilitation, Institute of Health Sciences, Üsküdar University, Istanbul, Turkey
| | - Ömer Şevgin
- Department of Physiotherapy and Rehabilitation, Faculty of Health Sciences, Üsküdar University, Istanbul, Turkey
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Ahmed KR, Horwood S, Khan A. Effects of a School-Based Physical Activity Intervention on Adolescents' Mental Health: A Cluster Randomized Controlled Trial. J Phys Act Health 2023; 20:1102-1108. [PMID: 37611913 DOI: 10.1123/jpah.2023-0062] [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: 02/18/2023] [Revised: 07/06/2023] [Accepted: 07/10/2023] [Indexed: 08/25/2023]
Abstract
BACKGROUND The aim of this study was to evaluate the effectiveness of a school-based multicomponent physical activity intervention on mental health of adolescents. METHODS A clustered, randomized, controlled trial was employed in 8 high schools in Dhaka, Bangladesh, which were randomly assigned to either an intervention or control group; 40 students in grades 8 and 9 from each school took part in the trial (n = 160/group). Students in the intervention schools participated in a 12-week physical activity intervention with multiple components (eg, supervised circuits, lunchtime sports, health education, infographics), while control schools received no intervention. Participants completed baseline and postintervention surveys measuring depressive symptoms (Center for Epidemiologic Studies Depression Scale) and life satisfaction (Cantril Ladder), along with other sociodemographic and behavioral characteristics. Linear mixed-effects modeling was used to evaluate the intervention effects. RESULTS Depressive symptoms in the intervention group decreased at postintervention, but remained stable in the control group. There was an increase in life satisfaction in the intervention group and a decrease in the control group. Multivariable modeling showed that students in the intervention group had a significantly lower level of depressive symptoms (β = -4.60; 95% confidence interval, -5.76 to -3.46) and higher level of life satisfaction (β = 1.43; 95% confidence interval, 0.77 to 2.10) compared with their counterparts in the control group. Sensitivity analyses supported the positive effects of the intervention. CONCLUSIONS Our school-based, multicomponent physical activity intervention is effective in improving mental health indicators in adolescents. Future trials should be ramped up to include schools in rural and regional settings, using robust measures of mental well-being.
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Affiliation(s)
- Kazi Rumana Ahmed
- School of Health & Rehabilitation Sciences, The University of Queensland, Brisbane, QLD,Australia
- Department of Health Promotion and Health Education, Bangladesh University of Health Sciences, Dhaka,Bangladesh
| | - Sharon Horwood
- School of Psychology, Deakin University, Geelong, VIC,Australia
| | - Asaduzzaman Khan
- School of Health & Rehabilitation Sciences, The University of Queensland, Brisbane, QLD,Australia
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DeJong Lempke AF, Stracciolini A, Willwerth SB, Ackerman KE, d'Hemecourt PA, Meehan WP, Whitney KE. Clinical assessment, treatment, and referral trends for adolescent runners seeking care at an injured runners' clinic. J Pediatr Rehabil Med 2023:PRM220082. [PMID: 38007679 DOI: 10.3233/prm-220082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2023] Open
Abstract
PURPOSE Over a 10-year time frame, this study aimed to evaluate diagnosis, treatment, and referral trends for adolescent runners seeking care for running-related injuries (RRIs) at a clinic that specializes in running medicine. METHODS This study was a retrospective chart review of 392 adolescent runners (2,326 encounters) who sought care for RRIs between the years 2011 and 2021. Descriptive statistics were used to summarize clinical assessments, referrals, assistive devices, and medications prescribed or administered overall and by injury type. Chi-square analyses were used to compare proportions of services rendered across the 10-year time frame. RESULTS Patients most frequently received manual evaluations or special tests during clinic visits. Most visits resulted in at least one referral (91%), primarily for physical therapy or gait-training. Assistive devices and medications/supplements were offered at only 18% of patient visits. The majority of assessments (X2 = 69.7, p = 0.002), treatments (X2: 23.6-43.8, p: < 0.001-0.003), and referrals (X2 = 132, p < 0.001) were for shin injuries. Larger proportions of nutrition assessments (X2 = 40.7, p < 0.001), interventions (X2 = 26.8, p = 0.003), and referrals (X2 = 27.5, p = 0.002) were performed in or after the year 2015. CONCLUSION Clinic visits for shin injuries required the most clinical resources per episode of care. There were observed shifts in clinical assessment and treatment approaches to include more expanded nutritional and physiologic considerations.
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Affiliation(s)
- Alexandra F DeJong Lempke
- School of Kinesiology, University of Michigan, Ann Arbor, MI, USA
- Micheli Center for Sports Injury Prevention, Waltham, MA, USA
- Division of Sports Medicine, Department of Orthopedics, Boston Children's Hospital, Boston, MA, USA
| | - Andrea Stracciolini
- Micheli Center for Sports Injury Prevention, Waltham, MA, USA
- Division of Sports Medicine, Department of Orthopedics, Boston Children's Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Sarah B Willwerth
- The Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Kathryn E Ackerman
- Division of Sports Medicine, Department of Orthopedics, Boston Children's Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
- Wu Tsai Female Athlete Program, Boston Children's Hospital, Boston, MA, USA
| | - Pierre A d'Hemecourt
- Micheli Center for Sports Injury Prevention, Waltham, MA, USA
- Division of Sports Medicine, Department of Orthopedics, Boston Children's Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - William P Meehan
- Micheli Center for Sports Injury Prevention, Waltham, MA, USA
- Division of Sports Medicine, Department of Orthopedics, Boston Children's Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Kristin E Whitney
- Micheli Center for Sports Injury Prevention, Waltham, MA, USA
- Division of Sports Medicine, Department of Orthopedics, Boston Children's Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
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12
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Hao Y, Razman R. Moderate-to-vigorous intensity physical activity levels of children with intellectual disability during physical education classes. Front Public Health 2023; 11:1056191. [PMID: 38026269 PMCID: PMC10667468 DOI: 10.3389/fpubh.2023.1056191] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Accepted: 10/27/2023] [Indexed: 12/01/2023] Open
Abstract
Background Physical education (PE) class is an excellent way to improve moderate-to-vigorous intensity physical activity (MVPA). Increasing number of research has explored the children's PA based on movement during PE classes, but data for children with intellectual disability (ID) is still lacking. Purpose The purpose of this study was to investigate the current status of MVPA levels of children with ID during PE classes in China, as well as differences of MVPA levels according to gender and grade. Methods Accelerometers were used to record MVPA levels of fifty-three children with severe ID from 9 to 16 years of age (mean age: 12.60 ± 1.66 years) during standard PE classes. Results The mean time spent in MVPA during PE classes was 8.00 ± 2.10 min, meaning only 22.88% of PE class time was spent in MVPA. As grade levels progresses, time spent in MVPA during PE classes tended to decrease; the fourth-grade children tended to spend more time in MVPA during PE classes compared with the fifth-grade and the sixth-grade (9.15 vs. 7.61 vs. 7.25 min, all p < 0.05). Boys spend significantly more time in MVPA during PE classes than girls; both in the entire sample (9.20 vs. 5.70 min) as well as in each grade (9.76 vs. 6.09 min, 9.35 vs. 5.68 min, 8.31 vs. 5.59 min, all p < 0.05). Conclusion Findings from this study indicate that the proportion of PE class spent in the MVPA of children with ID was lower than the 50% recommended by the U.S. Department of Health and Human Services (DHHS) and U.K. Association for Physical Education (AfPE). And the amount of MVPA participation varied by the grade and gender as well as by the activity performed. Therefore, in order to help children with ID achieve MVPA goals, educators need to reevaluate the PE curriculum as well as take due consideration of grade and gender when devising new content.
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Affiliation(s)
| | - Rizal Razman
- Faculty of Sports and Exercise Science, Universiti Malaya, Kuala Lumpur, Malaysia
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Kelly HT, Smith JJ, Verdonschot A, Kennedy SG, Scott JJ, McKay H, Nathan N, Sutherland R, Morgan PJ, Salmon J, Penney D, Boyer J, Lloyd RS, Oldmeadow C, Reeves P, Pursey K, Hua M, Longmore S, Norman J, Voukelatos A, Zask A, Lubans DR. Supporting adolescents' participation in muscle-strengthening physical activity: protocol for the 'Resistance Training for Teens' (RT4T) hybrid type III implementation-effectiveness trial. BMJ Open 2023; 13:e075488. [PMID: 37914300 PMCID: PMC10626834 DOI: 10.1136/bmjopen-2023-075488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Accepted: 10/05/2023] [Indexed: 11/03/2023] Open
Abstract
INTRODUCTION In Australia, only 22% of male and 8% of female adolescents meet the muscle-strengthening physical activity guidelines, and few school-based interventions support participation in resistance training (RT). After promising findings from our effectiveness trial, we conducted a state-wide dissemination of the 'Resistance Training for Teens' (RT4T) intervention from 2015 to 2020. Despite high estimated reach, we found considerable variability in programme delivery and teachers reported numerous barriers to implementation. Supporting schools when they first adopt evidence-based programmes may strengthen programme fidelity, sustainability, and by extension, programme impact. However, the most effective implementation support model for RT4T is unclear. OBJECTIVE To compare the effects of three implementation support models on the reach (primary outcome), dose delivered, fidelity, sustainability, impact and cost of RT4T. METHODS AND ANALYSIS We will conduct a hybrid type III implementation-effectiveness trial involving grade 9 and 10 (aged 14-16 years) students from 90 secondary schools in New South Wales (NSW), Australia. Schools will be recruited across one cohort in 2023, stratified by school type, socioeconomic status and location, and randomised in a 1:1:1 ratio to receive one of the following levels of implementation support: (1) 'low' (training and resources), (2) 'moderate' (training and resources+external support) or 'high' (training and resources+external support+equipment). Training includes a teacher workshop related to RT4T programme content (theory and practical sessions) and the related resources. Additional support will be provided by trained project officers from five local health districts. Equipment will consist of a pack of semiportable RT equipment (ie, weighted bars, dumbbells, resistance bands and inverted pull up bar stands) valued at ~$A1000 per school. Study outcomes will be assessed at baseline (T0), 6 months (T1) and 18 months (T2). A range of quantitative (teacher logs, observations and teacher surveys) and qualitative (semistructured interviews with teachers) methods will be used to assess primary (reach) and secondary outcomes (dose delivered, fidelity, sustainability, impact and cost of RT4T). Quantitative analyses will use logistic mixed models for dichotomous outcomes, and ordinal or linear mixed effects regression models for continuous outcomes, with alpha levels set at p<0.025 for the outcomes and cost comparisons of the moderate and high support arms against the low support arm. ETHICS AND DISSEMINATION Ethics approval has been obtained from the University of Newcastle (H-2021-0418), the NSW Department of Education (SERAP:2022215), Hunter New England Human Research Ethics Committee (2023/ETH00052) and the Catholic Schools Office. The design, conduct and reporting will adhere to the Consolidated Standards of Reporting Trials statement, the Standards for Reporting Implementation Studies statement and the Template for Intervention Description and Replication checklist. Findings will be published in open access peer-reviewed journals, key stakeholders will be provided with a detailed report. We will support ongoing dissemination of RT4T in Australian schools via professional learning for teachers. TRIAL REGISTRATION NUMBER ACTRN12622000861752.
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Affiliation(s)
- Hayden Thomas Kelly
- School of Education, University of Newcastle, Callaghan, New South Wales, Australia
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, New South Wales, Australia
- Hunter Medical Research Institute, Newcastle, New South Wales, Australia
| | - Jordan James Smith
- School of Education, University of Newcastle, Callaghan, New South Wales, Australia
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, New South Wales, Australia
- Hunter Medical Research Institute, Newcastle, New South Wales, Australia
| | - Angeliek Verdonschot
- School of Education, University of Newcastle, Callaghan, New South Wales, Australia
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, New South Wales, Australia
- Hunter Medical Research Institute, Newcastle, New South Wales, Australia
| | - Sarah Grace Kennedy
- School of Health Sciences, Translational Health Research Institute, Western Sydney University, Kingswood, New South Wales, Australia
| | - Joseph J Scott
- School of Education and Tertiary Access, University of the Sunshine Coast, Sippy Downs, Queensland, Australia
- School of Education, Edith Cowan University, Joondalup, Western Australia, Australia
| | - Heather McKay
- Department of Family Practice, University of British Columbia, Vancouver, British Columbia, Canada
- Active Aging Research Team, University of British Columbia, Vancouver, British Columbia, Canada
| | - Nicole Nathan
- Hunter Medical Research Institute, Newcastle, New South Wales, Australia
- Hunter New England Population Health, Hunter New England Local Health District, Wallsend, New South Wales, Australia
- School of Medicine and Public Health, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, New South Wales, Australia
- National Centre of Implementation Science, University of Newcastle, Newcastle, New South Wales, Australia
| | - Rachel Sutherland
- Hunter Medical Research Institute, Newcastle, New South Wales, Australia
- Hunter New England Population Health, Hunter New England Local Health District, Wallsend, New South Wales, Australia
- School of Medicine and Public Health, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, New South Wales, Australia
- National Centre of Implementation Science, University of Newcastle, Newcastle, New South Wales, Australia
| | - Philip James Morgan
- School of Education, University of Newcastle, Callaghan, New South Wales, Australia
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, New South Wales, Australia
- Hunter Medical Research Institute, Newcastle, New South Wales, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, Deakin University, Burwood, Victoria, Australia
| | - Dawn Penney
- School of Education, Edith Cowan University, Joondalup, Western Australia, Australia
| | - James Boyer
- School Sport Unit, NSW Department of Education, Sydney, New South Wales, Australia
| | - Rhodri S Lloyd
- Youth Physical Development Centre, Cardiff Metropolitan University, Cardiff, UK
| | - Christopher Oldmeadow
- Hunter Medical Research Institute, Newcastle, New South Wales, Australia
- School of Medicine and Public Health, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, New South Wales, Australia
| | - Penny Reeves
- Hunter Medical Research Institute, Newcastle, New South Wales, Australia
- School of Medicine and Public Health, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, New South Wales, Australia
| | - Kirrilly Pursey
- School of Health Sciences, Faculty of Health Medicine and Wellbeing, University of Newcastle, Callaghan, New South Wales, Australia
- Food and Nutrition Research Program, Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia
| | - Myna Hua
- Health Promotion Service, Population Health, South Eastern Sydney Local Health District, Sydney, New South Wales, Australia
| | - Sarah Longmore
- Health Promotion Service, Western NSW Local Health District, Bathurst, New South Wales, Australia
| | - Jennifer Norman
- School of Health and Society, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, New South Wales, Australia
- Health Promotion Service, Illawarra Shoalhaven Local Health District, Wollongong, New South Wales, Australia
| | - Alexander Voukelatos
- Population Health Research and Evaluation Hub, Sydney Local Health District, Forest Lodge, New South Wales, Australia
| | - Avigdor Zask
- Health Promotion, Northern NSW Local Health District, Lismore, New South Wales, Australia
- North Coast University Centre for Rural Health, School of Public Health, University of Sydney, Sydney, New South Wales, Australia
| | - David Revalds Lubans
- School of Education, University of Newcastle, Callaghan, New South Wales, Australia
- Centre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, New South Wales, Australia
- Hunter Medical Research Institute, Newcastle, New South Wales, Australia
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
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Abstract
Physical inactivity is a global challenge that necessitates early intervention during childhood. Schools are positioned to make a significant impact on children's current and future physical activity behavior, but numerous barriers hinder the implementation and sustainability of school-based physical activity opportunities. The purpose of this invited article is to provide an overview of the comprehensive school physical activity program (CSPAP) as a concept, framework, and promising approach to institutionalizing physical activity within the school environment. Despite the availability of numerous published reviews on the topic, a broad, up-to-date panorama of the CSPAP literature that encompasses and consolidates historical, conceptual, empirical, and practical perspectives is currently lacking. Contained within this article is an explanation of the public health context that undergirds the CSPAP concept, a historical perspective of the concept's origins and evolution, examples of CSPAP research, recommendations for advancing the knowledge base, and evidence-informed frameworks and principles for professional practice.
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Wang D, Xiong R, Zhang J, Han X, Jin L, Liu W, Qu Y, Chen Q, Chen S, Chen X, Li Y, He M, Zeng Y, Liu Y. Effect of Extracurricular After-School Physical Activities on Academic Performance of Schoolchildren: A Cluster Randomized Clinical Trial. JAMA Pediatr 2023; 177:1141-1148. [PMID: 37721735 PMCID: PMC10507588 DOI: 10.1001/jamapediatrics.2023.3615] [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] [Received: 03/22/2023] [Accepted: 07/24/2023] [Indexed: 09/19/2023]
Abstract
Importance The beneficial effects of increasing outdoor physical activity time on children's myopia onset and physical well-being are widely acknowledged. However, in countries with competitive educational systems, such as China, parents and school administrators may be relatively reluctant to increase the extracurricular physical activity time for children due to concerns that this action will compromise children's academic performance. Objective To investigate whether additional extracurricular physical activity time after school compromises the academic performance of schoolchildren. Design, Setting, and Participants This cluster randomized clinical trial was conducted from October 2020 to June 2021 in Yudu, Jiangxi, China. Eligible children in grades 3 and 4 from 24 elementary schools were randomized to the intervention or control group. Primary analysis was conducted in the full sample using the intention-to-treat principle. Interventions The intervention group received 2 hours of after-school physical activity time outdoors on school days. The control group was free to arrange their after-school activity. Main Outcomes and Measures The primary outcome was the between-group mean difference in mathematics test scores at the end of 1 academic year, with a noninferiority margin of -3.3 points. Standardized mathematics tests, physical fitness assessments (in reference to the 2018 National Physical Fitness Survey Monitoring Programme in China), and cycloplegic autorefraction were performed at baseline and the end of 1 academic year. Myopia was defined as a cycloplegic spherical equivalent refraction of -0.5 diopters or less in either eye. Results A total of 2032 children (mean [SD] age, 9.22 [0.62] years; 1040 girls [51.2%]) from 24 schools were randomized to the intervention group (12 schools; 1012 children) or control group (12 schools; 1020 children). The mean (SD) mathematics score at the end of 1 academic year was 78.01 (17.56) points in the intervention group and 77.70 (17.29) points in the control group. The adjusted between-group mean difference was 0.65 points (95% CI, -2.85 to 4.15). The adjusted between-group mean difference in physical fitness score was 4.95 points (95% CI, 3.56-6.34; P < .001) and -1.90% (95% CI, -18.72% to 14.91%; P > .99) in myopia incidence. Conclusions and Relevance Results of this trial indicate that, compared with the control practice of free play after school, adding 2 hours of extracurricular physical activity outdoors after school was noninferior in academic performance and had superior efficacy in improving physical fitness. Trial Registration ClinicalTrials.gov Identifier: NCT04587765.
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Affiliation(s)
- Decai Wang
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangdong Provincial Key Laboratory of Ophthalmology and Visual Science, Guangdong Provincial Clinical Research Center for Ocular Diseases, Guangzhou, Guangdong, China
| | - Ruilin Xiong
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangdong Provincial Key Laboratory of Ophthalmology and Visual Science, Guangdong Provincial Clinical Research Center for Ocular Diseases, Guangzhou, Guangdong, China
| | - Jiaqing Zhang
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangdong Provincial Key Laboratory of Ophthalmology and Visual Science, Guangdong Provincial Clinical Research Center for Ocular Diseases, Guangzhou, Guangdong, China
| | - Xiaotong Han
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangdong Provincial Key Laboratory of Ophthalmology and Visual Science, Guangdong Provincial Clinical Research Center for Ocular Diseases, Guangzhou, Guangdong, China
| | - Ling Jin
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangdong Provincial Key Laboratory of Ophthalmology and Visual Science, Guangdong Provincial Clinical Research Center for Ocular Diseases, Guangzhou, Guangdong, China
| | - Weijia Liu
- School Health Unit, Guangzhou Center for Disease Control and Prevention, Guangzhou, China
| | - Yabin Qu
- Guangdong Provincial Center for Disease Control and Prevention, Guangzhou, China
| | - Qianyun Chen
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangdong Provincial Key Laboratory of Ophthalmology and Visual Science, Guangdong Provincial Clinical Research Center for Ocular Diseases, Guangzhou, Guangdong, China
| | - Shida Chen
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangdong Provincial Key Laboratory of Ophthalmology and Visual Science, Guangdong Provincial Clinical Research Center for Ocular Diseases, Guangzhou, Guangdong, China
| | - Xiang Chen
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangdong Provincial Key Laboratory of Ophthalmology and Visual Science, Guangdong Provincial Clinical Research Center for Ocular Diseases, Guangzhou, Guangdong, China
| | - Yuting Li
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangdong Provincial Key Laboratory of Ophthalmology and Visual Science, Guangdong Provincial Clinical Research Center for Ocular Diseases, Guangzhou, Guangdong, China
| | - Mingguang He
- Experimental Ophthalmology, The Hong Kong Polytechnic University, Hong Kong, China
| | - Yangfa Zeng
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangdong Provincial Key Laboratory of Ophthalmology and Visual Science, Guangdong Provincial Clinical Research Center for Ocular Diseases, Guangzhou, Guangdong, China
| | - Yizhi Liu
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangdong Provincial Key Laboratory of Ophthalmology and Visual Science, Guangdong Provincial Clinical Research Center for Ocular Diseases, Guangzhou, Guangdong, China
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Guo M, Jiang S. Structural modeling of EFL/ESL teachers' physical activity, mental health, psychological well-being, and self-efficacy. BMC Psychol 2023; 11:343. [PMID: 37853470 PMCID: PMC10585901 DOI: 10.1186/s40359-023-01383-0] [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: 08/09/2023] [Accepted: 10/07/2023] [Indexed: 10/20/2023] Open
Abstract
BACKGROUND Physical activity (PA) is known to positively affect individuals' mental and physical health, especially those who experience high levels of stress, such as teachers. Previous studies have examined the relationship between teachers' PA, mental health, and well-being. Still, there is a lack of research on the direct and indirect effects of PA and self-efficacy. PURPOSE This study aimed to investigate the structural relationship between teachers' PA, mental health, well-being, and self-efficacy among ESL/EFL teachers. A total of 364 Chinese English language teachers were selected through convenience sampling. Mental health, physical activity, psychological well-being, and self-efficacy instruments were used. METHODOLOGY The data was analyzed using Smart PLS software, and the hypothesized model was evaluated. The results indicated an acceptable level of divergent and convergent validity and goodness of fit. RESULTS The findings revealed that PA directly predicts teachers' mental health and well-being, but the direct structural relationship between teachers' PA and self-efficacy was not confirmed. However, the results showed that teachers' PA contributes to their self-efficacy by enhancing their mental and psychological well-being. The total effect of teachers' PA on their self-efficacy was significant. Additionally, mental health and psychological well-being strongly influenced teachers' self-efficacy. CONCLUSION In conclusion, regular weekly physical activity can help EFL/ESL teachers foster their mental health, psychological well-being, and self-efficacy. These findings have theoretical and practical significance for teachers, trainers, and educational psychologists.
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Affiliation(s)
- Min Guo
- School of Foreign Languages, Xinyang Normal University, Xinyang, 464000, China
| | - Shaohua Jiang
- College of Foreign Languages, Fujian Normal University, Fuzhou, 3501007, China.
- School of Humanities, Fujian University of Technology, Fuzhou, 350118, China.
- Krirk University, Bangkok, 10220, Thailand.
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Zhang P, Liu S, Zhu X, Liu H, Zeng L, Yan J, Liu J. The effects of a physical exercise program in Chinese kidney transplant recipients: a prospective randomised controlled trial. Clin Kidney J 2023; 16:1316-1329. [PMID: 37529646 PMCID: PMC10387397 DOI: 10.1093/ckj/sfad065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2022] [Indexed: 08/03/2023] Open
Abstract
Background Kidney transplant has become the preferred therapy for end-stage renal disease. However, kidney transplant recipients (KTRs) still face several challenges, such as physical inactivity. The purpose of this study was to explore the effects of a nurse-led physical exercise program in Chinese KTRs. Methods A total of 106 participants were enrolled from the Third Xiangya Hospital of Central South University between July 2021 and June 2022 and randomly assigned to the control or intervention groups. Participants in the control group were provided with routine nursing care and participants in the intervention group received a nurse-led rigorous physical exercise program that was divided into two stages: the pre-discharge stage and the post-discharge stage. The pre-discharge stage included the non-ambulatory and ambulatory stages. The Chinese traditional exercise Baduanjin was incorporated into the physical exercise during the ambulatory stage. The post-discharge stage continued the same exercise as the ambulatory stage at home. After 3 months of intervention, both groups received the same follow-up for 3 months. The primary and secondary outcomes of all participants were collected. The data were analysed with repeated measures analysis of variance to examine the effectiveness of the intervention. Results Compared with the control group, the intervention group had less fatigue and more motivation to be active in primary outcomes. Moreover, patients in the intervention group had a higher phase angle, a longer 6-minute walk distance, more 30-second chair stand times and decreased anxiety and depression levels in secondary outcomes. No adverse events were observed during the intervention. There were no significant differences in all dimensions of the quality-of-life questionnaire between the intervention and the control group. Conclusion Chinese KTRs could benefit from the nurse-led physical exercise program post-operatively. Trial registration ChiCTR2100048755.
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Affiliation(s)
- Pengpeng Zhang
- Department of Transplantation, Third Xiangya Hospital of Central South University, Changsha, China
| | - Shan Liu
- Adelphi University College of Nursing and Public Health, Garden City, NY, USA
| | - Xiao Zhu
- Department of Transplantation, Third Xiangya Hospital of Central South University, Changsha, China
| | - Huan Liu
- Department of Transplantation, Third Xiangya Hospital of Central South University, Changsha, China
| | - Le Zeng
- Department of Transplantation, Third Xiangya Hospital of Central South University, Changsha, China
| | - Jin Yan
- Nursing Department, Third Xiangya Hospital of Central South University, Changsha, China
| | - Jia Liu
- Correspondence to: Jia Liu; E-mail:
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Jayasinghe S, Hills AP. Strategies to Improve Physical Activity and Nutrition Behaviours in Children and Adolescents: A Review. Nutrients 2023; 15:3370. [PMID: 37571307 PMCID: PMC10420868 DOI: 10.3390/nu15153370] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Revised: 07/26/2023] [Accepted: 07/27/2023] [Indexed: 08/13/2023] Open
Abstract
Despite widespread acknowledgement of the multifarious health benefits of physical activity (PA), including prevention and control of obesity, an overwhelming majority of children and adolescents are not sufficiently active to realise such benefits. Concurrently, young people are significantly impacted by the rapid global rise of sedentarism, and suboptimal dietary patterns during key phases of development. Regrettably, the cumulative effects of unhealthy behaviours during the growing years predisposes young people to the early stages of several chronic conditions, including obesity. Clear and consistent approaches are urgently needed to improve eating and activity behaviours of children and adolescents. Based on existing evidence of "best bets" to prevent and control obesity and its comorbidities, we present a set of non-negotiable strategies as a 'road map' to achieving prevention and improving the health of children and adolescents.
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Affiliation(s)
| | - Andrew P. Hills
- College of Health and Medicine, University of Tasmania, Hobart, TAS 7005, Australia;
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Gandrieau J, Dieu O, Potdevin F, Derigny T, Schnitzler C. Measuring physical literacy for an evidence-based approach: Validation of the French perceived physical literacy instrument for emerging adults. J Exerc Sci Fit 2023; 21:295-303. [PMID: 37520158 PMCID: PMC10373918 DOI: 10.1016/j.jesf.2023.06.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Revised: 06/03/2023] [Accepted: 06/07/2023] [Indexed: 08/01/2023] Open
Abstract
Background/Objectives Physical Literacy (PL) is increasingly recognized as a key element in studies aimed at promoting Physical Activity (PA), but measurement tools for emerging adults and evidence for assessing and using this concept is lacking in a wide range of contexts. We aimed to validate the French version of the Perceived Physical Literacy Instrument (PPLI): a scale for investigating PL in young French adults. Methods After PL and PA data collection (n = 2,248, agemean = 19 ± 1.53 yrs), exploratory and confirmatory factor analyses, Cronbach's α and Omega's ω and an Intraclass-Correlation analysis were undertaken. Spearman's rank correlation and the Boruta algorithm were used to investigate the association between PL and PA. Boruta's algorithm examined deeper external validation by analyzing the strength of an overall PL score in explaining PA, compared with separate dimensions of PL and individual characteristics (BMI, sex). Results Results showed an acceptable level of reliability (ICC = 0.91), internal validity (α = 0.88; ω = 0.77), and external validity (Rhô >0.18, p < 0.01). The Boruta algorithm highlighted that the construct of PL is a significant predictor of PA, although not the strongest one which is social and affective dimension. Conclusion This study provided data on validity and reliability of the first French assessment tool to measure PL constituted by four intertwined dimensions (physical, cognitive, social, affective). At the same time, it provides new evidence of the association between PL and PA.
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Affiliation(s)
- Joseph Gandrieau
- Univ. Lille, Univ. Artois, Univ. Littoral Côte d’Opale, ULR 7369 – URePSSS – Unité de Recherche Pluridisciplinaire Sport Santé Société, F-59000 Lille, France
- Université Côte d’Azur, LAMHESS, Nice, France
| | - Olivier Dieu
- Univ. Lille, Univ. Artois, Univ. Littoral Côte d’Opale, ULR 7369 – URePSSS – Unité de Recherche Pluridisciplinaire Sport Santé Société, F-59000 Lille, France
| | - François Potdevin
- Univ. Lille, Univ. Artois, Univ. Littoral Côte d’Opale, ULR 7369 – URePSSS – Unité de Recherche Pluridisciplinaire Sport Santé Société, F-59000 Lille, France
| | - Thibaut Derigny
- Univ. Lille, Univ. Artois, Univ. Littoral Côte d’Opale, ULR 7369 – URePSSS – Unité de Recherche Pluridisciplinaire Sport Santé Société, F-59000 Lille, France
| | - Christophe Schnitzler
- Unité de Recherche Sport et sciences sociales, UR 1342, Université de Strasbourg, France
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Galván M, Hernández-Cabrera J, López-Rodríguez G, Bustos N, García-Cruz R, Guzmán-Saldaña R, Alzate-Yepes T, Galván-Valencia O. Perceptions of food environments in the school and at home during Covid-19: An online cross-sectional study of parents, teachers and experts from Latin America. PLoS One 2023; 18:e0287747. [PMID: 37384611 PMCID: PMC10309603 DOI: 10.1371/journal.pone.0287747] [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: 04/28/2022] [Accepted: 06/13/2023] [Indexed: 07/01/2023] Open
Abstract
BACKGROUND The high prevalence of overweight and obesity in children from Latin America (LA) have been related to obesogenic food environments. Besides, the negative effects of the Covid-19 pandemic should also be considered. The objective of this research was to describe and compare the perceptions of parents, teachers, and experts in LA of food environments at home and school that favor healthy habits in schoolchildren in pre Covid-19 stage and during the pandemic. METHODS This study used a survey self-reporting regarding conditions at home and the school favoring healthy habits, for three profiles: parents, primary school teachers, and experts. A fisher exact test was used to establish the difference between the response categories between countries and profiles. Logistic regression models were used to determine the probability of response in the levels of importance adjusted for sex and nationality. RESULTS Information from 954 questionnaires was reported: 48.4% experts, 32.0% teachers, and 19.6% parents. There were differences in the perception of food environments at school between profiles (p<0.001). In multivariate logistic regression models, experts and teachers were 20% more likely to give greater importance to elements of the food environment at school compared to parents (p<0.001). CONCLUSIONS Our findings showed that parents were less likely to perceive important elements of the school food environment compared to experts and teachers. Interventions are required to improve healthy eating environments that consider children's interpersonal mediators.
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Affiliation(s)
- Marcos Galván
- Interdisciplinary Health Sciences Research Center, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
- Interdisciplinary Network of Experts in School Environments in Latin America, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
| | - Jhazmín Hernández-Cabrera
- Interdisciplinary Health Sciences Research Center, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
- Interdisciplinary Network of Experts in School Environments in Latin America, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
| | - Guadalupe López-Rodríguez
- Interdisciplinary Health Sciences Research Center, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
- Interdisciplinary Network of Experts in School Environments in Latin America, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
| | - Nelly Bustos
- Interdisciplinary Network of Experts in School Environments in Latin America, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
- Nutrition and Food Technology Institute, University of Chile, Santiago, Chile
| | - Rubén García-Cruz
- Interdisciplinary Health Sciences Research Center, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
- Interdisciplinary Network of Experts in School Environments in Latin America, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
| | - Rebeca Guzmán-Saldaña
- Interdisciplinary Health Sciences Research Center, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
- Interdisciplinary Network of Experts in School Environments in Latin America, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
| | - Teresita Alzate-Yepes
- Interdisciplinary Network of Experts in School Environments in Latin America, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
- School of Nutrition and Dietetics, University of Antioquia, Medellín, Colombia
| | - Oscar Galván-Valencia
- Interdisciplinary Network of Experts in School Environments in Latin America, Universidad Autónoma del Estado de Hidalgo, Pachuca, Mexico
- Center for Nutrition and Health Research, National Institute of Public Health, Cuernavaca, Mexico
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21
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Haugen ALH, Riiser K, Esser-Noethlichs M, Hatlevik OE. Fostering pupils' critical health literacy: examining the potential of physical education in lower secondary school. Front Sports Act Living 2023; 5:1205716. [PMID: 37383063 PMCID: PMC10294679 DOI: 10.3389/fspor.2023.1205716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Accepted: 05/30/2023] [Indexed: 06/30/2023] Open
Abstract
Background In Norway, the introduction of an interdisciplinary subject named Public Health and Life skills has brought about renewed attention to how health is conceptualized and taught within and across school subjects. Physical education (PE) is one subject that has traditionally been linked to health outcomes. However, a narrow focus on increased physical activity as the main outcome of PE could be counterproductive in the pursuit of health. Critical health literacy (CHL) is put forward as a resource for health that can be nurtured in the PE context; this study hypothesizes that academic achievement in PE is positively associated with some aspects of CHL. Methods This cross-sectional study included 521 pupils aged 13-15 years old from five lower secondary schools in Norway. Structural equation models were used as the primary statistical analysis to test the hypothesis. The study controlled for parents' education, leisure physical activity, and participation in sports club activities. Results The results confirm the hypothesis, showing a positive and significant association between PE and CHL. The association remains when controlling for parents' education, leisure physical activity, and participation in sports club activities (β^PE→CHL-C1 = 0.264, p = 0.001; β^PE→CHL-C2 = 0.351, p < 0.000). Conclusion In our sample, academic achievement in PE was associated with higher levels of CHL. This study contributes to the ongoing discussion on the health benefits of PE. We argue that a resource-based health perspective can produce the appropriate aims for health in PE contexts and that the CHL concept contributes to illuminating key areas, promoting suitable teaching strategies, and bringing balance between an individual and collective focus for future health education, both within PE and across different subjects in school contexts.
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Affiliation(s)
- Anders L. Hage Haugen
- Faculty of Teacher Education and International Studies, Oslo Metropolitan University, Oslo, Norway
| | - Kirsti Riiser
- Faculty of Health Science, Oslo Metropolitan University, Oslo, Norway
| | - Marc Esser-Noethlichs
- Faculty of International Studies and Teacher Education, Oslo Metropolitan University, Oslo, Norway
| | - Ove Edvard Hatlevik
- Faculty of International Studies and Teacher Education, Oslo Metropolitan University, Oslo, Norway
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James J, Pringle A, Mourton S, Roscoe CMP. The Effects of Physical Activity on Academic Performance in School-Aged Children: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1019. [PMID: 37371251 DOI: 10.3390/children10061019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Revised: 05/16/2023] [Accepted: 05/30/2023] [Indexed: 06/29/2023]
Abstract
Schools offer a unique environment to influence children's physical activity (PA) levels positively. This study aims to systematically review the evidence surrounding how PA affects academic performance by analysing how the frequency, intensity, time, and type of PA mediate academic performance outcomes. This review was conducted using the PRISMA framework. Keyword searches were conducted in Science Direct, PubMed, and SPORTDiscus. Children that were obese, typically developing, typical weight, disabled, with a developmental disability, from a low socio-economic background, or an ethnic minority were included. A total of 19 studies were included, with a total of 6788 participants, a mean age of 9.3 years (50.2% boys, and 49.8% girls). Overall, 63.2% were nondisabled, while 36.8% were diagnosed with a disability. Two authors met, reviewed papers with regard to the inclusion criteria, and agreed on outputs to be included. Evidence suggests that associations between PA and academic performance were primarily positive or nonsignificant. PA levels of 90 min plus per week were associated with improved academic performance, as was PA performed at moderate to vigorous intensity. The optimal duration of PA was 30-60 min per session, whilst various sports induced positive academic effects. Importantly, findings support that PA does not have a deleterious effect on academic performance but can enhance it.
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Affiliation(s)
- Joseph James
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Andy Pringle
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Stuart Mourton
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Clare M P Roscoe
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
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23
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Campbell-Pierre D, Rhea DJ. The feasibility of using the Körperkoordinationstest fur Kinder (KTK) in a U.S. elementary physical education setting to assess gross motor skills specific to postural balance. Front Sports Act Living 2023; 5:1133379. [PMID: 37284229 PMCID: PMC10239845 DOI: 10.3389/fspor.2023.1133379] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Accepted: 04/17/2023] [Indexed: 06/08/2023] Open
Abstract
Introduction For the past ten years, falls have been the leading cause of nonfatal injuries for all age groups less than 15 years old. A significant rise in childhood sedentary behavior in schools and limited opportunities to be outside has led to motor coordination deficits which have contributed to fall injuries. Method A German assessment tool, the Körperkoordinationstest fur Kinder (KTK), which has been used for decades in Western European countries, allows researchers and physical education teachers to evaluate typical and atypical children's motor coordination competencies related to dynamic postural balance successfully. No research has been published on the use of this assessment tool in the United States. If its use were found to be feasible in this country for identifying motor coordination deficits in typical and atypical children, it would close the gap in determining motor coordination. Therefore, this study sought in Phase 1 to determine the feasibility of using the KTK assessment in U.S. children and Phase 2 sought to determine the adaptability of the scoring protocol from use in other countries to the United States. Results The Phase 1 results revealed the KTK assessment was feasible to administer in U.S. physical education class by addressing three challenges for U.S. schools: 1) KTK implementation, 2) time to assess each skill, and 3) the equipment availability and cost to implement the test in a physical education setting. In Phase 2, the researchers were able to determine the raw scores and motor quotient scores in this population and then were able to show similar scoring trends between U.S. children and Flemish children from a previous study. Conclusion This assessment tool was deemed feasible and adaptable which is the first step to use the KTK in U.S. physical education elementary school settings.
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Stojanović N, Stupar D, Marković M, Trajković N, Aleksić D, Pašić G, Koničanin A, Zadražnik M, Stojanović T. School-Based Circuit Training Intervention Improves Local Muscular Endurance in Primary School Students: A Randomized Controlled Trial. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10040726. [PMID: 37189975 DOI: 10.3390/children10040726] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 04/08/2023] [Accepted: 04/12/2023] [Indexed: 05/17/2023]
Abstract
BACKGROUND This study aimed to explore the effectiveness of a 12-week circuit training program in improving local muscular endurance in normal-weighted primary school students. METHODS The study involved a parallel-group randomized trial with 606 primary school boys assigned to an experimental or a control group. The participants underwent a 12-week circuit training program that involved multi-joint, total-body workouts using body weight, resistance bands, and medicine ball exercises. The study measured the participants' local muscular endurance during sit-ups, dynamic trunk extensions on a Roman bench (DTE), and push-ups. RESULTS After adjusting for the baseline, the treatment-grade interaction was significant for sit-ups (F = 7.74, p < 0.001, ηp2 = 0.04), DTE (F = 6.49, p < 0.001, ηp2 = 0.03), and push-ups (F = 9.22, p < 0.001, ηp2 = 0.05), where the experimental treatment was more beneficial than the control. The treatment effect seemed to vary depending on the individual's baseline local muscle endurance capacity. As the baseline local muscular endurance values increased, the treatment and grade effects became less beneficial. CONCLUSION A 12-week circuit training program involving body weight, resistance bands, and medicine ball exercises suits school-based programs and can improve local muscular endurance in normal-weighted primary school boys. The experimental treatment was more effective than the control, and the individual baseline muscular endurance should be considered when designing training programs.
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Affiliation(s)
- Nikola Stojanović
- Faculty of Sport and Physical Education, University of Niš, 18000 Niš, Serbia
| | - Dušan Stupar
- Faculty of Sports and Psychology, Educons University, 21000 Novi Sad, Serbia
| | - Miroslav Marković
- Faculty of Sport, University "Union-Nikola Tesla", 11000 Belgrade, Serbia
| | - Nebojša Trajković
- Faculty of Sport and Physical Education, University of Niš, 18000 Niš, Serbia
| | - Dragana Aleksić
- Faculty of Sport and Physical Education, University of Priština-Kosovska Mitrovica, 38218 Leposavić, Serbia
| | - Goran Pašić
- Faculty of Physical Education and Sport, University of Banja Luka, 78101 Banja Luka, Bosnia and Herzegovina
| | - Admira Koničanin
- Department of Biomedical Science, Sports, and Physical Education, State University of Novi Pazar, 36300 Novi Pazar, Serbia
| | - Marko Zadražnik
- Faculty of Sport, University of Ljubljana, 1000 Ljubljana, Slovenia
| | - Toplica Stojanović
- Faculty of Sport and Physical Education, University of Priština-Kosovska Mitrovica, 38218 Leposavić, Serbia
- Faculty of Physical Education and Sport, University of Banja Luka, 78101 Banja Luka, Bosnia and Herzegovina
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25
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Gilbert LM, Dring KJ, Williams RA, Boat R, Sunderland C, Morris JG, Nevill ME, Cooper SB. Effects of a games-based physical education lesson on cognitive function in adolescents. Front Psychol 2023; 14:1098861. [PMID: 36998368 PMCID: PMC10043371 DOI: 10.3389/fpsyg.2023.1098861] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 02/13/2023] [Indexed: 03/18/2023] Open
Abstract
Despite the importance of physical education (PE) lessons for physical activity in adolescents, the acute cognitive responses to PE lessons have not been explored; a gap in the literature that this study addresses. Following familiarisation, 76 (39 female) adolescents (12.2 ± 0.4 y) completed two trials (60 min games-based PE lesson and 60 min academic lesson) separated by 7-d in a counterbalanced, crossover design. Attention, executive function, working memory, and perception were assessed 30 min before, immediately post, and 45 min post-lesson in both trials. Participants were split into high-and low-fit groups based on a gender-specific median split of distance run on the multi-stage fitness test. Furthermore, participants were split into high and low MVPA groups based on a gender-specific median split of MVPA time (time spent >64% HR max) during the PE lesson. Overall, a 60 min games-based PE lesson had no effect on perception, working memory, attention, or executive function in adolescents (all p > 0.05) unless MVPA time is high. The physical activity-cognition relationship was moderated by MVPA, as working memory improved post-PE lesson in adolescents who completed more MVPA during their PE lesson (time*trial*MVPA interaction, p < 0.05, partial η2 = 0.119). Furthermore, high-fit adolescents displayed superior cognitive function than their low-fit counterparts, across all domains of cognitive function (main effect of fitness, all p < 0.05, partial η2 0.014–0.121). This study provides novel evidence that MVPA time moderates the cognitive response to a games-based PE lesson; and emphasises that higher levels of fitness are beneficial for cognitive function in adolescents.
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Fleming DJM, Dorsch TE, Serang S, Hardiman AL, Blazo JA, Farrey T, Lerner JB, Solomon J. The association of families' socioeconomic and demographic characteristics with parents' perceived barriers to returning to youth sport following the COVID-19 pandemic. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 65:102348. [PMID: 36465329 PMCID: PMC9710102 DOI: 10.1016/j.psychsport.2022.102348] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 11/28/2022] [Accepted: 11/30/2022] [Indexed: 06/17/2023]
Abstract
Developmentally appropriate sport contexts have the potential to positively influence young people's physiological, psychological, and social outcomes. However, little is known about how families returned to sport in the wake of COVID-19-related restrictions or how socioeconomic and demographic factors influenced parents' perceptions of barriers to returning. A nationally representative sample (N = 6183) of American youth sport parents completed a questionnaire in which they provided demographic information and answered questions related to the barriers they perceived in returning to sport, such as the risk of their child getting sick. Structural equation modeling was used to examine the relationships among a range of socioeconomic and demographic factors and these barriers to returning. Results suggest that parents from racially minoritized and urban neighborhoods held higher levels of concern over health-related and practical barriers to returning to sport. Findings highlight the importance of designing available, equitable, and appropriate youth sport contexts.
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Affiliation(s)
| | | | | | | | | | - Tom Farrey
- Aspen Institute Project Play Initiative, United States
| | | | - Jon Solomon
- Aspen Institute Project Play Initiative, United States
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Creaser AV, Bingham DD, Bennett HAJ, Costa S, Clemes SA. The development of a family-based wearable intervention using behaviour change and co-design approaches: move and connect. Public Health 2023; 217:54-64. [PMID: 36854251 DOI: 10.1016/j.puhe.2023.01.018] [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: 06/29/2022] [Revised: 10/17/2022] [Accepted: 01/19/2023] [Indexed: 02/27/2023]
Abstract
BACKGROUND Previous research has explored the effectiveness of wearable activity trackers (wearables) for increasing child physical activity (PA) levels, but there have been mixed results. The use of theoretical frameworks and co-design techniques are recognised ways of increasing an intervention's acceptability and effectiveness. AIMS This study aims to use co-design workshops and an evidence-based theoretical framework (the Behaviour Change Wheel) to develop a family-based PA intervention using wearables. METHODS Three stages of intervention development outlined by the Behaviour Change Wheel were used. Co-design workshops with seven families (11 parents and 12 children) and seven PA experts were conducted where stakeholders discussed how to overcome previously identified barriers to families being active and using wearables. This resulted in the intervention's components being developed, with each component's mechanisms of action (e.g. intervention functions and behaviour change techniques) being retrospectively identified. RESULTS The 'Move & Connect' intervention was developed, which targets family PA and wearable use. The intervention takes a flexible approach and includes eight components, including wearable devices (Fitbit Alta HR), support resources, an introductory workshop, collective challenges, goal setting and reviewing, engagement prompts, social support and health-related resources (e.g. educational videos). The intervention incorporates six intervention functions targeting PA and wearable use: education, training, modelling, persuasion, incentivisation and environmental restructuring and 24 behaviour change techniques, including goal setting, social comparison, feedback on behaviour and graded task. CONCLUSIONS This is the first known study to use an evidence-based framework and co-design to develop a family-based wearable intervention. The identification of the intervention's mechanisms of action will prove useful when implementing and evaluating the 'Move & Connect' intervention and allow researchers to replicate its components.
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Affiliation(s)
- A V Creaser
- School of Sport, Exercise, and Health Sciences, Loughborough University, Loughborough, LE11 3TU, UK; Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, BD9 6RJ, UK.
| | - D D Bingham
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, BD9 6RJ, UK
| | - H A J Bennett
- School of Psychology, University of Leeds, University Road, Leeds, LS2 9JU, UK
| | - S Costa
- School of Sport, Exercise, and Health Sciences, Loughborough University, Loughborough, LE11 3TU, UK
| | - S A Clemes
- School of Sport, Exercise, and Health Sciences, Loughborough University, Loughborough, LE11 3TU, UK; National Institute for Health Research (NIHR) Leicester Biomedical Research Centre, University Hospitals of Leicester NHS Trust, University of Leicester, Leicester, LE5 4PW, UK
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28
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Anico S, Wilson L, Eyre E, Smith E. The effectiveness of school-based run/walk programmes to develop physical literacy and physical activity components in primary school children: A systematic review. J Sports Sci 2023; 40:2552-2569. [PMID: 36812370 DOI: 10.1080/02640414.2023.2174720] [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: 02/24/2023]
Abstract
The objectives of this review were to systematically review the research on school-based run/walk programmes and their measurements of physical literacy (PL) and physical activity (PA)-related components and to assess the different intervention methods and their impact on encouraging PL and PA. To be included in the review, studies had to satisfy all inclusion criteria. An electronic search was conducted on six databases, the last date search was 25 April 2022. All outcome measures were grouped using the Shearer et al. (2021) PL checklist and additional PA related outcomes. Ten studies were included in the final review. Five different run/walk interventions were identified and six studies followed or referred to The Daily Mile (TDM) protocol. Outcomes relating to the physical domain were most commonly explored, and no studies explored the cognitive domain. Four studies reported significant differences in cardiovascular endurance measures. Positive findings were also reported for outcomes relating to motivation and self-perception/self-esteem in the affective domain. Overall, run/walk programmes appear to provide promising results in favour of physical and affective development in PL. However, further high-quality studies are needed to draw firm conclusions. This review highlights the popularity of TDM and its potential to contribute to PL development.
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Affiliation(s)
- Shannah Anico
- London Sport Institute, Middlesex University, London, UK
| | - Laura Wilson
- London Sport Institute, Middlesex University, London, UK
| | - Emma Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University UK, Coventry, UK
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Rojo-Ramos J, Gomez-Paniagua S, Adsuar JC, Mendoza-Muñoz M, Castillo-Paredes A, Denche-Zamorano A, Garcia-Gordillo MA, Barrios-Fernandez S. Attitudes towards Peers with Disabilities among Schoolchildren in Physical Education Classes. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3802. [PMID: 36900810 PMCID: PMC10001541 DOI: 10.3390/ijerph20053802] [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: 12/14/2022] [Revised: 02/11/2023] [Accepted: 02/13/2023] [Indexed: 06/18/2023]
Abstract
All children, including those living with disabilities, have the right to be provided with Inclusive Education (IE) together with appropriate support in scholarly settings. A key factor for educational inclusion is peers' attitudes towards disabilities, which impact disabled students' social participation and learning. Physical Education (PE) classes represent an opportunity for students with disabilities to get psychological, social, health, and educational benefits. This study aimed to assess Spanish students' attitudes regarding their peers with disabilities during PE lessons and to explore possible differences between gender, school location, and age group. The sample consisted of 1437 students from public schools in Extremadura (Spain) from the primary and secondary stages. Participants completed the Attitude towards Students with Disabilities in Physical Education (EAADEF-EP) Questionnaire. The Mann-Whitney U test was carried out to establish differences in scores according to sex, school location, age group, and correlations between age and item scores using the Spearman's Rho test. The results displayed significant differences in the total and item scores considering sex and centre location, with good reliability values (Cronbach's alpha = 0.86). The EAADEF-EP Questionnaire has proven to be a quick, easy, and inexpensive tool to assess attitudes. Girls and participants whose school was in a rural setting had better attitudes towards inclusion. This study's results highlight the importance of carrying out educational actions and programs to improve students' attitudes towards their peers with disabilities considering the influences of the studied variables.
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Affiliation(s)
- Jorge Rojo-Ramos
- Physical Activity for Education, Performance and Health, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | | | - Jose Carmelo Adsuar
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Maria Mendoza-Muñoz
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal
| | - Antonio Castillo-Paredes
- Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de Las Américas, Santiago 8370040, Chile
| | - Angel Denche-Zamorano
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | | | - Sabina Barrios-Fernandez
- Occupation, Participation, Sustainability and Quality of Life (Ability Research Group), Nursing and Occupational Therapy College, University of Extremadura, 10003 Cáceres, Spain
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Zhou L, Liang W, He Y, Duan Y, Rhodes RE, Lippke S, Baker JS, Liang Y, Han L, Liu WX, Liu Q. A school-family blended multi-component physical activity program for Fundamental Motor Skills Promotion Program for Obese Children (FMSPPOC): protocol for a cluster randomized controlled trial. BMC Public Health 2023; 23:369. [PMID: 36803486 PMCID: PMC9942318 DOI: 10.1186/s12889-023-15210-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 02/03/2023] [Indexed: 02/22/2023] Open
Abstract
BACKGROUND Fundamental motor skills (FMSs) are crucial for children's health and comprehensive development. Obese children often encounter a considerable challenge in the development of FMSs. School-family blended PA programs are considered a potentially effective approach to improve FMSs and health-related outcomes among obese children, however, empirical evidence is still limited. Therefore, this paper aims to describe the development, implementation, and evaluation of a 24-week school-family blended multi-component PA intervention program for promoting FMSs and health among Chinese obese children, namely the Fundamental Motor Skills Promotion Program for Obese Children (FMSPPOC) employing behavioral change techniques (BCTs) and building on the Multi-Process Action Control (M-PAC) framework as well as using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework for improving and evaluating the program. METHODS Using a cluster randomized controlled trial (CRCT), 168 Chinese obese children (8-12 years) from 24 classes of six primary schools will be recruited and randomly assigned to one of two groups by a cluster randomization, including a 24-week FMSPPOC intervention group and a non-treatment waiting-list control group. The FMSPPOC program includes a 12-week initiation phase and a 12-week maintenance phase. School-based PA training sessions (2 sessions/week, 90 min each session) and family-based PA assignments (at least three times per week, 30 min each time) will be implemented in the initiation phase (semester time), while three 60-min offline workshops and three 60-min online webinars will be conducted in the maintenance phase (summer holiday). The implementation evaluation will be undertaken according to the RE-AIM framework. For intervention effectiveness evaluation, primary outcome (FMSs: gross motor skills, manual dexterity and balance) and secondary outcomes (health behaviors, physical fitness, perceived motor competence, perceived well-being, M-PAC components, anthropometric and body composition measures) will be collected at four time-points: at baseline, 12-week mid-intervention, 24-week post-intervention, and 6-month follow-up occasions. DISCUSSION The FMSPPOC program will provide new insights into the design, implementation, and evaluation of FMSs promotion among obese children. The research findings will also supplement empirical evidence, understanding of potential mechanisms, and practical experience for future research, health services, and policymaking. TRIAL REGISTRATION Chinese Clinical Trial Registry; ChiCTR2200066143; 25 Nov 2022.
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Affiliation(s)
- Lin Zhou
- grid.256884.50000 0004 0605 1239School of Physical Education, Hebei Normal University, Shijiazhuang, China ,Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Hebei, Wuhan, China
| | - Wei Liang
- grid.263488.30000 0001 0472 9649College of Physical Education, Shenzhen University, Shenzhen, China ,grid.221309.b0000 0004 1764 5980Department of Sport, Physical Education and Health; Hong Kong Baptist University, Kowloon, Hong Kong
| | - Yuxiu He
- School of Physical Education, Hebei Normal University, Shijiazhuang, China. .,Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Hebei, Wuhan, China.
| | - Yanping Duan
- grid.221309.b0000 0004 1764 5980Department of Sport, Physical Education and Health; Hong Kong Baptist University, Kowloon, Hong Kong
| | - Ryan E. Rhodes
- grid.143640.40000 0004 1936 9465School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, Canada
| | - Sonia Lippke
- grid.7704.40000 0001 2297 4381Constructor University Bremen (formerly known as Jacobs University Bremen), Bremen, Germany
| | - Julien S. Baker
- grid.221309.b0000 0004 1764 5980Department of Sport, Physical Education and Health; Hong Kong Baptist University, Kowloon, Hong Kong
| | - Yu Liang
- grid.256884.50000 0004 0605 1239School of Physical Education, Hebei Normal University, Shijiazhuang, China ,Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Hebei, Wuhan, China
| | - Lin Han
- Shenzhen Sports School, Shenzhen, China ,grid.419993.f0000 0004 1799 6254The Education University of Hong Kong, Ting Kok, Hong Kong
| | - Wan Xin Liu
- grid.256884.50000 0004 0605 1239School of Physical Education, Hebei Normal University, Shijiazhuang, China ,Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Hebei, Wuhan, China
| | - Qi Liu
- grid.256884.50000 0004 0605 1239School of Physical Education, Hebei Normal University, Shijiazhuang, China ,Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Hebei, Wuhan, China
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Budzynski-Seymour E, Jones M, Steele J. "I Felt I Was Actually Inside the Movie" An Exploratory Study into Children's Views of Staging a Physically Active Experience, with Implications for Future Interventions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3624. [PMID: 36834319 PMCID: PMC9959420 DOI: 10.3390/ijerph20043624] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Revised: 02/14/2023] [Accepted: 02/15/2023] [Indexed: 06/18/2023]
Abstract
Current levels of inactivity suggest novel approaches are needed to engage children in physical activity (PA), and enjoyment is a strong motivator for children's PA engagement. A physically active experience (PAE) was proposed as a way to use entertainment, education, (e)aesthetics and escapist methods to promote PA to children in a way that is immersive and enables them to actively partake whilst enjoying their experience. In this current mixed methods study, three physically active experiences based on popular children's movies were designed and staged, in order to explore children's views on staging a PAE and provide implications for future PA interventions. Seventeen children (boys n = nine, girls n = eight) between the ages of nine and ten years provided feedback on the experiences. The children watched a pre-recorded video presenting the physically active experiences and then completed a survey including affective forecasting responses, which was followed by participation in an online focus group where views on the experiences were explored further. For all three experiences, the mean anticipated affective response for valence was between "fairly good" and "good", and for arousal between "a bit awake" and "awake". Further, when asked, the children reported wanting to take part in the experiences (experience 1: 82.4%, experience 2: 76.5%, experience 3: 64.7%). The qualitative data revealed that children felt that they would enjoy the sessions, feel immersed in their environment, transported away from reality, and that they would be able to learn something new regarding PA. These results support the implementation of a PAE to engage children in enjoyable PA; future interventions should use these findings to engage children in a PAE, examining their actual responses to the activities.
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Affiliation(s)
| | - Michelle Jones
- Sport, Physical Education and Coaching, Plymouth Marjon University, Plymouth PL6 8BH, UK
| | - James Steele
- School of Sport, Health, and Social Sciences, Solent University, Southampton SO14 0YN, UK
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Kingston Ú, Adamakis M, Lester D, Costa J. A Scoping Review on Quality Physical Education Programmes and Their Outcomes on Primary-Level Pupils. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3575. [PMID: 36834274 PMCID: PMC9965463 DOI: 10.3390/ijerph20043575] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Revised: 02/14/2023] [Accepted: 02/15/2023] [Indexed: 06/18/2023]
Abstract
A scoping review was carried out on the literature relating to the evaluation of the implementation of quality physical education (QPE) programmes and related outcomes on final-stage primary-level pupils' attitudes towards physical education (ATPE), physical activity behaviour (PAB), mental wellbeing (MWB) and academic achievement (AA). The scoping review included studies published between 2000 and 2020 in the PubMed, Elsevier, SCOPUS and CINAHL databases and was completed in accordance with the PRISMA extension for scoping reviews' guidelines. Based on the inclusion criteria, 15 out of 2869 studies were included in the review. A thematic analysis was used to inductively and deductively analyse the studies for common themes of features of QPE programmes in primary schools, arising from nine different countries, considering the four outcome dimensions (ATPE, PAB, MWB and AA). The common themes identified as features of QPE across all four dimensions were as follows: (1) government leadership; (2) PE curriculum; (3) school principal and leaders; (4) organisational management from leadership in school; (5) teachers; (6) parental involvement; and (7) community partnerships. Based on these findings, recommendations were made for an evaluation framework on QPE in primary education.
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Affiliation(s)
- Úna Kingston
- Sports Studies and Physical Education Programme, School of Education, University College Cork, T12 CY82 Cork, Ireland
| | - Manolis Adamakis
- School of Physical Education and Sport Science, National and Kapodistrian University of Athens, 10556 Athens, Greece
| | - Diarmuid Lester
- Sports Studies and Physical Education Programme, School of Education, University College Cork, T12 CY82 Cork, Ireland
| | - João Costa
- Sports Studies and Physical Education Programme, School of Education, University College Cork, T12 CY82 Cork, Ireland
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Hulteen RM, Lubans DR, Rhodes RE, Faulkner G, Liu Y, Naylor PJ, Nathan N, Waldhauser KJ, Wierts CM, Beauchamp MR. Evaluation of the peer leadership for physical literacy intervention: A cluster randomized controlled trial. PLoS One 2023; 18:e0280261. [PMID: 36795739 PMCID: PMC9934439 DOI: 10.1371/journal.pone.0280261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Accepted: 12/23/2022] [Indexed: 02/17/2023] Open
Abstract
PURPOSE The purpose of this research was to develop, implement, and test the efficacy of a theory-driven, evidence-informed peer leadership program for elementary school students (Grade 6 and 7; age 11-12 years) and the Grade 3/4 students with whom they were partnered. The primary outcome was teacher ratings of their Grade 6/7 students' transformational leadership behaviors. Secondary outcomes included: Grade 6/7 students' leadership self-efficacy, as well as Grade 3/4 motivation, perceived competence, general self-concept, fundamental movement skills, school-day physical activity, and program adherence, and program evaluation. METHODS We conducted a two-arm cluster randomized controlled trial. In 2019, 6 schools comprising 7 teachers, 132 leaders, and 227 grade 3 and 4 students were randomly allocated to the intervention or waitlist control conditions. Intervention teachers took part in a half-day workshop (January 2019), delivered 7 x 40 minute lessons to Grade 6/7 peer leaders (February and March 2019), and these peer leaders subsequently ran a ten-week physical literacy development program for Grade 3/4 students (2x30 minutes sessions per week). Waitlist-control students followed their usual routines. Assessments were conducted at baseline (January 2019) and immediately post-intervention (June 2019). RESULTS The intervention had no significant effect on teacher ratings of their students' transformational leadership (b = 0.201, p = .272) after controlling for baseline and gender. There was no significant condition effect for Grade 6/7 student rated transformation leadership (b = 0.077, p = .569) or leadership self-efficacy (b = 3.747, p = .186) while controlling for baseline and gender. There were null findings for all outcomes related to Grade 3 and 4 students. DISCUSSION Adaptions to the delivery mechanism were not effective in increasing leadership skills of older students or components of physical literacy in younger Grade 3/4 students. However, teacher self-reported adherence to the intervention delivery was high. TRIAL REGISTRATION This trial was registered on December 19th, 2018 with Clinicaltrials.gov (NCT03783767), https://clinicaltrials.gov/ct2/show/NCT03783767.
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Affiliation(s)
- Ryan M. Hulteen
- School of Kinesiology, Louisiana State University, Baton Rouge, Louisiana, United States of America,* E-mail:
| | - David R. Lubans
- School of Education, Centre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia,Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia,Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Ryan E. Rhodes
- School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, British Columbia, Canada
| | - Guy Faulkner
- School of Kinesiology, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Yan Liu
- Department of Psychology, Carleton University, Ottawa, Ontario, Canada
| | - Patti-Jean Naylor
- School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, British Columbia, Canada
| | - Nicole Nathan
- Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia,Hunter New England Population Health, Hunter New England Area Health Service, Newcastle, Wallsend, New South Wales, Australia,School of Medicine and Public Health, The University of Newcastle, University Drive, Callaghan, New South Wales, Australia,Priority Research Centre for Health Behaviour, The University of Newcastle, University Drive, Callaghan, New South Wales, Australia
| | - Katrina J. Waldhauser
- School of Kinesiology, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Colin M. Wierts
- School of Kinesiology, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Mark R. Beauchamp
- School of Kinesiology, The University of British Columbia, Vancouver, British Columbia, Canada
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Lee G, Jang S, Kong S. Physical Activity Patterns According to the Type of Physical Education Classes by Sex and Obesity among Korean Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3151. [PMID: 36833844 PMCID: PMC9961096 DOI: 10.3390/ijerph20043151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/08/2023] [Revised: 02/02/2023] [Accepted: 02/08/2023] [Indexed: 06/18/2023]
Abstract
This study aimed to compare physical activity patterns according to the type of physical education by sex and body mass index categories among Korean adolescents. We analyzed physical activity using an accelerator in a physical education class among Korean middle school students (1305 boys and 1328 girls). An independent t-test and regression analysis were conducted to compare differences between the obesity groups by sex. As game play time increased, light activity increased in boys in the normal group. Among the girls, sedentary time decreased in the normal, at-risk for obesity, and obese groups. Moderate activity increased in the underweight, normal, at-risk for obesity, and obese groups. Vigorous activity increased in the normal group. As free activity time increased, sedentary time also increased in the normal, at-risk for obesity, and obese groups. Vigorous activity decreased in the normal group. Among the girls, sedentary time increased in the underweight group. Light activity decreased in the underweight and normal groups. A strategy to increase physical activity during physical education class is to increase game play time for girls and decrease free activity time for boys.
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Affiliation(s)
- Gyuil Lee
- Department of Physical Education, Teachers College, Kyungpook National University, Daegu 41566, Republic of Korea
| | - Seyong Jang
- Department of Taekwondo, College of Arts and Physical Education, Gachon University, Seongnam 13120, Republic of Korea
| | - Sunga Kong
- Patient-Centered Outcomes Research Institute, Samsung Medical Center, Seoul 06351, Republic of Korea
- Department of Clinical Research Design and Evaluation, Samsung Advanced Institute for Health Sciences & Technology, Sungkyunkwan University, Seoul 06351, Republic of Korea
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Tannheimer M. Editorial on the Research Topic of Sports Training and the Promotion of Physical Health. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2663. [PMID: 36768029 PMCID: PMC9915946 DOI: 10.3390/ijerph20032663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Accepted: 01/31/2023] [Indexed: 06/18/2023]
Abstract
Sport activities are a deciding factor in maintaining or achieving physical health [...].
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Affiliation(s)
- Markus Tannheimer
- Department of Sport and Rehabilitation Medicine, University of Ulm, Leimgrubenweg 14, 89075 Ulm, Germany;
- Department of General and Visceral Surgery, Krankenhaus Blaubeuren, Ulmer Straße 26, 89143 Blaubeuren, Germany
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Santos F, Sousa H, Gouveia ÉR, Lopes H, Peralta M, Martins J, Murawska-Ciałowicz E, Żurek G, Marques A. School-Based Family-Oriented Health Interventions to Promote Physical Activity in Children and Adolescents: A Systematic Review. Am J Health Promot 2023; 37:243-262. [PMID: 36413351 PMCID: PMC9850376 DOI: 10.1177/08901171221113836] [Citation(s) in RCA: 12] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
OBJECTIVE This study aimed to systematically review and analyse intervention programs in a school context centred on the family, focused on increasing youths' physical activity. DATA SOURCE The research was carried out in the PubMed, Scopus and Web of Science databases. STUDY INCLUSION CRITERIA Studies were included if participants were children or adolescents, focusing on school-based intervention studies with parental involvement and physical activity, sedentary behaviour or physical fitness outcomes. DATA EXTRACTION The search was performed according to the PRISMA protocol. A total of 416 articles were identified. After being considered for eligibility and duplicates, 22 studies were identified as relevant for inclusion. DATA SYNTHESIS Sample and intervention characteristics, objective, the role of the family, outcomes measures, main findings regarding the outcomes and risk of bias. RESULTS Ten studies reported improvements in physical activity, 6 in sedentary behaviour and 9 in the components of physical fitness and/or skills related to healthy behaviours and lifestyles. Most of the interventions adopted a multidisciplinary and multi-component approach. CONCLUSIONS Most interventions employed a school's multidisciplinary/multi-component approach to promoting physical activity, nutrition, and general education for healthier lifestyle behaviours. The impact of school-based interventions involving families on youth's physical activity levels is still a relatively emerging theme. Further research is needed given the diversity of the intervention's characteristics and the disparity in the results' efficacy.
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Affiliation(s)
- Francisco Santos
- Department of Physical Education
and Sport, University
de Madeira, Funchal, Portugal
| | - Honorato Sousa
- Department of Physical Education
and Sport, University
de Madeira, Funchal, Portugal
| | - Élvio Rúbio Gouveia
- Department of Physical Education
and Sport, University
de Madeira, Funchal, Portugal,LARSYS,
Interactive
Technologies Institute, Funchal,
Portugal,Élvio Rúbio Gouveia, Universidade da
Madeira, Departamento de Educação Física e Desporto, Campus Universitário da
Penteada; 9000-390 Funchal, Portugal.
| | - Helder Lopes
- Department of Physical Education
and Sport, University
de Madeira, Funchal, Portugal
| | - Miguel Peralta
- Research Center in Sports Sciences,
Health Sciences, and Human Development (CIDESD), Vila Real, Portugal,CIPER, Faculdade de Motricidade
Humana, Universidade de Lisboa, Lisboa, Portugal
| | - João Martins
- Research Center in Sports Sciences,
Health Sciences, and Human Development (CIDESD), Vila Real, Portugal,CIPER, Faculdade de Motricidade
Humana, Universidade de Lisboa, Lisboa, Portugal
| | | | - Grzegorz Żurek
- Physiology and Biochemistry
Department, University
School of Physical Education in
Wrocław, Wrocław, Poland
| | - Adilson Marques
- Research Center in Sports Sciences,
Health Sciences, and Human Development (CIDESD), Vila Real, Portugal,CIPER, Faculdade de Motricidade
Humana, Universidade de Lisboa, Lisboa, Portugal
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Liao CC, Hsu CH, Kuo KP, Luo YJ, Kao CC. Ability of the Sport Education Model to Promote Healthy Lifestyles in University Students: A Randomized Controlled Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2174. [PMID: 36767543 PMCID: PMC9915953 DOI: 10.3390/ijerph20032174] [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: 12/16/2022] [Revised: 01/19/2023] [Accepted: 01/20/2023] [Indexed: 06/18/2023]
Abstract
Although studies on sports performance, leadership abilities, group cohesion, and learning motivation have revealed that the sport education model contributes considerably to the development of healthy lifestyles, few studies have explored the development of healthy lifestyles from an educational intervention perspective. This study fills this gap in the literature. In addition, studies have mostly recruited elementary or middle school students; few have explored the effectiveness of sport education for college students. To fill this gap, this study conducted quasi-experimental research on university students by using different teaching strategies, with healthy lifestyles as the dependent variable. The research participants consisted of 95 students from Ming Chuang University distributed to an experimental group or control group. The experimental group was taught using the sport education model; the control group was taught using direct instruction. The results indicate that the sport education model has a stronger ability to promote healthy lifestyles than conventional teaching. Additionally, the results suggest that teachers should apply specific teaching strategies to cultivate and reinforce exercise habits and healthy behaviors among students. On the basis of the results, the researchers suggest that physical education teachers establish effective teaching strategies and promote healthy lifestyles to students.
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Affiliation(s)
- Chun-Chin Liao
- Office of Physical Education, Ming Chuan University, 5 De Ming Road, Gui Shan District, Taoyuan 333321, Taiwan
| | - Chien-Huei Hsu
- Department of Child and Family Studies, Fu Jen Catholic University, 510, Zhongzheng Road, Xinzhuang Dist., New Taipei 242062, Taiwan
| | - Kuei-Pin Kuo
- Office of Physical Education, National Ping-Tung University of Science and Technology, 1 Shuefu Road, Neipu, Pingtung 91201, Taiwan
| | - Yu-Jy Luo
- Office of Physical Education, Ming Chuan University, 5 De Ming Road, Gui Shan District, Taoyuan 333321, Taiwan
| | - Chun-Chieh Kao
- Office of Physical Education, Ming Chuan University, 5 De Ming Road, Gui Shan District, Taoyuan 333321, Taiwan
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Zou Y, Huang LC, Zhao D, He MJ, Su D, Zhang RH. Assessment of serum Vit A, D and zinc nutritional status and related dietary and exercise behaviors of children and adolescents in rural and urban area. Front Nutr 2023; 9:1088155. [PMID: 36712499 PMCID: PMC9877439 DOI: 10.3389/fnut.2022.1088155] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Accepted: 12/28/2022] [Indexed: 01/15/2023] Open
Abstract
Vitamin A and vitamin D deficiency in children and adolescents has a negative impact on their growth and development. This study aimed to learn the nutritional status of vitamin A and D among rural children and adolescents and to explore related dietary and exercise behaviors. A total of 10 counties (cities, districts) from 90 counties (cities, districts) in Zhejiang Province were selected by the method of random cluster sampling. Children and adolescents were investigated and their food and nutrient intake were calculated. The concentration of serum vitamin A in urban area was 0.38 ng/ml, which was higher than that in rural area (p < 0.05); while the concentration of serum vitamin D in urban area was 21.25 mg/L, which was lower than that in rural area (p < 0.05). The concentration of serum zinc was 101 μg/dl in urban area and 107 μg/dl in rural area (p < 0.05). The intake of dietary fiber, calcium, vitamin A, vitamin B1, vitamin B2, and vitamin C was lower than the recommended value. In rural area, the intakes of cereals, tubers and beans, livestock, poultry and meat of children and adolescents were higher than the recommended values; while the intake of vegetables, fruits, eggs, milk, fish and shrimp, soybean and nuts was lower than the recommended value. The intake of edible oil and salt is higher than the recommended value. The time of medium and high intensity exercise time in rural area is more than that in urban area in the age group of 12-17 years, while the sitting time is less than that in urban area. Children and adolescents living in rural area should be guided to eat reasonably, and to choose foods with high nutrient density and with low oil, salt and sugar.
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Rodríguez-Romo G, Acebes-Sánchez J, García-Merino S, Garrido-Muñoz M, Blanco-García C, Diez-Vega I. Physical Activity and Mental Health in Undergraduate Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:195. [PMID: 36612516 PMCID: PMC9819335 DOI: 10.3390/ijerph20010195] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 12/20/2022] [Accepted: 12/21/2022] [Indexed: 06/17/2023]
Abstract
Most research support positive relationships between physical activity and mental health. However, possible moderating variables of these relationships have also been identified, such as age, gender, level of physical activity, and the scope of physical activity. This study aimed to analyze the relationships between physical activity and mental health levels in undergraduate students, assessing whether these associations can change depending on the level of physical activity (low, medium, or high) and the setting (occupational, commuting, or leisure time physical activity) in which it was performed. A descriptive and cross-sectional study was conducted. The sample comprised 847 undergraduate students. Physical activity and mental health were measured by the Global Physical Activity Questionnaire (GPAQv2) and the General Health Questionnaire (GHQ-12). We found relationships between students' physical activity level and their mental health status. The higher the total physical activity, the better their mental health scores. High levels of commuting and leisure time physical activity is also associated with better mental health, while only moderate levels of occupational physical activity are associated with better mental health status. Regarding the possible associations between physical activity and vulnerability to mental health problems, with the fully adjusted regression model, leisure time and occupational physical activity remain protective of a poor state of mental health. Leisure time physical activity, performed at a high level, and moderate occupational physical activity seems to be the best combination of physical activity to reduce students' vulnerability to potential mental health problems.
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Affiliation(s)
- Gabriel Rodríguez-Romo
- Faculty of Physical Activity and Sport Sciences (INEF), Universidad Politécnica de Madrid, 28040 Madrid, Spain
| | - Jorge Acebes-Sánchez
- Faculty of Health Sciences, Universidad Francisco de Vitoria (UFV), 28223 Madrid, Spain
| | - Sonia García-Merino
- Faculty of Psychology, Universidad Francisco de Vitoria (UFV), 28223 Madrid, Spain
| | - María Garrido-Muñoz
- Faculty of Physical Activity and Sport Sciences (INEF), Universidad Politécnica de Madrid, 28040 Madrid, Spain
| | - Cecilia Blanco-García
- Faculty of Physical Activity and Sport Sciences (INEF), Universidad Politécnica de Madrid, 28040 Madrid, Spain
| | - Ignacio Diez-Vega
- Departamento de Enfermería y Fisioterapia, Facultad de Ciencias de la Salud, Universidad de León, 24007 León, Spain
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Boat R, Cooper SB, Carlevaro F, Magno F, Bardaglio G, Musella G, Magistro D. 16 Weeks of Physically Active Mathematics and English Language Lessons Improves Cognitive Function and Gross Motor Skills in Children Aged 8-9 Years. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16751. [PMID: 36554632 PMCID: PMC9779825 DOI: 10.3390/ijerph192416751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 12/05/2022] [Accepted: 12/08/2022] [Indexed: 06/17/2023]
Abstract
The aim of the present study was to examine the effects of physically active lessons, implemented through the Mathematics and English Language curriculum, on cognitive function and gross motor skill development. Following ethical approval, 192 children aged 8-9 years were randomly allocated to an intervention group (n = 98) or a control group (n = 94). The intervention consisted of 8 h.wk-1 of physically active lessons, equally split between Mathematics and English Language, for 16 weeks. Cognitive function (digit span, coding and arithmetic reasoning) and gross motor skill development (TGMD-3) were assessed at baseline and follow-up. The improvement in every domain of cognitive function was greater in the intervention group compared to the control group (group * time, p = 0.008-0.023, d = 0.34-0.42). Furthermore, total TGMD-3 score (group * time, p < 0.001, d = 1.16) and both sub-scales (locomotor, p < 0.001, d = 0.63; object control, p < 0.001, d = 1.29) also improved by a greater extent in the intervention group than in the control group. These findings suggest that 16 weeks of physically active lessons, taught in both Mathematics and English Language curriculum, synergistically improved cognitive function and gross motor skill development in primary school children aged 8-9 years.
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Affiliation(s)
- Ruth Boat
- Sport, Health, and Performance Enhancement Research Centre, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Clifton Lane, Nottingham NG11 8NS, UK
| | - Simon B. Cooper
- Sport, Health, and Performance Enhancement Research Centre, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Clifton Lane, Nottingham NG11 8NS, UK
| | - Fabio Carlevaro
- Polo Universitario Asti Studi Superiori (Uni-Astiss), 14100 Asti, Italy
| | | | | | - Giovanni Musella
- Polo Universitario Asti Studi Superiori (Uni-Astiss), 14100 Asti, Italy
- University of Torino, Torino, Italy
| | - Daniele Magistro
- Sport, Health, and Performance Enhancement Research Centre, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Clifton Lane, Nottingham NG11 8NS, UK
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Development of a German Physical Literacy Assessment for Children in the Context of Health Promotion-An Explorative Approach. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9121908. [PMID: 36553351 PMCID: PMC9776812 DOI: 10.3390/children9121908] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Revised: 11/30/2022] [Accepted: 12/01/2022] [Indexed: 12/12/2022]
Abstract
Addressing physical literacy (PL) has become increasingly relevant to counteract sedentary behaviour in children and youth. We developed an assessment tool to measure and evaluate the promotion of individual PL and its four subdomains: motivation and confidence (the affective dimension), physical competence (physical dimension), knowledge and understanding (cognitive dimension), and participation in physical activity. Within this cross-sectional study, we tested 567 children aged 6−12 years from four primary schools that differed in socioeconomic status (SES). A subsequent exploratory factor analysis conducted to examine the conformity revealed a five-factor structure. The five factors explained 39.8% of the total cumulative variance. Children with a low SES yielded lower scores in all subdomains except participation in physical activity. This effect was most pronounced in motor skills (p < 0.001, r = 0.28). Among the children with a low SES, 16.9% were overweight and 17.4% were obese, compared to 11.5% and 5.4%, respectively, for those with a high SES (p < 0.001). In conclusion, although the assessment tool was largely in line with the postulated structure, further adjustments are necessary in terms of participation and motivation. Nevertheless, this holistic view of PL, taking SES into account, should enable the focused promotion of health and health literacy.
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Poloskey L, Finn K, McInnis K, Kenneally F, Dowdie B, Bowling A. Adapting Active Science to PE Curricula: Examining Feasibility and Acceptability in Low-Income, Urban Public Schools. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2022; 93:741-748. [PMID: 34709125 DOI: 10.1080/02701367.2021.1917755] [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: 05/28/2020] [Accepted: 04/09/2021] [Indexed: 06/13/2023]
Abstract
Purpose: Children in low-income, urban areas are at a greater risk of poor physical activity (PA) and academic outcomes. The purpose of this study was to examine feasibility, acceptability, and engagement of a pilot implementation of the Active Science (AS) exer-learning program in 3rd grade physical education (PE) classes to inform potential upscaling after efficacy evaluation. Methods: AS was implemented within PE at five public schools serving low-income, urban neighborhoods, using a phased implementation approach. A mixed methods approach was utilized; feasibility and engagement were measured using quantitative dose and fidelity measures, students were surveyed regarding acceptability, and PE teachers were interviewed pre/post-intervention regarding perceptions of the program. Results: N = 638 students in k = 25 PE classes across five schools averaged 8.8 weeks of AS implementation with nearly universal inclusivity. Students averaged 1468 steps/session; an average of 15% of available PE class time was spent in MVPA. Semi-structured interviews revealed high staff perceptions of feasibility, as well as specific improvements that should be implemented before upscaling. Conclusions: Process and PA measures indicate high feasibility, with excellent engagement across all five schools. Together with high acceptability reported by students and staff, these results show that AS can feasibly integrate into PE classes low-income, urban schools to improve student engagement in both PA and science learning.
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Frömel K, Groffik D, Valach P, ŠafáŘ M, MitአJ. The Impact of Distance Education during the COVID-19 Pandemic on Physical Activity and Well-Being of Czech and Polish Adolescents. THE JOURNAL OF SCHOOL HEALTH 2022; 92:1137-1147. [PMID: 35916129 PMCID: PMC9539205 DOI: 10.1111/josh.13232] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Revised: 05/04/2022] [Accepted: 07/08/2022] [Indexed: 05/04/2023]
Abstract
BACKGROUND The aim of this study was to identify the changes in the structure of weekly physical activity (PA) and well-being among adolescent boys and girls between habitual education (HE) and distance education (DE) during the pandemic in secondary schools. METHODS The research was carried out in 12 Czech and 18 Polish schools during 2019 to 2020 academic session for HE and 2020 to 2021 academic session for DE. The research involved 723 girls and 626 boys aged 15 to 18 years. The structure of the weekly PA was assessed using the International Physical Activity Questionnaire-Long Form, while well-being was assessed using the World Health Organization-5 Well-Being Index. RESULTS There was a statistically significant decrease of PA among boys in school PA, transportation PA, recreation PA, vigorous PA, moderate PA, walking, and overall weekly PA during the DE resulting from the pandemic. In girls, during DE, a decrease was observed in school PA, vigorous PA, and overall PA. During DE, a high level of well-being was reported by only 34.9% of girls (43.8% during HE) and 50% of boys (65.6% during HE). CONCLUSIONS The observed low PA and high incidence of depressive symptoms in adolescents in distance education during pandemic constraints are a challenge for schools to change in supporting physical activity, eliminating similar negative impacts on school life in the future.
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Affiliation(s)
- Karel Frömel
- Faculty of Physical CulturePalacký University Olomouc, třída Míru, 771 11, Olomouc, Czech Republic; Faculty of Physical Education, The Jerzy Kukuczka Academy of Physical Education in Katowice, Mikołowska 72a, 40‐065 Katowice, Poland.
| | - Dorota Groffik
- Faculty of Physical Education, The Jerzy Kukuczka Academy of Physical Education in Katowice, Mikołowska 72a, 40‐065KatowicePoland
| | - Petr Valach
- Faculty of EducationUniversity of West Bohemia, Univerzitní 2732/8301 00PilsenCzech Republic
| | - Michal ŠafáŘ
- Faculty of Physical CulturePalacký University Olomouc, třída Míru, 771 11, Olomouc, Czech Republic.
| | - Josef MitáŠ
- Faculty of Physical CulturePalacký University Olomouc, třída Míru, 771 11, Olomouc, Czech Republic.
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Lubans DR, Sanders T, Noetel M, Parker P, McKay H, Morgan PJ, Salmon J, Kirwan M, Bennie A, Peralta L, Cinelli R, Moodie M, Hartwig T, Boyer J, Kennedy SG, Plotnikoff RC, Hansen V, Vasconcellos D, Lee J, Antczak D, Lonsdale C. Scale-up of the Internet-based Professional Learning to help teachers promote Activity in Youth (iPLAY) intervention: a hybrid type 3 implementation-effectiveness trial. Int J Behav Nutr Phys Act 2022; 19:141. [PMID: 36451168 PMCID: PMC9713961 DOI: 10.1186/s12966-022-01371-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Accepted: 10/06/2022] [Indexed: 12/03/2022] Open
Abstract
BACKGROUND Whole-of-school programs have demonstrated success in improving student physical activity levels, but few have progressed beyond efficacy testing to implementation at-scale. The purpose of our study was to evaluate the scale-up of the 'Internet-based Professional Learning to help teachers promote Activity in Youth' (iPLAY) intervention in primary schools using the RE-AIM framework. METHODS We conducted a type 3 hybrid implementation-effectiveness study and collected data between April 2016 and June 2021, in New South Wales (NSW), Australia. RE-AIM was operationalised as: (i) Reach: Number and representativeness of students exposed to iPLAY; (ii) Effectiveness: Impact of iPLAY in a sub-sample of students (n = 5,959); (iii) Adoption: Number and representativeness of schools that received iPLAY; (iv) Implementation: Extent to which the three curricular and three non-curricular components of iPLAY were delivered as intended; (v) Maintenance: Extent to which iPLAY was sustained in schools. We conducted 43 semi-structured interviews with teachers (n = 14), leaders (n = 19), and principals (n = 10) from 18 schools (11 from urban and 7 from rural locations) to determine program maintenance. RESULTS Reach: iPLAY reached ~ 31,000 students from a variety of socio-economic strata (35% of students were in the bottom quartile, almost half in the middle two quartiles, and 20% in the top quartile). EFFECTIVENESS We observed small positive intervention effects for enjoyment of PE/sport (0.12 units, 95% CI: 0.05 to 0.20, d = 0.17), perceptions of need support from teachers (0.26 units, 95% CI: 0.16 to 0.53, d = 0.40), physical activity participation (0.28 units, 95% CI: 0.10 to 0.47, d = 0.14), and subjective well-being (0.82 units, 95% CI: 0.32 to 1.32, d = 0.12) at 24-months. Adoption: 115 schools received iPLAY. IMPLEMENTATION Most schools implemented the curricular (59%) and non-curricular (55%) strategies as intended. Maintenance: Based on our qualitative data, changes in teacher practices and school culture resulting from iPLAY were sustained. CONCLUSIONS iPLAY had extensive reach and adoption in NSW primary schools. Most of the schools implemented iPLAY as intended and effectiveness data suggest the positive effects observed in our cluster RCT were sustained when the intervention was delivered at-scale. TRIAL REGISTRATION ACTRN12621001132831.
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Affiliation(s)
- D R Lubans
- grid.266842.c0000 0000 8831 109XCentre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, NSW Australia ,grid.413648.cHunter Medical Research Institute, New Lambton Heights, NSW Australia ,grid.9681.60000 0001 1013 7965Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - T Sanders
- grid.411958.00000 0001 2194 1270Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW Australia
| | - M Noetel
- grid.1003.20000 0000 9320 7537School of Psychology, University of Queensland, Brisbane, QLD Australia
| | - P Parker
- grid.411958.00000 0001 2194 1270Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW Australia
| | - H McKay
- grid.17091.3e0000 0001 2288 9830Centre for Hip Health and Mobility, University of British Columbia, Vancouver, BC Canada
| | - PJ Morgan
- grid.266842.c0000 0000 8831 109XCentre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, NSW Australia ,grid.413648.cHunter Medical Research Institute, New Lambton Heights, NSW Australia
| | - J Salmon
- grid.1021.20000 0001 0526 7079Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong, VIC Australia
| | - M Kirwan
- grid.1004.50000 0001 2158 5405Faculty of Medicine, Health and Human Sciences, Macquarie University, Macquarie Park, NSW Australia
| | - A Bennie
- grid.1029.a0000 0000 9939 5719School of Health Sciences, Western Sydney University, Penrith, NSW Australia
| | - L Peralta
- grid.1013.30000 0004 1936 834XSchool of Education and Social Work, University of Sydney, Camperdown, NSW Australia
| | - R Cinelli
- grid.411958.00000 0001 2194 1270School of Education, Australian Catholic University, Strathfield, NSW Australia
| | - M Moodie
- grid.1021.20000 0001 0526 7079Deakin Health Economics Deakin University, Burwood, VIC Australia
| | - T Hartwig
- grid.411958.00000 0001 2194 1270School of Behavioural and Health Sciences, Australian Catholic University, Strathfield, NSW Australia
| | - J Boyer
- grid.461941.f0000 0001 0703 8464NSW Department of Education, Turrella, NSW Australia
| | - S G Kennedy
- grid.1029.a0000 0000 9939 5719School of Health Sciences, Western Sydney University, Penrith, NSW Australia
| | - R C Plotnikoff
- grid.266842.c0000 0000 8831 109XCentre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, Callaghan, NSW Australia ,grid.413648.cHunter Medical Research Institute, New Lambton Heights, NSW Australia
| | - V Hansen
- grid.1031.30000000121532610Southern Cross University, East Lismore, NSW Australia
| | | | - J Lee
- Global Centre for Modern Ageing, Tonsley, South Australia Australia
| | - D Antczak
- grid.411958.00000 0001 2194 1270Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW Australia
| | - C Lonsdale
- grid.411958.00000 0001 2194 1270Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW Australia
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The Developing Brain: Considering the Multifactorial Effects of Obesity, Physical Activity & Mental Wellbeing in Childhood and Adolescence. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9121802. [PMID: 36553249 PMCID: PMC9776762 DOI: 10.3390/children9121802] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Revised: 11/17/2022] [Accepted: 11/22/2022] [Indexed: 11/25/2022]
Abstract
Obesity during childhood has been associated with many important physiological and neurological health considerations. Specifically concerning are the associations between youth obesity and declines in mental health, as shown with increasing rates of adolescent depression and anxiety worldwide. The emergence of mental health disorders commonly arises during adolescent development, and approximately half the global population satisfy the criteria for at least one psychiatric disorder in their lifetime, suggesting a need for early intervention. Adolescence is critical time whereby brain structure and functions are not only negatively associated with obesity and declines in mental health, while also coinciding with significant declines in rates of physical activity among individuals in this age group. Physical activity is thus a prime candidate to address the intersection of obesity and mental health crises occurring globally. This review addresses the important considerations between physiological health (obesity, aerobic fitness, physical activity), brain health (structure and function), and mental wellbeing symptomology. Lastly, we pose a theoretical framework which asks important questions regarding the influence of physiological health on the association between brain health and the development of depression and anxiety symptoms in adolescence. Specifically, we hypothesize that obesity is a mediating risk factor on the associations between brain health and psychopathology, whereas physical activity is a mediating protective factor. We conclude with recommendations for promoting physical activity and reducing sedentary time.
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Elementary Students’ Perceptions of Cognitively Challenging Physical Activity Games in Physical Education. CHILDREN 2022; 9:children9111738. [DOI: 10.3390/children9111738] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Revised: 11/02/2022] [Accepted: 11/10/2022] [Indexed: 11/16/2022]
Abstract
This study examined 10–11-year-old students’ perceptions regarding three different types of physical activity games based on different principles of mental engagement (contextual interference, mental control, or discovery). A total of 156 students (84 girls) from five fourth-grade (75 students) and five fifth-grade (81 students) classes of five elementary schools located in a middle-sized city in central Greece participated in the study. These students participated in a larger project consisting of a series of acute experiments aiming to examine the effectiveness of cognitively challenging physical activity games in elementary physical education. Students responded to open-ended questions regarding their perceptions of the physical activity games. Their responses were analyzed through a thematic analysis. A total number of 706 quotes were identified and categorized into the lower-order themes which were organized into four higher-order themes: (a) characteristics of the games, (b) effects of the games, (c) areas for improvement, and (d) preferences for specific games. Students’ views provided supporting evidence regarding the employment of cognitively challenging physical activity games in physical education. Useful insights regarding the characteristics of the games, their effects, and their areas for improvement were also gained.
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Budzynski-Seymour E, Jones M, Steele J. 'A Physically Active Experience': Setting the Stage for a New Approach to Engage Children in Physical Activity Using Themed Entertainment Experiences. Sports Med 2022; 52:2579-2591. [PMID: 35852768 DOI: 10.1007/s40279-022-01722-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/17/2022] [Indexed: 02/01/2023]
Abstract
Despite the multiple health benefits that result from engaging in physical activity, data suggest that children are moving less. Novel approaches to engaging children in physical activity are needed to address this public health concern. Recently, a new definition of physical activity was proposed that emphasizes, among other things, the fact that physical activity is deeply affective, emotional and situated in spaces that shape the experience. With the need to increase engagement in physical activity and this new proposed definition, this paper presents a more novel approach to addressing this problem through staging a physically active experience. The idea draws upon the well-established area of experience economy, which aims to engage those partaking in an educational, (e)aesthetic, escapist, and entertaining way. When staging something as an experience, the focus is on engagement. By staging physical activity as an experience, it is proposed that children can actively partake in physical activity in a way that is focused on the experience offered. This review explains the notion of experience economy and provides examples of how it could be applied to children's physical activity. By creating an aesthetically pleasing, escapist and entertaining environment where children can learn and engage in physical activity, a more engaging positive experience of physical activity can be offered. Future research should examine the staging of physically active experiences for children and evaluate the practical implementation and effectiveness of this new approach to increasing children's engagement in physical activity.
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González-Serrano MH, González-García RJ, Gómez-Tafalla A, Refoyo Román I, García-Pascual F, Calabuig F. Promoting Physical Activity Habits after Completing Secondary School: Does the Age Matter? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14160. [PMID: 36361037 PMCID: PMC9655472 DOI: 10.3390/ijerph192114160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Revised: 10/21/2022] [Accepted: 10/27/2022] [Indexed: 06/16/2023]
Abstract
Physical inactivity is one of the most important problems in our society, especially during adolescence. During this stage of schooling, students practice physical activity in physical education classes, but after they finish school, many of them stop practicing it. This research aims to determine which variables predict the intention to practice physical activity after finishing secondary school and to discover the effect that age during adolescence has on these predictive variables. A questionnaire was administered to a sample of secondary school students. The results show that physical exercise identity influences the three antecedents of this theory, while the attitude towards the behaviour (β = 0.13; p < 0.05), perceived behavioural control (β = 0.46; p < 0.05), and physical self-concept (β = 0.41; p < 0.05), have a statistically significant influence on the intention to be physically active. Moreover, when the age is lower, is more important to develop a positive perceived behavioural control and physical exercise identity. Moreover, for younger male adolescents instead of the physical exercise itself, identity seems more important in developing a positive attitude towards behaviour. Likewise, in young female adolescents a low level of support from their close environment (subjective norm) leads to dropping out. The research concludes with the importance of including these variables in physical education classes to promote physical activity practice after completion of secondary school. Some practical implications are presented.
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Affiliation(s)
- María Huertas González-Serrano
- Department of Physical Education and Sports, Faculty of Physical Activity and Sport Sciences, Universitat de València, 46010 Valencia, Spain
| | | | - Ana Gómez-Tafalla
- Department of Physical Education and Sports, Faculty of Physical Activity and Sport Sciences, Universitat de València, 46010 Valencia, Spain
| | - Ignacio Refoyo Román
- Departamento de Deportes, Universidad Politécnica de Madrid, 28040 Madrid, Spain
| | - Fernando García-Pascual
- Department of Physical Education and Sports, Faculty of Physical Activity and Sport Sciences, Universitat de València, 46010 Valencia, Spain
| | - Ferran Calabuig
- Department of Physical Education and Sports, Faculty of Physical Activity and Sport Sciences, Universitat de València, 46010 Valencia, Spain
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Creaser AV, Frazer MT, Costa S, Bingham DD, Clemes SA. The Use of Wearable Activity Trackers in Schools to Promote Child and Adolescent Physical Activity: A Descriptive Content Analysis of School Staff's Perspectives. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14067. [PMID: 36360944 PMCID: PMC9654652 DOI: 10.3390/ijerph192114067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 10/25/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The school environment is an ideal setting for promoting physical activity (PA). Wearable activity trackers (wearables) have previously been implemented, in research, as intervention tools within the school-environment. However, the large-scale use and acceptance of wearables, in schools, is unknown. METHODS This study distributed a cross-sectional survey to school staff to investigate the prevalence of child and adolescent wearable use in schools, including when and how they are used, and school staff's willingness to use them in the future (as implemented by school staff). This survey consisted of between 13 and 22 items, including closed-ended and open-ended questions. Closed-ended responses were displayed descriptively (wearable prevalence and characteristics), and open-ended qualitative responses were categorised using descriptive content analysis (how wearables are used). RESULTS 1087 school staff provided valid responses. Of those, 896 (82.4%) had never used a wearable as a teaching or support tool for their students, and 120 (11%) currently used- and 71 (6.5%) had previously used- a wearable as a teaching or support tool for their students. When wearables were used, school staff implemented their use regularly and during physical education lessons or throughout the entire school day. Wearables were used to monitor or increase student's PA levels, or for student and staff educational purposes (e.g., academic learning, movement breaks). Most school staff were willing to use a wearable as a teaching or support tool to promote student's PA, and/or learning about PA, in the future. CONCLUSIONS This study is the first study to explore the widescale use and acceptance of children and adolescents using wearables in the school-setting. Findings may inform the development of future school-based interventions and public health initiatives for physical activity promotion, using wearables.
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Affiliation(s)
- Amy V. Creaser
- School of Sport, Exercise, and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK
| | - Marie T. Frazer
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK
- Faculty of Health Studies, University of Bradford, Richmond Road, Bradford BD7 1DP, UK
| | - Silvia Costa
- School of Sport, Exercise, and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
| | - Daniel D. Bingham
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK
| | - Stacy A. Clemes
- School of Sport, Exercise, and Health Sciences, Loughborough University, Loughborough LE11 3TU, UK
- National Institute for Health Research (NIHR) Leicester Biomedical Research Centre, University Hospitals of Leicester NHS Trust, University of Leicester, Leicester LE5 4PW, UK
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Beauchamp AA, Lacoste Y, Kingsbury C, Gadais T. When are you taking us outside? An exploratory study of the integration of the outdoor learning in preschool and primary education in Quebec. Front Psychol 2022; 13:955549. [PMID: 36337541 PMCID: PMC9631936 DOI: 10.3389/fpsyg.2022.955549] [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: 05/28/2022] [Accepted: 09/26/2022] [Indexed: 11/13/2022] Open
Abstract
Introduction Recent research investigating the benefits of being outdoors and contact with nature in children showed strong associations with children’s health and development. More teachers are choosing to integrate outdoor learning (OL) into their practice in Quebec, but few studies have focused on OL in the school environment, particularly in Canada and more specifically in Quebec, despite the fact that the school context lends itself favorably to this practice. Objective The purpose of this study was to portray OL in preschool and primary schools in Québec by identifying three key elements: (1) teachers’ perception of the outdoors, (2) the uses of OL in schools, and (3) teaching strategies and factors that influence teachers’ integration of OL. Methodology Semi-structured group interviews (n = 4) conducted with 14 teachers and participant observations (n = 4) were used for data collection. Inclusion criteria were to be a preschool or primary school teacher, to have taught at least eight sessions of OL in the past year, and to have no connection or contact with the research team prior to the start of the study. Results First, the results showed that teachers commonly understood the outdoors as being in the open air, practicing a physical activity, having the presence of nature, providing physical freedom and targeting a pedagogical intention. Second, teachers appeared to incorporate a variety of pedagogical intentions in OL (e.g., environmental awareness, interdisciplinary learning), in a variety of settings (e.g., city parks, woodlands), and with a variety of academic subjects (e.g., French, mathematics) and learning tasks (e.g., walking, nature shelter building). Third, teachers used a wide range of teaching strategies in OL (e.g., flexible planning, well-established routines). Participants also identified multiple factors specific to their setting that appeared to facilitate (e.g., parental support) or limit (e.g., storage of materials) their integration of OL into the school environment. Conclusion This study provided a better understanding of the current use of the OL in the Quebec school environment by identifying the common characteristics, limitations and winning strategies of its use in schools. Teachers and schools interested in OL could benefit from the results of this study, particularly those interested in adopting a Forest School or Udeskole approach.
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Affiliation(s)
- Audrey-Anne Beauchamp
- Département des sciences de l’activité physique, Université du Québec à Montréal, Montréal, QC, Canada
- Chaire UNESCO en développement curriculaire (CUDC), Université du Québec à Montréal, Montréal, QC, Canada
- Centre de Recherche Interdisciplinaire sur la Formation et la Profession Enseignante (CRIFPE), Université du Québec à Montréal, Montréal, QC, Canada
- *Correspondence: Audrey-Anne Beauchamp,
| | - Yannick Lacoste
- Département des sciences de l’activité physique, Université du Québec à Montréal, Montréal, QC, Canada
- Centre de Recherche Interdisciplinaire sur la Formation et la Profession Enseignante (CRIFPE), Université du Québec à Montréal, Montréal, QC, Canada
| | - Célia Kingsbury
- École de Santé Publique de l’Université de Montréal (ESPUM), Montréal, QC, Canada
- Centre de Recherche de l’Institut de Santé Mentale de Montréal (CRIUSMM), Montréal, QC, Canada
| | - Tegwen Gadais
- Département des sciences de l’activité physique, Université du Québec à Montréal, Montréal, QC, Canada
- Chaire UNESCO en développement curriculaire (CUDC), Université du Québec à Montréal, Montréal, QC, Canada
- Centre de Recherche Interdisciplinaire sur la Formation et la Profession Enseignante (CRIFPE), Université du Québec à Montréal, Montréal, QC, Canada
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