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Borhani M, Hosseini ZS, Shahabodin N, Mehri A, Kiani M, Abedi M. Empowering Rural Housewives in Iran: Utilizing the Transtheoretical Model to Increase Physical Activity. J Prev Med Public Health 2024; 57:167-175. [PMID: 38374712 PMCID: PMC10999308 DOI: 10.3961/jpmph.23.457] [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: 10/16/2023] [Revised: 01/09/2024] [Accepted: 01/11/2024] [Indexed: 02/21/2024] Open
Abstract
OBJECTIVES Rural housewives are integral to household management and family care, yet their sedentary lifestyles present significant health risks. This study used the transtheoretical model (TTM) to investigate strategies that encourage and maintain regular exercise habits among rural housewives. METHODS A semi-experimental study was conducted in 2021 with 114 housewives aged 30 to 59 who attended rural health centers in Gorgan, Iran. Participants were randomly assigned to 1 of 2 groups. Data collection involved a validated questionnaire that gathered demographic information and constructs of the TTM. The intervention group participated in a comprehensive educational program, which included four 60-minute sessions. Data were collected again 6 months post-intervention and analyzed using descriptive and inferential statistics in SPSS version 21. RESULTS The study encompassed women with an average age of 39.75±6.05 years, the majority of whom had educational levels below a diploma, and over 90% were married. We observed strong correlations between the processes of change, self-efficacy, and decisional balance. At the outset, there were no significant differences in demographics or model structures between the 2 groups. However, 6 months post-intervention, the intervention group exhibited statistically significant differences in the mean scores of model structures, stages of change, and body mass index (<>p<0.05). CONCLUSIONS This study highlights the importance of physical activity training for rural housewives. The findings suggest that the educational intervention, which utilized the TTM, significantly impacted the participants' model structures and their stages of change.
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Affiliation(s)
- Mahboobe Borhani
- Health Management and Social Development Research Center, Golestan University of Medical Sciences, Gorgan, Iran
| | - Zakieh Sadat Hosseini
- Department of Public Health, Faculty of Health and Paramedicine, Neyshabur University of Medical Sciences, Neyshabur, Iran
- Department of Health Education, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran
| | - Najme Shahabodin
- Health Management and Social Development Research Center, Golestan University of Medical Sciences, Gorgan, Iran
| | - Ali Mehri
- Department of Health Education, Faculty of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran
| | - Mohadese Kiani
- Health Management and Social Development Research Center, Golestan University of Medical Sciences, Gorgan, Iran
| | - Marzieh Abedi
- Health Management and Social Development Research Center, Golestan University of Medical Sciences, Gorgan, Iran
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Brickman CW, Ramstetter CL, Durham RS. Recess Policy Implementation: Beliefs and Perceptions of Site-Based Decisions-Makers. THE JOURNAL OF SCHOOL HEALTH 2022; 92:987-995. [PMID: 35315073 DOI: 10.1111/josh.13155] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Revised: 02/10/2022] [Accepted: 02/15/2022] [Indexed: 06/14/2023]
Abstract
METHODS Using the Theory of Planned Behavior (Ajzen 1991) as a theoretical framework, this study examined what administrators and teachers at a public elementary school located in a district in Northeast Georgia communicated as to their salient behavioral beliefs (attitude), normative beliefs (subjective norms), and control beliefs (perceived behavioral control) relative to the implementation of the district's written recess policy. RESULTS The results of this study demonstrated that teachers new to the field and those certified in early childhood education were more supportive of implementing the practice. The results further demonstrated that more experienced teachers and those certified in elementary education were less supportive. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY The findings in this study revealed that obtaining participant buy-in was critical for the implementation and that targeted professional development would be a suitable vehicle for improving school health for students. CONCLUSIONS The most cited reasons for support for the policy were an understanding that an unstructured break was beneficial for students and that participants considered it a non-negotiable. The most cited reasons for a lack of support included more time needed for academics and a need for expanded behavioral consequences.
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Podrekar Loredan N, Kastelic K, Burnard MD, Šarabon N. Ergonomic evaluation of school furniture in Slovenia: From primary school to university. Work 2022; 73:229-245. [PMID: 35912766 PMCID: PMC9535564 DOI: 10.3233/wor-210487] [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] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND: Adequate school furniture is important to prevent musculoskeletal discomfort among students. OBJECTIVE: The aim of the study was to assess the suitability of school furniture compared to body dimensions of students. METHODS: A cross-sectional study included a total of 442 students from primary school, secondary school, and university. Nine body dimensions along with five furniture dimensions were measured and equations for mismatch criteria were applied. RESULTS: In primary school, differences in body dimensions were more evident among students of different age, while in secondary school and university, differences between male and female students became more apparent. The mismatch for desk height ranged from 100.0% at primary school to 48.0% at university. Similarly, the seat height mismatch was the most evident in primary school (89.7% –94.6%), lower at university (52.0%) and the lowest in secondary school (18.0%). The seat depth mismatch was present among all groups, ranging from 23.1% to 40.4%, and was in general more pronounced in males. Seat to desk clearance mismatch was the most evident among secondary school students. In primary school, seat and desk height were generally too high for most of students. CONCLUSIONS: Specific differences in body dimensions among groups of students of different age and gender were observed and a high student-furniture mismatch was identified in all educational institutions. Implementation of adjustable school furniture, covering at least two size marks, is needed to provide ergonomic and healthy learning conditions and to further enhance the comfort and well-being of students in the classroom.
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Affiliation(s)
- Nastja Podrekar Loredan
- Human Health in the Built Environment, Inno Renew CoE, Izola, Slovenia
- Faculty of Health Sciences, University of Primorska, Izola, Slovenia
| | - Kaja Kastelic
- Human Health in the Built Environment, Inno Renew CoE, Izola, Slovenia
- Andrej Marušič Institute, University of Primorska, Koper, Slovenia
| | - Michael David Burnard
- Human Health in the Built Environment, Inno Renew CoE, Izola, Slovenia
- Andrej Marušič Institute, University of Primorska, Koper, Slovenia
| | - Nejc Šarabon
- Human Health in the Built Environment, Inno Renew CoE, Izola, Slovenia
- Faculty of Health Sciences, University of Primorska, Izola, Slovenia
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Kazemzadeh S, Opper CE, Fang X, Lazorick S. Determining Trends and Factors Associated with Self-Reported Physical Activity among Adolescents in Rural North Carolina. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11417. [PMID: 36141689 PMCID: PMC9516972 DOI: 10.3390/ijerph191811417] [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: 08/09/2022] [Revised: 08/31/2022] [Accepted: 09/07/2022] [Indexed: 06/16/2023]
Abstract
It is important to better understand factors associated with physical activity (PA) levels in adolescents in rural areas. Cross-sectional data were used to obtain self-reported PA levels among adolescents in a school-based intervention in fall 2018. Demographic data, environmental variables, and cardiovascular fitness (PACER score) were also measured. Analyses included a two-sample t-test, ANOVA, a Chi-square test, and a linear regression model. Participants included 3799 7th graders. Male (p < 0.0001), white (p < 0.0001), and healthy weight (p < 0.0001) participants reported more days of PA. The correlation between school physical education (PE) and PACER was modest (r = 0.27, p < 0.0001). Multiple linear regression model showed significant effects of school PE (p = 0.0011), gender (p < 0.0001), race (p < 0.0001), and weight category (p < 0.0001) on self-reported PA. The percentage of students reporting 60 min of PA for 5 (p < 0.0001) or 7 (p = 0.0307) days per week tended to be higher with increased days per week of school PE. Policy changes that increase PA and PE in middle schools may present opportunities to improve PA levels in adolescents, with emphasis on being inclusive and mindful of minority and female youth.
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Affiliation(s)
- Sina Kazemzadeh
- Brody School of Medicine, East Carolina University, Greenville, NC 27834, USA
| | - Chloe E. Opper
- ECU Health Residency Program, Pediatrics, Greenville, NC 27834, USA
| | - Xiangming Fang
- Department of Biostatistics, College of Allied Health, East Carolina University, Greenville, NC 27834, USA
| | - Suzanne Lazorick
- Departments of Pediatrics and Public Health, Brody School of Medicine, East Carolina University, Greenville, NC 27834, USA
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Creating IoT-Enriched Learner-Centered Environments in Sports Science Higher Education during the Pandemic. SUSTAINABILITY 2022. [DOI: 10.3390/su14074339] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
In the pandemic context, creating IoT-enriched learner-centered environments was not only a tendency but a requirement for sustainable teaching and learning in universities with sports science programs for theoretical classes and practical activities. Our study aims to assess both the extent to which the sports science academic environment has been prepared for online teaching and the key features of dedicated e-learning teaching and training in sports science to provide the highest-quality educational services in pandemic conditions. An online survey was administered to academic staff in the field of sports science from two Romanian universities. The results of the study reveal that online teaching has been associated with major changes in terms of methods and methodology, but also with a new dynamic of external and internal factors regarding teachers and their relationship with students. At the same time, it depends on a solid specific infrastructure and IoT facilities (MOOCs, VR/AR, mobile devices). As a mirror of the student-centered approach, universities in the field of sports science have experienced the same concerns about the outcomes of the educational process. In this regard, universities can become sustainable if they positively integrate e-learning into their teaching system and consolidate their quality standards from an e-learning perspective.
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Barkoukis V, Chatzisarantis N, Hagger MS. Effects of a School-Based Intervention on Motivation for Out-of-School Physical Activity Participation. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2021; 92:477-491. [PMID: 32643561 DOI: 10.1080/02701367.2020.1751029] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2019] [Accepted: 03/31/2020] [Indexed: 06/11/2023]
Abstract
Purpose: We tested the effects of an autonomy-supportive intervention in physical education (PE) on high-school students' autonomous motivation in PE, and their autonomous motivation, intentions, and physical activity (PA) behavior in a leisure time guided by the trans-contextual model. Method: PE classes in two schools were assigned to receive either an autonomy-supportive intervention and/or a control intervention via random allocation by the school. The PE teacher of the school assigned to the autonomy-supportive intervention was trained to provide autonomy support while the PE teacher of the school assigned to the control intervention received no training. Students (N = 256) in all classes completed measures of perceived teacher autonomy support, autonomous motivation in PE and leisure time, and beliefs, intentions, and PA in leisure time before and immediately after the intervention. Results: Results revealed direct effects of the autonomy-supportive intervention on changes in perceived autonomy support. However, there were no direct intervention effects on change in intentions and PA behavior. The intervention also had indirect effects on changes in autonomous motivation in PE and leisure time. Additionally, change in perceived autonomy support had direct effects on change in autonomous motivation in PE and indirect effects on change in leisure-time autonomous motivation. Changes in autonomous motivation in leisure time had direct effects on changes in beliefs and indirect effects on changes in intentions and PA behavior through changes in beliefs. Conclusion: The study provides valuable information on the effect of autonomous supportive climate on students' beliefs toward PA in PE lessons and in their leisure time outside of school.
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G-Olvera A, Pacheco-Miranda S, Orozco Núñez E, Aguilar-Farias N, López Fernández I, Jáuregui A. Implementation of physical education policies in elementary and middle schools in Mexico. Health Promot Int 2021; 36:460-470. [PMID: 32830241 DOI: 10.1093/heapro/daaa068] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023] Open
Abstract
School-based physical education (PE) is part of a whole-of-school approach to promote physical activity and its benefits for health. However, there are important gaps between the design and implementation of PE policies. This study aimed to describe the implementation fidelity and feasibility of school-based PE policies in Mexico. Data on implementation fidelity and feasibility was collected using semi-structured interviews (n = 17) and focus groups (n = 11) with high- (n = 7) and local-level (n = 122) stakeholders. We conducted a qualitative and triangulation content analysis. Feedback sessions were carried out with some participants. Barriers for implementation fidelity and feasibility of PE policies included inconsistencies in the time allocated to PE across schools and regions in the country; inconsistencies between teachers' planning of PE classes and the actual class; a wide diversity of professional profiles among PE teachers; a limited number of PE professors, materials and facilities. To address these situations, some PE teachers were able to modify lesson plans and to design PE materials made from recycled materials. In conclusion, the current way in which school-based PE policies are being implemented in Mexico hinder PE from playing a major role in promoting physical activity among children and adolescents.
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Affiliation(s)
- Armando G-Olvera
- Department of Physical Activity and Healthy Lifestyles, Nutrition and Health Research Center, National Institute of Public Health, Mexico, Universidad 655, Santa María Ahuacatitlán, Cerrada Los Pinos y Caminera, Cuernavaca, Morelos 62100, Mexico
| | - Selene Pacheco-Miranda
- Direction Research on Nutrition Policy and Programs, Nutrition and Health Research Center, National Institute of Public Health, Mexico, Universidad 655, Santa María Ahuacatitlán, Cerrada Los Pinos y Caminera, Cuernavaca, Morelos 62100, Mexico
| | - Emanuel Orozco Núñez
- Center for Health Systems Research, National Institute of Public Health, Mexico, Universidad 655, Santa María Ahuacatitlán, Cerrada Los Pinos y Caminera, Cuernavaca, Morelos 62100, Mexico
| | - Nicolás Aguilar-Farias
- Department of Physical Education, Sports and Recreation, Universidad de La Frontera, Av. Francisco Salazar 01145, Temuco, Chile
| | - Iván López Fernández
- Department of Public Health, University of Copenhagen, Øster Farimagsgade 5, opg. B, Copenhagen K 2014, Denmark
| | - Alejandra Jáuregui
- Department of Physical Activity and Healthy Lifestyles, Nutrition and Health Research Center, National Institute of Public Health, Mexico, Universidad 655, Santa María Ahuacatitlán, Cerrada Los Pinos y Caminera, Cuernavaca, Morelos 62100, Mexico
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Wolbring L, Reimers AK, Niessner C, Demetriou Y, Schmidt SCE, Woll A, Wäsche H. How to disseminate national recommendations for physical activity: a qualitative analysis of critical change agents in Germany. Health Res Policy Syst 2021; 19:78. [PMID: 33957943 PMCID: PMC8101134 DOI: 10.1186/s12961-021-00729-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Accepted: 04/20/2021] [Indexed: 11/30/2022] Open
Abstract
Background Physical activity recommendations are reached by only a small part of the population. A common problem is that research findings on public health-related topics such as physical activity promotion are oftentimes not translated into practice. The involvement of relevant stakeholders, such as change agents (role models, decision-makers, and/or knowledge mediators), is a common strategy to implement physical activity recommendations in specific settings, as they have the necessary knowledge of contextual factors. However, dissemination and implementation of physical activity recommendations are often prevented by focusing exclusively on the health sector and by underestimating the individual perceptions and needs of change agents. Therefore, the purpose of this study was to address the problem of how physical activity recommendations can be translated into practice through comprehensive consideration of the situation and context of change agents from various sectors of society at different administrative levels. This allows for deriving recommendations for action on how a national dissemination strategy of physical activity recommendations should be designed. Methods Qualitative expert interviews were conducted with change agents from different sectors of society and administrative levels in Germany (N = 21). Case selection took place via a sampling plan. The interviews were recorded, transcribed verbatim, and analysed by two trained researchers using qualitative content analysis. Results The change agents’ perceived relevance of physical activity and physical activity promotion and their knowledge of physical activity recommendations varied across different sectors. Nine themes were identified covering the change agents’ needs for the implementation of physical activity recommendations: strengthening of political will and cooperation, availability of public space for physical activity, change in awareness and health education, professional qualification, financial incentives, development of physical activity-promoting programmes and structures, provision of resources, bridging the theory–practice gap, and knowledge of physical activity recommendations. Conclusions This exploratory study contributes to the development of an evidence-based dissemination strategy of physical activity recommendations involving change agents from various sectors. Cross-sectoral needs and obstacles were identified indicating gaps that have to be addressed. Future research should choose practice-oriented approaches to develop dissemination strategies that are adapted to the needs of local contexts. Supplementary Information The online version contains supplementary material available at 10.1186/s12961-021-00729-7.
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Affiliation(s)
- Laura Wolbring
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology (KIT), Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany.
| | - Anne Kerstin Reimers
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nuremberg, Gebbertstraße 123b, 91058, Erlangen, Germany
| | - Claudia Niessner
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology (KIT), Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
| | - Yolanda Demetriou
- Department of Sport and Health Sciences, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany
| | | | - Alexander Woll
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology (KIT), Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
| | - Hagen Wäsche
- Institute of Sports and Sports Science, Karlsruhe Institute of Technology (KIT), Engler-Bunte-Ring 15, 76131, Karlsruhe, Germany
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Behan S, Belton S, Peers C, O'Connor NE, Issartel J. Exploring the relationships between fundamental movement skills and health related fitness components in children. Eur J Sport Sci 2020; 22:171-181. [PMID: 33151804 DOI: 10.1080/17461391.2020.1847201] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
This study examined the relationship between fundamental movement skills (FMS) and health related fitness (HRF) components in children. A cross section of Irish primary school children across all age groups participated in this study (n=2098, 47% girls, age 5-12 years of age, mean age 9.2 ± 2.04). FMS were measured using the Test of Gross Motor Development (TGMD-3), along with two additional assessments of vertical jump and balance. All HRF components were also assessed: body composition through BMI and waist circumference, muscular strength (MS) using a hand dynamometer, muscular endurance (ME) through the plank test, flexibility with back-saver sit-and-reach, and cardiovascular endurance (CVE) using the 20 m PACER test. Hierarchal multiple regressions were used to measure associations between the HRF components and overall FMS and the FMS subtests: locomotor, object control and balance skills. Results show significant positive relationships between FMS and MS (R2 = 0.25, β= -0.19), ME (R2 = 0.11, β = 0.34), flexibility (R2 = 0.13, β = 0.14) and CVE (R2 = 0.17, β = 0.39), and an inverse relationship between FMS and body composition (R2 = 0.25, β= -0.19). The data presented reinforces the position that the relationship between FMS and HRF is dynamic, and predominantly strengthens with age through the course of childhood. Findings suggest that developing FMS as a child may be important to developing HRF across childhood and into adolescence.
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Affiliation(s)
- Stephen Behan
- School of Health and Human Performance, Dublin City University, Dublin, Ireland.,Insight Centre for Data Analytics, Dublin City University, Dublin, Ireland
| | - Sarahjane Belton
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Cameron Peers
- School of Health and Human Performance, Dublin City University, Dublin, Ireland.,Insight Centre for Data Analytics, Dublin City University, Dublin, Ireland
| | - Noel E O'Connor
- Insight Centre for Data Analytics, Dublin City University, Dublin, Ireland
| | - Johann Issartel
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
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Webster CA, Glascoe G, Moore C, Dauenhauer B, Egan CA, Russ LB, Orendorff K, Buschmeier C. Recommendations for Administrators' Involvement in School-Based Health Promotion: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17176249. [PMID: 32867355 PMCID: PMC7503319 DOI: 10.3390/ijerph17176249] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Revised: 08/24/2020] [Accepted: 08/25/2020] [Indexed: 11/16/2022]
Abstract
School administrator involvement is recognized as a key factor in the extent to which school health promotion programs and initiatives are successfully implemented. The aims of this scoping review are to: (a) Identify existing documents that contain recommendations regarding the involvement of school administrators in school-based health promotion; (b) distill and summarize the recommendations; (c) examine differences in the recommendations by targeted professional level, professional group, health promotion content focus, and by whether the recommendations are evidence-based or opinion-based; and (d) evaluate the research informing the recommendations. We drew upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines to conduct the review. Our team conducted a comprehensive literature search with no date or geographic restrictions from January 2018 through April 2018 using four electronic databases: Academic Search Complete, Google Scholar, Physical Education Index, and PubMed. Eligibility criteria included any online documents, in English, that contained recommendations targeting school administrators’ (e.g., principals, assistant principals, superintendents) involvement (e.g., support, endorsement, advocacy) in school health programming (e.g., physical activity, nutrition, wellness). The search yielded a total of 1225 records, which we screened by title, then by abstract, and finally by full text, resulting in 61 records that met inclusion criteria. Data (e.g., recommendations, targeted contexts, targeted administrators) from these records were extracted for a content analysis. Included records contained 80 distinct recommendations, which we summarized into three themes (Collaboration, Advocacy, and Support) using a content analysis. Separate content analyses revealed no qualitative differences in the recommendations by professional level, professional group, or content focus, or by whether the recommendations were evidence-based or opinion-based. Twenty-one of the included records were peer-reviewed research articles. Using the Mixed Methods Appraisal Tool (MMAT), we appraised qualitative research articles the highest and mixed methods research articles the lowest. This review provides a basis for future research and professional practice aiming to increase school administrators’ involvement in school-based health promotion.
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Affiliation(s)
- Collin A. Webster
- Department of Physical Education, University of South Carolina, Columbia, SC 29208, USA
- Correspondence:
| | - Genee Glascoe
- Department of Educational Studies, University of South Carolina, Columbia, SC 29208, USA; (G.G.); (C.M.)
| | - Chanta Moore
- Department of Educational Studies, University of South Carolina, Columbia, SC 29208, USA; (G.G.); (C.M.)
| | - Brian Dauenhauer
- School of Sport and Exercise Science, University of Northern Colorado, Greeley, CO 80639, USA; (B.D.); (C.B.)
| | - Cate A. Egan
- Department of Movement Sciences, University of Idaho, Moscow, ID 83844, USA;
| | | | - Karie Orendorff
- Department of Health and Human Development, Montana State University, Bozeman, MT 59717, USA;
| | - Cathy Buschmeier
- School of Sport and Exercise Science, University of Northern Colorado, Greeley, CO 80639, USA; (B.D.); (C.B.)
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Jáuregui A, Pacheco-Miranda S, García-Olvera A, Orozco-Núñez E. Designing and Implementing a Quality Physical Education Policy: Successes, Setbacks, and Lessons Learned From the Quality Physical Education Policy Project in Mexico. J Phys Act Health 2020; 17:823-834. [PMID: 32652513 DOI: 10.1123/jpah.2019-0495] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2019] [Revised: 04/28/2020] [Accepted: 05/12/2020] [Indexed: 11/18/2022]
Abstract
BACKGROUND Quality physical education (QPE) is part of a whole-of-school approach for school-based physical activity promotion. The United Nations Educational, Scientific and Cultural Organization QPE Policy Project supported 4 countries to develop QPE policies. The authors summarize the process, progress, successes, setbacks, and lessons learned during the implementation of the project in Mexico. METHODS The project was developed from August 2016 to April 2018 following the methodology proposed by the United Nations Educational, Scientific and Cultural Organization. Adaptations to the methodology were made to meet local needs. RESULTS AND DISCUSSION The project successfully implemented the United Nations Educational, Scientific and Cultural Organization methodology and prepared a national strategy for the provision of QPE in Mexico. The national strategy progressed despite the change in presidential administration. Successes included the use of a QPE policy evaluation framework, the inclusion of stakeholders representing extreme PE views and from all regions in the country, and the presence of international agencies in the national team. Setbacks included difficulties in engaging key organizations and a weak communication campaign. Lessons learned are discussed. CONCLUSIONS The QPE project in Mexico served as a pilot project to test the feasibility of implementing a QPE policy revision process. The experience and lessons learned in Mexico can be drawn on to inform the work of other stakeholders interested in advocating for a national QPE policy.
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O'Hara Tompkins N, Northrup K, Grant J, Weikle MF, Long D, Bassler J, Workman C, Ramsey Z, Jarrett T, Sirk H, Cottrell L. Translating School Physical Education and Activity Policies into Practice: A Case Study. TRANSLATIONAL JOURNAL OF THE AMERICAN COLLEGE OF SPORTS MEDICINE 2020; 5. [PMID: 34549089 DOI: 10.1249/tjx.0000000000000132] [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: 11/21/2022]
Abstract
Background Public health experts recommend school-based policies as a population based approach to increase youth physical activity. The purpose of this case study is to describe one, largely rural, state's efforts to translate this recommendation into practice. Details about the genesis, implementation and evolution of two state level policies (physical education and physical activity), as well as in-house efforts of a State Department of Education to monitor policy compliance and challenges encountered are described. Two specific years are highlighted, due to policy and monitoring enhancements made during those particular time periods. Methods Data for this paper come from the West Virginia Department of Education for two time periods: 2013-2014 and 2014-2015 (n=369 elementary schools). Descriptive statistics for quantitative data and content analysis for qualitative data were used to document school level compliance and provide context for implementation challenges. Results Greater than 70% of school principals reported achievement of physical education and physical activity policy expectations for each year. Limited staff was the predominant explanation for nonfulfillment of physical education expectations, followed by lack of time and facilities. Recess and classroom-based physical activity were the primary strategies used to comply with the physical activity expectations. PE and PA policy compliance varied significantly by certain school characteristics in each school year studied. Conclusions Further investigation is warranted on how states translate public health policy recommendations into practice, including how physical education and physical activity policies are developed and monitored at the state level and how to support states and schools with monitoring and implementation challenges.
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Affiliation(s)
| | | | - Josh Grant
- West Virginia Department of Education Office of Middle/Secondary Learning
| | - Mary Folz Weikle
- West Virginia University, School of Public Health, Prevention Research Center
| | - Dustin Long
- University of Alabama at Birmingham, Department of Biostatistics
| | - John Bassler
- University of Alabama at Birmingham, Department of Biostatistics
| | - Charlotte Workman
- West Virginia University, School of Public Health, Prevention Research Center
| | - Zachary Ramsey
- West Virginia University, School of Public Health, Prevention Research Center
| | - Traci Jarrett
- West Virginia University, School of Public Health, Prevention Research Center
| | - Hannah Sirk
- West Virginia University, School of Public Health, Prevention Research Center
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Mercier K, Donovan C, Gibbone A, Rozga K. Three-Year Study of Students' Attitudes Toward Physical Education: Grades 4-8. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2017; 88:307-315. [PMID: 28661718 DOI: 10.1080/02701367.2017.1339862] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
PURPOSE A relationship exists between attitudes toward physical education and future physical activity. The purpose of this study was to examine changes in attitude toward physical education as students progressed from upper elementary school (Grade 4) through middle school (Grade 8). METHOD Three cohorts of students (Cohort 1, Grades 4-6, n = 96; Cohort 2, Grades 5-7, n = 71; and Cohort 3, Grades 6-8, n = 73) were each followed for 3 years to examine changes in attitudes toward physical education. RESULTS After an initial increase from Grade 4 to Grade 5, a significant decrease was observed from Grades 5 to 8 in students' positive attitudes toward physical education, with a faster rate of change for girls than boys. CONCLUSION This longitudinal study provides further insights regarding the attitudes of students as they progress from Grade 4 to Grade 8 and expands on previous findings identifying decreasing positive attitudes toward physical education as students age, particularly for girls. The results provide evidence to support targeted interventions.
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