scholarly journals The Effects of a School-Based Physical Activity Teacher Intervention on the Physical Activity Attitudes and Practices of Adolescent Students in Lagos, Nigeria

2021 ◽  
Vol 10 (1) ◽  
pp. 307-324
Author(s):  
Olalekan Remigious Osifeko ◽  
Rowena Naidoo ◽  
Verusia Chetty
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Teaching Methodology ◽  
Research Approach ◽  
Intervention Programme ◽  
Post Intervention ◽  
Intact Group ◽  
Attitudes And Practices ◽  
School Based

Background: Nigerian adolescents are faced with challenges around physical inactivity. Poor attitudes to, and practices in, physical activity during school physical education (PE) classes are also a challenge. Our study integrated an innovative PE teaching methodology (autonomous support style) into a professional development training (PDT) programme for teachers to promote PA among adolescents. The study aimed at determining the effects of this school-based physical activity intervention for teachers on the physical activity attitudes and practices of adolescents.  This study employed a descriptive quantitative research approach to determine the attitudes and practices of adolescents. One thousand two hundred students were recruited from twenty-four junior secondary schoolsthrough an intact group design process.  A PE teacher from each school was included in the PDT intervention programme. The main components of the intervention included training PE teachers to influence their students’ attitudes and practices through the use of an autonomous support style of teaching.PE teachers allocated to the intervention group implemented the autonomous support style of teaching at the schools in the intervention group for four months. There was a pre-intervention baseline assessment of the students’ physical activity attitudes and practices, with a second assessment following the intervention. Results showed that there were significant (p<0.05) changes, post-intervention, in the adolescents’ attitudes to, and practices in, physical activity participation during PE classes, and at lunch or break-time during the school day.

scholarly journals Comparison of two school-based programmes for health behaviour change: the Belo Horizonte Heart Study randomized trial

2013 ◽  
Vol 17 (6) ◽  
pp. 1195-1204 ◽  
Author(s):  
Robespierre QC Ribeiro ◽  
Luciana Alves
Keyword(s):  
Physical Activity ◽  
Behaviour Change ◽  
Eating Habits ◽  
Vegetable Consumption ◽  
Intervention Group ◽  
Lifestyle Changes ◽  
Intervention Programme ◽  
Post Intervention ◽  
School Based ◽  
The Impact

AbstractObjectiveTo assess the efficacy of two school-based programmes to promote students’ willingness to engage in lifestyle changes related to eating habits and physical activity behaviours.DesignElementary school-based health promotion intervention, designed as a multicomponent experimental study, based on a behavioural epidemiological model.SettingNine intervention and eight comparative public and private elementary schools.SubjectsThe goal was to determine the impact on the longitudinally assessed outcomes of two programmes that addressed healthy nutrition and active living in a cohort of 2038 children. The evaluations used pre-intervention and follow-up student surveys that were based on the Transtheoretical Model of the stages of behaviour change.ResultsIn the intervention group, there were significant (P < 0·001) differences between the pre- and post-intervention times in the stages of change, with a reduction in the percentage of children at the pre-contemplation and contemplation stages and increased percentages at the preparation, action and maintenance stages, leading to healthier behaviours in fatty food consumption, fruit and vegetable consumption, physical activity and time spent in sedentary activities. The determinants of the behaviour stage were the intervention programme, the type of school and the presence of motivated teachers. The comparison group did not show significant differences between the pre- and post-intervention times for any of the stages of behaviour.ConclusionsThe intervention programme encouraged the students to make healthy lifestyle choices related to eating habits and physical activity behaviours.

scholarly journals The effects of a school-based physical activity intervention programme on children’s executive control: The Health Oriented Pedagogical Project (HOPP)

2018 ◽  
Vol 46 (21_suppl) ◽  
pp. 82-91 ◽  
Author(s):  
Carolien Konijnenberg ◽  
Per Morten Fredriksen
Keyword(s):  
Physical Activity ◽  
Executive Control ◽  
Primary Schools ◽  
Physical Activity Intervention ◽  
Flanker Task ◽  
Intervention Group ◽  
Sixth Grade ◽  
Control Group ◽  
Intervention Programme ◽  
School Based

Aims: To assess the effects of a large school-based physical activity intervention on children’s ability to resist distractions and maintain focus, known as executive control. Methods: A quasi-experimental design with seven intervention and two control primary schools. The Health Oriented Pedagogical Project (HOPP) intervention consisted of 45 min of physical activity a day during school time for 6–8 months in addition to the regular weekly physical education lessons. A total of 1173 children, spanning from second grade (age 7 years) to sixth grade (age 12 years) were included in the analysis. Main outcome measures were executive control was measured at baseline and 1 year after using a modified Eriksen flanker task for the younger children (second and third grades) and a computerised Stroop task for the older children (fourth, fifth, and sixth grades). Results: Both the intervention and control group showed improvements in executive control after 1 year. However, the children in the intervention group did not improve their performance more than those in the control group. Conclusions: No positive effect of the physical activity intervention programme on children’s task performance was found, suggesting that the intervention did not affect children’s executive control.

scholarly journals Acceptability of the “MOVEdiabetes” physical activity intervention in diabetes primary care settings in Oman: findings from participants and practitioners

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Thamra S. Alghafri ◽  
Saud M. Al Harthi ◽  
Fatma Al-Ajmi ◽  
Yahya Al-Farsi ◽  
Angela M. Craigie ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary Care ◽  
Diabetes Management ◽  
Physical Activity Intervention ◽  
Retention Rate ◽  
Intervention Group ◽  
Randomised Control Trial ◽  
Dietary Advice ◽  
Intervention Programme ◽  
Randomised Controlled

Abstract Background Adequate physical activity (PA) is considered essential in diabetes management. However, evidence on the best method of promoting PA within diabetes care is inconclusive. The current work identifies perceptions on the acceptability of Intervention Group Participants (IGP) and Project Officers (POs) about the “MOVEdiabetes” intervention programme aimed at increasing PA in adults with type 2 diabetes in Oman (a retrospectively registered trial). Methods The “MOVEdiabetes” programme (PA consultations, pedometers and WhatsApp messages) was delivered by the POs (primary health care practitioners) in four primary care centres within a one-year cluster randomised control trial. Recruitment and retention were measured from trial attendance records. Programme satisfaction, appropriateness, and content suitability were assessed using exit surveys for both the IGP (interview based) and POs (self-administered). Open text questions on perceptions to the study programme were also included. Results Participants were randomised to an intervention group (IG, n = 122) or comparison group (CG, n = 110). The overall retention rate at three and 12 months was 92.7% [110(90.2%) IG vs 105(95.5%) CG] and 75% [82(67.2%) IG vs 92(83.6%) CG] respectively. Most (n = 14, 87.5%) POs and more than half (n = 49, 59.8%) IGP perceived the programme as very appropriate and many reported that they were “quite/ very satisfied” with the programme (n = 16, 100% PO’s and n = 71, 86.6% IGP). Two thirds (n = 55, 66.0%) of IGP were very/quite likely to recommend the programme to others. PA consultations, use of pedometers and Whatsapp messages were well perceived by all. Participants recommended the inclusion of dietary advice and PA promotion for the general public. Exploring PA facilities within the community was suggested by POs. Conclusions The “MOVEdiabetes” programme achieved a high retention rate and was perceived as satisfactory and appropriate. Results from this study suggest that it is worthwhile exploring the use of the “MOVEdiabetes” programme in clinical practice and further community links. Trial registration International Standard Randomised Controlled Trials No: ISRCTN14425284. Registered retrospectively on 12th April 2016.

scholarly journals Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30

2016 ◽  
Vol 38 (4) ◽  
pp. 381-395 ◽  
Author(s):  
Simon J. Sebire ◽  
Mark J. Edwards ◽  
Kenneth R. Fox ◽  
Ben Davies ◽  
Kathryn Banfield ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Implementation Fidelity ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
After School ◽  
School Based

The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.

scholarly journals Effects of School-Based Exergaming on Urban Children’s Physical Activity and Cardiorespiratory Fitness: A Quasi-Experimental Study

2019 ◽  
Vol 16 (21) ◽  
pp. 4080 ◽  
Author(s):  
Ye ◽  
Pope ◽  
Lee ◽  
Gao
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Repeated Measures ◽  
Intervention Group ◽  
Control School ◽  
Control Group ◽  
Post Intervention ◽  
School Based ◽  
Quasi Experimental ◽  
Over Time

Background: Modern-day technology is appealing to children. Few studies, however, have conducted longitudinal analyses of a school-based exergaming program’s effect on physical activity (PA) behaviors and fitness in children. Therefore, this study examined the longitudinal effect of an 8-month school-based exergaming intervention on children’s objectively-measured PA and cardiorespiratory fitness (CRF). Materials and Methods: Eighty-one fourth grade students (X̅age = 9.23 ± 0.62; 39 girls; 54.3% African American, 30.9% Non-Hispanic White, 14.8% other) participated in this study from 2014–2015. The intervention school’s children participated in a once-weekly 50-minute exergaming intervention during recess throughout the school year, while the control school continued regular recess. Children’s in-school PA and sedentary behavior (SB) were measured with ActiGraphGT3X+ accelerometers, with CRF assessed via the half-mile run. All measurements were taken at baseline, mid-intervention (four months) and post-intervention (eight months). Repeated-measures two-way ANCOVAs using age and race as covariates were conducted to examine between-school differences over time for SB, light PA (LPA), moderate-to-vigorous PA (MVPA), and CRF. Results: Significant time by group interactions were observed for LPA, F(1, 79) = 7.82, η2 = 0.09, p < 0.01, and MVPA, F(1, 79) = 4.58, η2 = 0.06, p < 0.05, as LPA increased among the control group, while MVPA increased among intervention group. Children in both groups experienced decreased SB during the intervention (intervention: −7.63 minutes; control: −17.59 minutes), but demonstrated lower CRF over time (intervention: +46.73 seconds; control: +61.60 seconds). Conclusions: Observations suggested that school-based exergaming implementation may be effective in increasing children’s MVPA and decreasing their SB over the course an academic year (i.e., ~eight months). More research is needed, however, to discern how modifications to school-based exergaming might also promote improved CRF in children.

scholarly journals Exploring the feasibility and acceptability of a mixed-methods pilot randomized controlled trial testing a 12-week physical activity intervention with adolescent and young adult cancer survivors

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Amanda Wurz ◽  
Jennifer Brunet
Keyword(s):  
Physical Activity ◽  
Cancer Survivors ◽  
Physical Activity Intervention ◽  
Controlled Trial ◽  
Intervention Group ◽  
Physical Activity Behaviour ◽  
Adolescent And Young Adult ◽  
Post Intervention ◽  
Randomized Controlled ◽  
Activity Behaviour

Abstract Background Adolescent and young adult (AYA) cancer survivors (i.e. individuals diagnosed with cancer between 15 and 39 years and who completed treatment) may benefit from physical activity. Yet, few researchers have explored the effects of physical activity on physical and psychological outcomes among AYA cancer survivors. A pilot study exploring the feasibility and acceptability of a physical activity intervention and proposed trial methods to inform a definitive randomized controlled trial (RCT) is therefore necessary to fill this gap. Methods A two-arm, mixed-methods pilot RCT was conducted. Participants were randomized to a wait-list control group or a 12-week physical activity intervention comprised of 4 weekly aerobic and strength training sessions (intervention group). Feasibility measures included: number of AYA cancer survivors referred/self-referred, eligible, and recruited, retention to the trial (i.e. assessment completion), adherence to the physical activity intervention, and percentage of missing data for baseline (week 0), mid- (week 6), and post-intervention assessments (week 12). The acceptability of trial methods (all participants) and the intervention (intervention group only) was assessed via qualitative interviews post-intervention. Results Over a 12-month period, 31 AYA cancer survivors were referred/self-referred and 16 were eligible and consented to participate. Retention to the trial was 94% and adherence to the physical activity intervention ranged from 50 to 92%. With the exception of the assessment of aerobic capacity and directly measured physical activity behaviour, there were no missing data. Participants generally reported being satisfied with the trial methods and intervention; however, issues related to delivery of the physical activity intervention were identified. Conclusions The methods and intervention piloted require modification and further pilot testing in advance of a definitive RCT. Recruitment strategies identifying a greater number of younger AYA cancer survivors who have different types of cancers and who lack motivation to participate in physical activity-based studies should be explored. Refining the assessments of directly measured physical activity behaviour and aerobic capacity and incorporating behavioural support into the intervention may improve feasibility and acceptability. This study highlights the value of doing pilot work and provides critically useful data that can be used to refine studies seeking to assess causation and optimize physical activity interventions for AYA cancer survivors. Trial registration clinicaltrials.gov, NCT03016728. Registered January 11, 2017.

scholarly journals Improving the Metabolic and Mental Health of Children with Obesity: A School-Based Nutrition Education and Physical Activity Intervention in Wuhan, China

Nutrients ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 194
Author(s):  
Hong-jie Yu ◽  
Fang Li ◽  
Yong-feng Hu ◽  
Chang-feng Li ◽  
Shuai Yuan ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Nutrition Education ◽  
Plasma Glucose ◽  
Fasting Plasma Glucose ◽  
Primary Schools ◽  
Physical Activity Intervention ◽  
Post Intervention ◽  
School Based ◽  
Fasting Plasma

This study aimed to evaluate the effectiveness of a school-based nutrition education and physical activity intervention on cardiovascular risk profile and mental health outcomes among Chinese children with obesity. Two primary schools were randomly allocated to the control group (CG) and the intervention group (IG). We selected children with obesity from 1340 students in the third and fourth grades as participants. The IG received 8 months of nutrition education and physical activity intervention, while the CG was waitlisted. A generalized estimating equation model was applied to assess repeated variables over time. A total of 171 children with obesity (99 IG and 72 CG) aged 9.8 ± 0.7 years completed the post-intervention stage. Compared with baseline, significant reductions were observed within the IG for depression and fasting plasma glucose at post-intervention. After adjusting for confounders, group and time interaction effects showed that the IG achieved improvements in the risk of poor well-being (p = 0.051) and social anxiety (p = 0.029), had decreased diastolic blood pressure (p = 0.020) and fasting plasma glucose (p < 0.001), and had significantly increased high-density lipoprotein (p < 0.001) from baseline to post-intervention relative to the CG. The effects of school-based nutrition education and physical activity intervention on children with obesity are diverse, including not only the improvement of metabolic health but also mental health promotion.

scholarly journals Impact of an Elementary School-Based Intervention on Physical Activity Time and Aerobic Capacity, Georgia, 2013-2014

2017 ◽  
Vol 132 (2_suppl) ◽  
pp. 24S-32S ◽  
Author(s):  
Hayley A. Braun ◽  
Christi M. Kay ◽  
Patricia Cheung ◽  
Paul S. Weiss ◽  
Julie A. Gazmararian
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Aerobic Capacity ◽  
Physical Activity Intervention ◽  
School Level ◽  
Activity Time ◽  
Post Intervention ◽  
School Based ◽  
The Impact ◽  
The Relationship

Objectives: The objectives of this study were to (1) determine the impact of a 1-year elementary school physical activity intervention on changes in teacher-reported school-based physical activity time and (2) assess the relationship between these changes and changes in student aerobic capacity. Methods: HealthMPowers, a nonprofit organization, provided a multicomponent physical activity intervention to 3479 students in 39 schools in Georgia during 2013-2014. HealthMPowers administered a survey to faculty members before (August 2013) and after (May 2014) the intervention to measure student physical activity times. The organization collected pre- and post-intervention Progressive Aerobic Cardiovascular Endurance Run (PACER) laps (a measure of aerobic capacity that awards 1 lap for each completed 20-meter lap) for 2342 fourth-grade students. We performed linear regression to determine the relationship between school-level changes in teacher-reported school-based physical activity time and student aerobic capacity. Results: The weekly estimated teacher-reported time in physical activity increased by 39 minutes from pre- to post-intervention: 21 minutes for recess, 17 minutes for classroom, and 1 minute for physical education. The mean number of student PACER laps increased by 3 laps from pre- to post-intervention, and 1515 of 2342 (65%) students increased the number of PACER laps completed. We observed a positive association between school-level changes in school-based physical activity time and school-level changes in PACER laps ( r = 0.38; 95% confidence interval, 0.29-0.46). Conclusions: These findings highlight the need for more prospective research into multicomponent physical activity interventions. Rigorous testing, including randomized controlled trials of large-scale implementations, is needed to examine how these school-based interventions might be used to improve the physical activity and fitness of larger populations of children.

Development of the ‘Sigue la Huella’ physical activity intervention for adolescents in Huesca, Spain

2018 ◽  
Vol 34 (3) ◽  
pp. 519-531 ◽  
Author(s):  
Berta Murillo Pardo ◽  
José A Julián Clemente ◽  
Luis García González ◽  
Enrique García Bengoechea ◽  
Eduardo Generelo Lanaspa
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Ecological Model ◽  
Holistic Approach ◽  
Developed Countries ◽  
Control Group ◽  
Intervention Programme ◽  
School Based ◽  
The Social ◽  
Quasi Experimental

Summary Engaging in physical activity (PA) on a regular and adequate basis generates considerable benefits for health. In developed countries, the time spent doing PA is decreasing, whilst sedentary time (ST) is increasing. A multicomponent school-based intervention programme, called ‘Sigue la Huella’ (Follow the Footprint), was developed to reduce sedentary lifestyles and increase PA levels. This programme has proven to be effective in increasing the daily levels of moderate to vigorous PA, in decreasing ST and in improving motivational outcomes in secondary education students, in the city of Huesca (Spain). The study design was quasi-experimental, longitudinal and by cohorts, and it was carried out in four schools, two as an experimental group (n = 368) and two as a control group (n = 314). During the 25 months’ intervention, this programme adopted a holistic approach aiming to create favourable environments to engage in PA, and the empowerment of students to get actively involved in the design and execution of the activities, assuming responsibility for managing and optimizing their own PA. The programme is theoretically based on the social-ecological model and self-determination theory, and it provided evidence for four actions or components that can be used in school-based PA promotion: tutorial action, Physical Education at school, dissemination of information and participation in institutional programmes and events. The aim of this article is to describe the main characteristics of the intervention programme that have proved to be effective with respect to the objectives proposed.

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