GoActive: a protocol for the mixed methods process evaluation of a school-based physical activity promotion programme for 13–14year old adolescents

Purpose:Activity trackers are useful tools for physical activity promotion in adolescents, but robust validity evaluations have not been done under free-living conditions. This study evaluated the validity of the Garmin Vívofit 1 (G1) and Garmin Vívofit 3 (G3) in different settings and contexts.Methods:The participants (girls: 52%, age: 15.9 [1.9] y) wore the G1 and G3 on their nondominant wrist and the Yamax pedometer on their right hip for a period of 1 week. Validity was examined in 4 discrete segments (before school, in school, after school, and whole day). The criterion method was the Yamax pedometer.Results:Both the G1 and G3 could be considered equivalent to the Yamax pedometer regarding the before school, in school, and whole day segments. The G1 showed wider limits of agreement than G3.Conclusions:The G1 and G3 trackers exhibited acceptable validity for 3 of the 4 segments (before school, in school, and whole day measurements). The results were less accurate during the after-school segment. The evidence that the validity of the monitors varied depending on the setting and context is an important consideration for research on adolescent activity patterns.

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Health professionals’ perspectives on exercise referral and physical activity promotion in primary care: Findings from a process evaluation of the National Exercise Referral Scheme in Wales

Health Education Journal ◽

10.1177/0017896914559785 ◽

2014 ◽

Vol 74 (6) ◽

pp. 743-757 ◽

Cited By ~ 29

Author(s):

Nafees U Din ◽

Graham F Moore ◽

Simon Murphy ◽

Clare Wilkinson ◽

Nefyn H Williams

Keyword(s):

Physical Activity ◽

Primary Care ◽

Process Evaluation ◽

Health Professionals ◽

Physical Activity Promotion ◽

Activity Promotion ◽

Exercise Referral ◽

Exercise Referral Scheme

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A comprehensive physical activity promotion programme at elementary school: the effects on physical activity, physical fitness and psychosocial correlates of physical activity

Public Health Nutrition ◽

10.1017/s1368980007223900 ◽

2007 ◽

Vol 10 (5) ◽

pp. 477-484 ◽

Cited By ~ 51

Author(s):

Stefanie JM Verstraete ◽

Greet M Cardon ◽

Dirk LR De Clercq ◽

Ilse MM De Bourdeaudhuij

Keyword(s):

Physical Activity ◽

Elementary Schools ◽

Physical Fitness ◽

Leisure Time ◽

Physical Activity Promotion ◽

Activity Levels ◽

Accelerometer Data ◽

Psychosocial Correlates ◽

Promotion Programme ◽

Activity Promotion

AbstractObjectiveTo evaluate the effects of a comprehensive physical activity (PA) promotion programme in elementary schools on children's total PA levels, leisure-time PA, physical fitness and psychosocial correlates of PA.DesignA pre-test–post-test design over two school years.Setting and subjectsSixteen elementary schools (764 children, mean age: 11.2 ± 0.7 years) were randomly assigned to the intervention condition (n = 8) and the control condition (n = 8). The intervention included a health-related physical education programme, an extracurricular PA promotion programme and classroom-based PA education lessons. In the total sample, leisure-time PA, psychosocial correlates of PA and physical fitness were measured using a PA questionnaire and the Eurofit test battery. In a sub-sample, total PA levels were measured using an accelerometer.ResultsAccording to accelerometer data, children's moderate PA and moderate-to-vigorous PA (MVPA) levels decreased less in the intervention schools than in the control schools (P < 0.01). The average time spent on MVPA decreased by 9 min per day in the intervention schools compared with 33 min per day in the control schools. Children in the intervention schools reported significantly more moderate PA in leisure time than the controls (P < 0.05). No overall improvement of physical fitness and no effects on the psychosocial correlates of PA were found.ConclusionsThe comprehensive PA promotion programme was successful in preventing a decline in children's total activity levels. Furthermore, the intervention increased children's PA engagement in leisure time. Therefore, implementation needs to be encouraged.

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How to Make Physical Activity Promotion Work in Thai Schools: Perspectives of Multiple Stakeholders

Journal of Physical Activity and Health ◽

10.1123/jpah.2021-0504 ◽

2021 ◽

pp. 1-8

Author(s):

Areekul Amornsriwatanakul ◽

Narongsak Noosorn ◽

Kittipong Poonchob ◽

Rung Wongwat ◽

Somkiat Sornprasit ◽

...

Keyword(s):

Physical Activity ◽

Focus Groups ◽

School Setting ◽

Physical Activity Promotion ◽

School Level ◽

Information Support ◽

School Based ◽

Activity Promotion ◽

The Government ◽

Depth Interviews

Background: This study aimed to determine current practice in physical activity (PA) promotion in Thai schools, explore barriers and facilitators to PA promotion within the school setting, and identify strategies to support schools’ future practice. Methods: A qualitative study design was applied comprising document analysis, focus groups, in-depth interviews, and onsite observations. The focus groups and in-depth interviews were conducted with 144 informants, purposively recruited through 24 schools in 4 regions across Thailand. Inductive content analysis was used. Results: Most schools were promoting PA in the absence of written policies, and without an accurate understanding of PA. Nonalignment of school performance indicators and policies, concerns about children’s academic performance, and lack of budget were raised as barriers to PA promotion, whereas strong partnerships with multiple local stakeholders facilitated school-based PA promotion. Mandated government PA policies and more information support were suggested as strategies to enhance schools’ future practices. Conclusions: For PA promotion to be successful in the school setting, significant challenges will need to be addressed. Results from this study help the government and concerned stakeholders to better understand the situation at the school level, and further strive for achieving the target PA levels specified in the National PA Plan.

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Promoting physical activity

10.1093/med/9780198788850.003.0012 ◽

2019 ◽

Author(s):

Anna Chalkley ◽

Lauren Sherar

Keyword(s):

Physical Activity ◽

Physical Activity Promotion ◽

Well Being ◽

Physically Active ◽

Role Modelling ◽

School Based ◽

Marginalized Groups ◽

Activity Promotion ◽

The Social ◽

Health And Well Being

Physical activity is beneficial to children’s health and well-being. Evidence suggests that physical activity declines with age from childhood through adolescence and into adulthood, with boys being more active than girls at all ages. Physical activity participation in childhood is affected by the social support and role modelling provided by family, peers, friends, and teachers. Marginalized groups are disadvantaged in terms of access to opportunities to be physically active. From a population perspective, the greatest gains in public health will be achieved by helping those who are most inactive to become moderately active. Physical activity promotion efforts for children have predominantly focused on school-based programmes, but multisectoral approaches are needed with transformative and enlightened public policy regarding many facets of children’s lives such as school curricula, active travel, safe play areas, and enhanced sports opportunities for all.

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