scholarly journals A real-world feasibility study of the PLAYshop: a brief intervention to facilitate parent engagement in developing their child’s physical literacy

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Cassandra Lane ◽  
Valerie Carson ◽  
Kayla Morton ◽  
Kendra Reno ◽  
Chris Wright ◽  
...  
Keyword(s):  
Real World ◽  
Self Efficacy ◽  
Control Group ◽  
Physical Literacy ◽  
Physical Competence ◽  
Physically Active ◽  
Implementation Challenges ◽  
Intention To Adopt ◽  
Recruitment Challenges

Abstract Background Development of physical literacy, defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life,” can support children’s physically active behaviors and consequent health benefits. Little research has explored interventions to improve children’s physical literacy, although substantive evidence shows parents play a key role in children’s physically active behaviors and development of fundamental movement skills. The purpose of this study was to explore the feasibility of a novel, physical literacy program (the PLAYshop) designed to build parents’ self-efficacy to support their child’s physical literacy. Methods A non-randomized, one-arm concurrent nested design was used. Thirty-five parents of young children (3–8 years of age) attended a 75-min workshop inclusive of interactive activities, educational messages, and the provision of resources focused on core physical literacy concepts. Pre- and post-workshop surveys used quantitative measures to assess parents’ satisfaction, knowledge, confidence, and intention to adopt practices. Follow-up interviews qualitatively explored the implementation experiences of both parents and facilitators. Paired t tests and thematic analysis were undertaken. Results Of the 33 eligible parents, 23 completed both pre- and post-workshop surveys. Follow-up interviews were completed with 11 parents and four workshop facilitators. Parents’ self-reported knowledge and confidence to support their child’s physical literacy development significantly increased after PLAYshop participation. The majority of parents were satisfied with the workshop and motivated to apply learnings at home with their child. Workshop facilitators identified seven workshop strengths (e.g., workshop champions and skilled facilitators) and four challenges (e.g., recruitment and unfavorable spaces). Limitations include the lack of control group and recruitment challenges. Conclusions The PLAYshop was perceived positively by parents and facilitators and appeared to improve parent self-efficacy and intention to promote physical literacy with their child. Recruitment and attendance were key implementation challenges. The findings from this real-world study support the preliminary feasibility of the PLAYshop intervention and highlight areas to improve the intervention and recruitment prior to efficacy testing in a more rigorous trial format.

scholarly journals A real world feasibility trial of the PLAYshop: an intervention to facilitate parent engagement in developing their child’s physical literacy

2020 ◽  
Author(s):  
Cassandra Lane ◽  
Kendra Reno ◽  
Madison Predy ◽  
Valerie Carson ◽  
Chris Wright ◽  
...  
Keyword(s):  
Real World ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Literacy Intervention ◽  
Feasibility Trial ◽  
Physical Literacy ◽  
Physical Competence ◽  
Physically Active ◽  
Implementation Challenges

Abstract Background Development of physical literacy, defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”, can support children’s physically active behaviors and consequent health benefits. Little research exploring interventions to improve children's physical literacy exist, although substantive evidence shows parents play a key role in children's physically active behaviors and development of fundamental movement skills. The purpose of this study is to explore a novel, physical literacy intervention designed to assist parents to engage with their child in purposeful play; play that facilitates the development of physical literacy. Methods The PLAYshop was a 75-minute workshop to build parents' self-efficacy to support their child’s physical literacy through interactive activities and educational messages as well as educational resources focused on core physical literacy concepts. We collected quantitative pre- and post-workshop surveys of parents’ satisfaction, knowledge, confidence and intention to adopt practices as well as qualitative follow-up implementation focused interviews from both parents and facilitators. We used paired t-tests to examine changes in parents' self-reported physical literacy knowledge and confidence and thematic analysis of interviews to explore workshop feasibility. Results Six workshops were delivered to 33 parents of young children (3–8 years of age). 23 parents completed both pre- and post-workshop surveys. Follow-up interviews were completed with 11 parents and four workshop facilitators. Parents’ self-reported knowledge and confidence to support their child’s physical literacy development significantly increased after PLAYshop participation. Further, the majority of parents were satisfied with the workshop and motivated to apply workshop learnings at-home with their child. Workshop facilitators identified seven workshop strengths (e.g., workshop champions and skilled facilitators) and four challenges (e.g., recruitment and unfavorable spaces). Conclusions The PLAYshop was perceived positively by parents and facilitators and appeared to improve parent self-efficacy and intention to promote physical literacy with their child. Recruitment and attendance were key implementation challenges. The findings from this real world trial address an important evidence gap, highlighting areas for adaptations to improve the intervention and recruitment and suggesting that the PLAYshop is ready for efficacy testing in a more rigorous randomized controlled trial.

scholarly journals A real world feasibility trial of the PLAYshop: a brief intervention to facilitate parent engagement in developing their child’s physical literacy

2020 ◽  
Author(s):  
Cassandra Lane ◽  
Valerie Carson ◽  
Kayla Morton ◽  
Kendra Reno ◽  
Chris Wright ◽  
...  
Keyword(s):  
Real World ◽  
Self Efficacy ◽  
Controlled Trial ◽  
Literacy Intervention ◽  
Feasibility Trial ◽  
Physical Literacy ◽  
Physical Competence ◽  
Physically Active ◽  
Implementation Challenges

Abstract Background: Development of physical literacy, defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”, can support children’s physically active behaviors and consequent health benefits. Little research exploring interventions to improve children's physical literacy exist, although substantive evidence shows parents play a key role in children's physically active behaviors and development of fundamental movement skills. The purpose of this study is to explore a novel, physical literacy intervention designed to assist parents to engage with their child in purposeful play; play that facilitates the development of physical literacy. Methods: The PLAYshop was a 75-minute workshop to build parents' self-efficacy to support their child’s physical literacy through interactive activities and educational messages as well as educational resources focused on core physical literacy concepts. We collected quantitative pre- and post-workshop surveys of parents’ satisfaction, knowledge, confidence and intention to adopt practices as well as qualitative follow-up implementation focused interviews from both parents and facilitators. We used paired t-tests to examine changes in parents' self-reported physical literacy knowledge and confidence and thematic analysis of interviews to explore workshop feasibility.Results: Six workshops were delivered to 33 parents of young children (3-8 years of age). Twenty-three parents completed both pre- and post-workshop surveys. Follow-up interviews were completed with 11 parents and four workshop facilitators. Parents’ self-reported knowledge and confidence to support their child’s physical literacy development significantly increased after PLAYshop participation. Further, the majority of parents were satisfied with the workshop and motivated to apply workshop learnings at-home with their child. Workshop facilitators identified seven workshop strengths (e.g., workshop champions and skilled facilitators) and four challenges (e.g., recruitment and unfavorable spaces).Conclusions: The PLAYshop was perceived positively by parents and facilitators and appeared to improve parent self-efficacy and intention to promote physical literacy with their child. Recruitment and attendance were key implementation challenges. The findings from this real world trial address an important evidence gap, highlighting areas for adaptations to improve the intervention and recruitment and suggesting that the PLAYshop is ready for efficacy testing in a more rigorous randomized controlled trial.

scholarly journals The effects of strengths coaching program on strengths self efficacy, positive affect, self efficacy, job engagement and organizational commitment based on Korean employees

2017 ◽  
Vol 30 (2) ◽  
pp. 221-246
Author(s):  
Hyaeyeong Seon ◽  
Suyeon Kim ◽  
Miae Lee ◽  
Jinkook Tak
Keyword(s):  
Organizational Commitment ◽  
Positive Affect ◽  
Work Engagement ◽  
Self Efficacy ◽  
Control Group ◽  
Time Interval ◽  
Job Engagement ◽  
Group Data ◽  
Dependent Variables

This study was designed to examine the effects of strengths coaching program on strengths self efficacy, positive affect, self efficacy, work engagement, and organizational commitment based on Korean employees. Participants were 43 Korean employees, 21 for the experiment group and 22 for the control group. Data were collected across three times(pre, post, follow-up). To measure overall effects, strengths self efficacy, positive affect, self efficacy, work engagement and organizational commitment were measured. Results showed that there were significant interaction effects between time interval and groups for all the dependent variables, confirming the effects of the coaching program. Also, there were non significant effects of time interval(post and follow-up) for all the dependent variables, confirming the duration of the program effect across time. Finally, implications and limitations of the study were discussed.

scholarly journals Effectiveness of a home care teaching program for prostatectomized patients: a randomized controlled clinical trial

2019 ◽  
Vol 53 ◽  
Author(s):  
Luciana Regina Ferreira da Mata ◽  
Cissa Azevedo ◽  
Mariana Ferreira Vaz Gontijo Bernardes ◽  
Tânia Couto Machado Chianca ◽  
Maria da Graça Pereira ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Home Care ◽  
Self Efficacy ◽  
Intervention Group ◽  
Control Group ◽  
Controlled Clinical Trial ◽  
Teaching Program ◽  
Significant Difference ◽  
The Times

ABSTRACT Objective: To evaluate the effectiveness of a teaching program for hospital discharge of patients submitted to radical prostatectomy based on the self-efficacy construct of the Cognitive Social Theory. Method: A controlled clinical trial carried out on a 2-month follow-up of 68 prostatectomized men randomized into intervention group (n = 34) and control (n = 34). The intervention group received routine guidance from the service plus the teaching program. The control group only received routine guidance from the service. The data collection instruments were: sociodemographic and clinical questionnaire, self-efficacy scale, hospital depression and anxiety scale, household care knowledge questionnaire, and an item on satisfaction with a score of 1 to 5. Results: There was a significant difference between the intragroups for satisfaction (p<0.001) and knowledge (p<0.001) of the pre-test to the post-test. In the intervention group, there were significant changes between the times for anxiety (p=0.011) and knowledge (p<0.001). Conclusion: The teaching program with a combination of oral guidance, written instruction and telephone follow-up was effective in improving knowledge about home care and personal satisfaction. Brazilian Registry of Clinical Trials: RBR-5n95rm.

P5307A consumer-direct digital health intervention for cardiovascular risk management in primary care: the Consumer Navigation of Electronic Cardiovascular Tools (CONNECT) randomised controlled trial

2019 ◽  
Vol 40 (Supplement_1) ◽  
Author(s):  
J Redfern ◽  
T Usherwood ◽  
G Coorey ◽  
J Mulley ◽  
A Scaria ◽  
...  
Keyword(s):  
Digital Health ◽  
Controlled Trial ◽  
Health Interventions ◽  
Control Group ◽  
Physically Active ◽  
Ehealth Literacy ◽  
Health Strategy ◽  
Randomised Controlled ◽  
And Control

Abstract Background Digital health interventions linked to electronic health records offer patients an innovative approach to support cardiovascular disease (CVD) risk management. Purpose Test the effectiveness of a consumer-directed digital health strategy on medication adherence and cardiovascular health outcomes in patients presenting to primary care who are at moderate to high risk of CVD. Methods Randomised controlled trial (RCT) with 12 month follow-up. Intervention group received an interactive digital health strategy for CVD management. The intervention was integrated with patient's electronic health record to enable automated population of risk factor and medication data (Figure). Control group received usual care. Primary outcome was the proportion of patients taking guideline-recommended BP and cholesterol-lowering medications on at least 80% of days (administrative data). Secondary outcomes included mean SBP, LDL-cholesterol, BMI and proportion meeting risk targets for physical activity, achieving smoking cessation, quality of life (EQ5D) and ehealth literacy (eHEALS). Results Intervention (n=486) and control (n=448) groups were well matched at baseline (Table). Mean age of participants was 67±8.1 years, 77% were male, 41% had existing CVD. At 12 months, there was no significant difference between the groups for medication days covered or mean cholesterol and BP (Table). However, there were significantly more patients in the intervention than control group who were physically active and had high ehealth literacy (Table). Table 1. Primary and Secondary Outcomes Baseline 12 months Outcome Control (n=448) Intervention (n=486) Control (n=431) Intervention (n=460) p value* Taking BP and cholesterol medication on ≥80% of days, % 29.7 28.9 29.9 32.8 0.485 SBP (mmHg), mean±SD 139.0±16.6 137.3±15.9 136.3±16.1 136.4±17.6 0.921 LDL (mmol/L), mean±SD 2.6±1.0 2.6±1.0 2.5±0.9 2.4±1.0 0.240 BMI (kg/m2), mean±SD 29.7±5.1 29.9±5.7 29.4±5.0 29.7±5.7 0.508 Proportion achieving BP and LDL target, % 11.2 12.3 11.7 16.5 0.065 Physically active, % 84.0 85.4 79.7 87.0 0.016 Current smoker, % 12.9 13.0 12.0 8.1 0.087 eHEALS, mean±SD 27.0±6.4 27.0±6.4 26.4±7.5 28.3±6.3 0.002 *Comparing intervention and control at 12 month follow-up. Conclusions The integrated digital health strategy did not significantly impact on days of medication covered however, patients in the intervention had higher physical activity and ehealth literacy. The RCT highlights the importance of conducting robust research if we are to understand the potential value of digital health interventions. Acknowledgement/Funding This work was supported by a Project Grant from the National Health and Medical Research Council of Australia

Applying Social Psychological Concepts outside the Classroom

2005 ◽  
Vol 32 (2) ◽  
pp. 110-113 ◽  
Author(s):  
Jessica L. Lakin ◽  
Aaron L. Wichman
Keyword(s):  
Social Psychology ◽  
Real World ◽  
Psychology Students ◽  
Control Group ◽  
Social Psychological ◽  
The Real ◽  
Course Material ◽  
Writing Assignment ◽  
Psychology Course

This article evaluates a writing assignment in which social psychology students gathered examples from outside the classroom (e.g., cartoons, movies) and analyzed them with course material. Compared to a control group, students who completed the assignment learned that it was easier to apply social psychology to the real world. A follow-up survey 9 months later demonstrated that this effect persisted. Students who completed the assignment also valued social psychology more and believed they had learned more in their social psychology course.

Gender Differences in Perceived Fitness Disappear When Exercise Activity Is Standardized

1998 ◽  
Vol 7 (1) ◽  
pp. 117-124 ◽  
Author(s):  
Taru Lintunen
Keyword(s):  
Gender Differences ◽  
Activity Level ◽  
Physical Competence ◽  
Physically Active ◽  
Highly Active ◽  
Significant Difference ◽  
Exercise Activity ◽  
Difference Test ◽  
Scale Data

Participation in sport is an important correlate of perceptions of physical competence, with physically active adolescents having more favorable perceptions than sedentary adolescents. Exercise activity has not, however, been standardized in earlier studies in which girls have consistently scored lower than boys in measures of perceived physical competence. The purpose of this study is to examine gender differences in perceived fitness among adolescents in relation to exercise activity during a four-year follow-up. The participants (n=88) were divided into sedentary (20 girls, 15 boys), physically active (10 girls, 20 boys), and highly active (8 girls, 15 boys) groups. Perceived physical competence was measured by Lintunen’s Perceived Fitness Scale. Data were analyzed using one-and twoway analyses of variance and the least significant difference test. No differences were found in perceived fitness between the girls and boys in any activity group at any age. More physically active groups showed higher perceived fitness among both sexes than the sedentary group when measured at the ages 11,12,13,14, and 15. I concluded that physical activity level is more important than gender as a determinant of perceived physical competence. Boys are, on the average, more actively involved in exercise than girls. This may be the reason that they have consistently scored higher in measures of perceived physical competence.

scholarly journals Improving Flunked English Majors Performance through Enhancing Students' Perception of Self-Efficacy and Outcome Expectancy at Shaqra University

2020 ◽  
Vol 13 (9) ◽  
pp. 83
Author(s):  
Samah Ahmed Mohammed Elborolosy ◽  
Aziza Abdullah Abdulaziz Al Thenyan
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Outcome Expectancy ◽  
Control Group ◽  
Regular Method ◽  
English Majors ◽  
English Major ◽  
Perception Of Self ◽  
Experimental Group

Teachers have to support flunked English majors emotionally, academically and use creative methods to improve their academic performance. The present research examined the effect of self-efficacy and outcomes expectancy on improving the performance of flunking English majors at Shaqra&rsquo; University. The instruments required for the research were a follow-up interview, pre-posttests and a questionnaire of self-efficacy and outcomes expectancy. The sample size was thirty of flunking English major students. The research compared eight techniques to enhance self-efficacy and outcomes expectancy to regular method. To test the hypotheses, data were collected and statistically analyzed. The results showed that there was no significance difference between the control group and experimental related to regular method in the pre-tests, whereas there was a difference in the post-tests in favor of the experimental group attributed to the treatment. The findings of the questionnaire proved that students&#39; perception of self-efficacy and outcome expectancy were crucial to enhance students&#39; academic performance. The research suggested further investigations to examine the effect of self-efficacy and outcome expectancy on enhancing language oral and written skills.

scholarly journals Effectiveness of Mindfulness-Based Cognitive Therapy in Sexual Self-Efficacy and Marital Satisfaction among Couples with Marital Conflicts

2019 ◽  
pp. 29-36
Keyword(s):  
Marital Satisfaction ◽  
Cognitive Therapy ◽  
Marital Conflict ◽  
Self Efficacy ◽  
Intervention Group ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Marital Conflicts ◽  
Significant Difference

Background: Marital conflict is a type of lack of ongoing meaningful agreement between spouses. The present study aimed to investigate the effectiveness of mindfulness-based cognitive therapy on sexual self-efficacy and marital satisfaction in couples with marital conflicts. Materials and Methods: This quasi-experimental study was carried out on the intervention and control groups with a pretest/posttest design and follow-up. The study population consisted of 30 females who referred to counseling centers in district 1 of Tehran, Iran, in 2018 through simple random sampling. The participants were randomly divided into two groups, each with 15 members. The intervention group received mindfulness-based cognitive therapy, and the control group received no intervention. Data collection tools were the questionnaires of sexual self-efficacy, marital satisfaction, and marital conflicts. The questionnaires were filled out by the participants before and after the intervention and 3 months later. The collected data were analyzed using repeated measurement analysis and analysis of covariance by SPSS software (version 22). Results: The results of the study showed that mindfulness-based cognitive therapy led to increased sexual self-efficacy (P<0.033) and marital satisfaction (P<0.003) in the intervention group; however, in the control group, there was no significant difference in pretest, posttest and follow-up scores. Conclusion: Based on the results, it can be concluded that mindfulness-based cognitive therapy can improve sexual self-efficacy and marital satisfaction in couples with marital conflicts.

scholarly journals Primary Care and Physical Literacy: A Non-Randomized Controlled Pilot Study to Combat the High Prevalence of Physically Inactive Adults in Austria

2021 ◽  
Vol 18 (16) ◽  
pp. 8593
Author(s):  
Peter Holler ◽  
Johannes Jaunig ◽  
Othmar Moser ◽  
Silvia Tuttner ◽  
Helmut Simi ◽  
...  
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Self Efficacy ◽  
Intervention Group ◽  
Physical Activity Behavior ◽  
Controlled Study ◽  
Control Group ◽  
Physical Literacy ◽  
Randomized Controlled ◽  
Activity Behavior

The multidimensional concept of physical literacy is fundamental for lifelong physical activity engagement. However, physical literacy-based interventions are in their infancy, especially among adults. Therefore, the purpose of this pilot study was to assess the association of a physical literacy-based intervention with changes in self-reported physical literacy among inactive adults. A non-randomized controlled study (2 × 2 design) was conducted, comparing pre- vs. postintervention. Twenty-eight inactive healthy participants in the intervention group (89% female, 53 ± 10 years) entered a physical literacy-based intervention once weekly for 14 weeks. The non-treated control group consisted of 22 inactive adults (96% female, 50 ± 11 years). Physical literacy was evaluated with a questionnaire encompassing five domains: physical activity behavior, attitude/understanding, motivation, knowledge, and self-efficacy/confidence. ANOVA models were applied to evaluate changes by time and condition. Following the intervention, significant improvements were seen for overall physical literacy and in four out of five physical literacy domains, including physical activity behavior, attitude/understanding, knowledge, and self-efficacy/confidence (all p < 0.01, Cohen’s d = 0.38–0.83). No changes by time x condition were found for motivation. The physical literacy-based intervention applied in this study may be a promising approach to help inactive adults to adopt an active lifestyle.

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