scholarly journals Training Novices To Evaluate Physical Activity Promotion Material Quality: Results Of A Pilot Study

2021 ◽  
Vol 53 (8S) ◽  
pp. 249-249
Author(s):  
Ethan N. Tse ◽  
Savannah A. Longoria ◽  
Cameron N. Christopher ◽  
Jafra D. Thomas
2008 ◽  
Vol 32 (3) ◽  
pp. 439 ◽  
Author(s):  
Melainie Cameron ◽  
Natalie Chahine ◽  
Steve Selig ◽  
Pam Newton

Three Victorian local governments cooperated in a pilot study of physical activity promotion as part of home and community care (HACC) service delivery. Thirty-one people receiving HACC volunteered to participate, including completing the Transtheoretical Stages of Change Exercise Questionnaire and the short-form Stanford Health Assessment Questionnaire (HAQ) just before and at 3 months and 6 months after starting regular self-selected physical activity. Twenty-one participants returned questionnaires at 3 months, and 17 participants returned questionnaires at 6 months. Data were analysed using paired t tests and effect sizes were calculated as mean differences. At 3 months, mean improvements were identified on 6 of the 8 HAQDI (disability index) subscales, and in the overall HAQ-DI score. Improvement in dressing and grooming was preserved at 6 months. At either 3 or 6 months, improvements in dressing and grooming, reach, hygiene, and daily activities, and overall HAQ-DI score exceeded the minimum clinically important difference. No improvements were statistically significant, as is likely in a pilot study with a small sample, however, these results suggest that even very small increases in physical activity may afford clinically meaningful improvements in some areas of physical function required for independent living.


2017 ◽  
Vol 76 (7) ◽  
pp. 763-774 ◽  
Author(s):  
R. Glenn Weaver ◽  
Collin Webster ◽  
Catherine Egan ◽  
Carolina Campos ◽  
Robert D Michael ◽  
...  

Objective: This study assessed the impact of Partnerships for Active Children in Elementary Schools (PACES) on children’s moderate-to-vigorous physical activity (MVPA) during physical education (PE) and teachers’ incorporation of physical activity promotion strategies after one academic semester (i.e. 4 months) of the intervention. Design: Single group pre–post pilot study. Setting: Three elementary schools in one southeastern metropolitan city in the USA. Methods: Using principles of community-based participatory-research, researchers worked with teachers to identify contextually appropriate physical activity promotion strategies aligned with prevailing recommendations, principles and theories. Outcome measures included accelerometer-derived percent of time children ( N = 150) engaged in MVPA. The System for Observing Fitness Instruction Time+ assessed changes in teachers’ incorporation of physical activity promotion strategies. Multi-level mixed-effects linear regression estimated differences over time. Results: MVPA increased for girls (22.7%–26.6%) and boys (33.2%–39.0%). Small-sided games (1.0%–9.0%) and teachers’ verbal promotion of physical activity (6.4%–13.5%) increased while student’s off-task behaviour (6.0%–2.0%) decreased. Lines (20.2%–8.4%) and elimination games (21.6%–13.3%) decreased, but these changes were not statistically significant. Conclusion: PACES shows promise for increasing the percent of time children spend in MVPA during PE but requires further evaluation.


2007 ◽  
Vol 17 (5) ◽  
pp. 517-521 ◽  
Author(s):  
Bernardine M. Pinto ◽  
Carolyn Rabin ◽  
Susan Abdow ◽  
George D. Papandonatos

2021 ◽  
Vol 6 (4) ◽  
pp. e000175
Author(s):  
Pamela G. Bowen ◽  
William Opoku-Agyeman ◽  
Olivia Affuso ◽  
Paula Levi ◽  
Nancy Wingo

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