Exploring Adolescents’ Awareness of Diabetes: Using the Free Association Technique

2010 ◽  
Vol 71 (3) ◽  
pp. 150-153 ◽  
Author(s):  
Cédée-Anne LeClair ◽  
Marie Marquis ◽  
Lita Villalon ◽  
Irene Strychar
Keyword(s):  
Physical Activity ◽  
Content Analysis ◽  
New Brunswick ◽  
Obesity Prevention ◽  
Grade Level ◽  
Free Association ◽  
Grade Levels ◽  
Citation Frequency ◽  
Grade Level Differences ◽  
And Gender

Purpose: Healthy adolescents’ awareness of diabetes was explored, and gender and grade-level differences in understanding were determined. Methods: Adolescents without diabetes in grades five, eight, and 10 (n=128) at four New Brunswick schools wrote down all words/expressions that came to mind when they heard the word “diabetes” (i.e., they used the free association technique). Answers were classified into categories using content analysis. Results: Eighty-eight girls and 40 boys completed the activity (n=44, 52, and 32 in grades five, eight, and 10, respectively). Nine principal categories were identified: 66% of the adolescents cited sugar (e.g., eating too much sugar, not enough sugar), 48% treatment (e.g., needles, injections), 45% the nature of diabetes (e.g., a disease, types of diabetes, heredity), 41% nutrition (e.g., diet, sugar-containing foods, other foods), 38% blood (e.g., too much/not enough sugar in blood), 18% complications (e.g., death), 11% physiological manifestations/ symptoms (e.g., fainting), 6% obesity, and 6% physical activity. No differences were found in category citation frequency between boys and girls and grade levels, except that grade 10 students more frequently cited the categories of treatment, blood, and obesity (p≤0.05). Conclusions: Students thought of diabetes in terms of sugar and injections. Words related to obesity, prevention, and complications were cited infrequently.

A Developmental View of Children's Behavioral Tolerance

1985 ◽  
Vol 10 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Joan S. Safran ◽  
Stephen P. Safran
Keyword(s):  
Problem Behaviors ◽  
Grade Level ◽  
Specific Problem ◽  
Sixth Graders ◽  
Future Research ◽  
Behavioral Tolerance ◽  
Older Children ◽  
Behaviorally Disordered ◽  
Grade Levels ◽  
Grade Level Differences

The purpose of this study was to assess children's tolerance of specific problem behaviors and to determine if differences in grade levels existed. The Children's Tolerance Scale (CTS) was completed by 469 third to sixth graders. A one-way multivariate analysis of variance yielded significant grade level differences (p < .001), with older children generally the most tolerant. The more outer-directed behaviors (Negative Aggressive and Poor Peer Cooperation) were rated as most disturbing. Implications for mainstreaming behaviorally disordered students and future research are discussed.

Recommendations from LGBTQ+ adults for increased inclusion within physical activity: a qualitative content analysis

2021 ◽  
Author(s):  
Shannon S C Herrick ◽  
Tyler Baum ◽  
Lindsay R Duncan
Keyword(s):  
Physical Activity ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Sports Teams ◽  
Gender Binary ◽  
The Creation ◽  
Gender Based ◽  
And Gender

Abstract For decades, physical activity contexts have been inherently exclusionary toward LGBTQ+ participation through their perpetuation of practices and systems that support sexuality- and gender-based discrimination. Progress toward LGBTQ+ inclusivity within physical activity has been severely limited by a lack of actionable and practical suggestions. The purpose of this study was to garner an extensive account of suggestions for inclusivity from LGBTQ+ adults. Using an online cross-sectional survey, LGBTQ+ adults (N = 766) were asked the following open-ended question, “in what ways do you think physical activity could be altered to be more inclusive of LGBTQ+ participation?” The resulting texts were coded using inductive qualitative content analysis. All coding was subject to critical peer review. Participants’ suggestions have been organized and presented under two overarching points of improvement: (a) creation of safe(r) spaces and (b) challenging the gender binary. Participants (n = 558; 72.8%) outlined several components integral to the creation and maintenance of safe(r) spaces such as: (i) LGBTQ+ memberships, (ii) inclusivity training for fitness facility staff, (iii) informative advertisement of LGBTQ+ inclusion, (iv) antidiscrimination policies, and (v) diverse representation. Suggestions for challenging the gender binary (n = 483; 63.1%) called for the creation of single stalls or gender-neutral locker rooms, as well as for the questioning of gender-based stereotypes and binary divisions of gender within physical activity (e.g., using skill level and experience to divide sports teams as opposed to gender). The findings of this study represent a multitude of practical suggestions for LGBTQ+ inclusivity that can be applied to a myriad of physical activity contexts.

Students' Self-Reported Substance Use by Grade Level and Gender

1996 ◽  
Vol 26 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Liza Nagel ◽  
Dennis McDougall ◽  
Cheryl Granby
Keyword(s):  
Substance Use ◽  
Drug Use ◽  
Grade Level ◽  
Prevention Programs ◽  
Drug Prevention ◽  
Alcohol And Drug Use ◽  
Grade Levels ◽  
Tenth Grade ◽  
And Gender ◽  
Statistical Results

Over 900 students in the rural northwest at the fourth, sixth, eighth, and tenth grade levels were surveyed for alcohol and drug use. The survey instrument measured self-reported usage of seventeen substances. The descriptive statistical results are reported by gender as well as grade-level usage rates. Discussion includes targeting drug prevention programs for specific grade and gender levels based upon the results.

Accelerometer-determined physical activity of children during segmented school days: The Shanghai perspective

2018 ◽  
Vol 25 (3) ◽  
pp. 816-829 ◽  
Author(s):  
Lijuan Wang
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Exercise ◽  
Grade Level ◽  
Leisure Time ◽  
Vigorous Physical Activity ◽  
Physically Active ◽  
Lunch Break ◽  
Grade Level Differences ◽  
Objectively Measured

The two types of school days that are followed in China are physical education and physical exercise days. This study objectively measured the moderate-to-vigorous physical activity (MVPA) of children during the recess, lunch break, leisure time, physical education and physical exercise segments of the physical education and physical exercise days. Moreover, this research compared the gender and grade-level differences in MVPA during each segment. A total of 316 children aged 6–13 years (M = 9.28, SD = 1.87) in Grades One to Five from three elementary schools participated in this study. Accelerometers were utilised to measure the MVPA of children. The participants accumulated the most MVPA time during physical education classes, whereas the least MVPA time was recorded during lunch break. The boys were significantly more physically active than girls during recess ( F (1, 316) = 4.449, p = 0.037, η2 = 0.030), lunch break ( F (1, 316) = 4.525, p = 0.035, η2 = 0.030) and leisure time ( F (1, 316) = 4.795, p = 0.030, η2 = 0.032) on physical education days, and during recess ( F (1, 316) = 5.968, p = 0.017, η2 = 0.079) and leisure time ( F (1, 316) = 5.246, p = 0.025, η2 = 0.070) on physical exercise days. Significant grade-level differences in the MVPA time were observed during recess ( F (2, 316) = 20.209, p < 0.001, η2 = 0.219) on physical education days and during physical exercise classes ( F (2, 316) = 3.662, p = 0.031, η2 = 0.095) and recess ( F (2, 316) = 4.326, p = 0.017, η2 = 0.110) on physical exercise days. Children in Grades Two and Three engaged in the most MVPA time during the majority of segments. In conclusion, physical activity interventions during less structured or unstructured segments are recommended. Special attention should likewise be provided to girls and children in Grades One, Four and Five to increase their MVPA.

Students' Self-Reported Substance Use by Grade Level and Gender

1996 ◽  
Vol 26 (3) ◽  
pp. 289-294 ◽  
Author(s):  
Liza Nagel ◽  
Dennis McDougall ◽  
Cheryl Granby
Keyword(s):  
Substance Use ◽  
Drug Use ◽  
Grade Level ◽  
Prevention Programs ◽  
Drug Prevention ◽  
Alcohol And Drug Use ◽  
Grade Levels ◽  
Tenth Grade ◽  
And Gender ◽  
Statistical Results

Over 900 students in the rural northwest at the fourth, sixth, eighth, and tenth grade levels were surveyed for alcohol and drug use. The survey instrument measured self-reported usage of seventeen substances. The descriptive statistical results are reported by gender as well as grade-level usage rates. Discussion includes targeting drug prevention programs for specific grade and gender levels based upon the results.

Drug Use in a Small Midwestern Community and Relationships to Selected Characteristics

1993 ◽  
Vol 23 (3) ◽  
pp. 247-258 ◽  
Author(s):  
Barbara S. Thomas
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Grade Point Average ◽  
Grade Level ◽  
School Students ◽  
Grade Point ◽  
Drug Of Choice ◽  
Significant Relationships ◽  
Grade Level Differences ◽  
And Gender

A description of 1074 high school students' alcohol and other drug (AOD) use along with the consequences of such use was supplemented with comparisons of grade level and gender differences and analyses of the relationships between AOD use and incidence of adverse consequences with grade point average, attendance at religious services, frequency of dating, frequency of driving a car and frequency of having trouble at school. Alcohol was clearly the drug of choice and produced a variety of adverse consequences. Most frequently reported were arguments, trouble with parents and at school and nausea or vomiting. Grade level differences were found, but few significant gender differences emerged. Significant relationships between AOD use and consequences with all other independent variables were found.

Gibberish in Communicating Written Physical Activity Information: Making Strides at Derailing a Perpetual Problem

2018 ◽  
Vol 35 (2) ◽  
pp. 108-118 ◽  
Author(s):  
Jafrā D. Thomas ◽  
Bradley J. Cardinal
Keyword(s):  
Physical Activity ◽  
Grade Level ◽  
Action Plan ◽  
Educational Resources ◽  
Future Research ◽  
Sociology Of Sport ◽  
Grade Levels ◽  
Reading Grade Level ◽  
Activity Information ◽  
Improve Health

The majority of physical activity resources are too difficult to be easily read and understood by most U.S. adults. Attempts to ensure that such resources are written in the most accessible manner possible have been advanced (e.g., 2010 U.S.National Action Plan to Improve Health Literacy). For this study, physical activity educational resources were collected through the Internet (N = 163), and their reading grade levels were analyzed. Over 50% of the resources were written at an unsatisfactory level, with the observed reading grade level being greater than eighth-grade (M = 8.98,SD = 2.92,p < .001, 95% CI [8.53, 9.43]), the maximum recommended. Suggestions for future research and publicly engaged sociology of sport praxis are discussed, with a focus on increasing the equity of written physical activity educational resources.

Self-Evaluation Accuracy among High School and Middle School Instrumentalists

2005 ◽  
Vol 53 (2) ◽  
pp. 148-161 ◽  
Author(s):  
Michael P. Hewitt
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Grade Level ◽  
Music Performance ◽  
School Students ◽  
Self Evaluation ◽  
Grade Levels ◽  
Grade Level Differences ◽  
Evaluation Accuracy

The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.

Engagement in Physical Activity During Recess: Gender and Grade Level Differences in the Elementary Grades

2017 ◽  
Vol 14 (9) ◽  
pp. 677-683 ◽  
Author(s):  
Sarah Wollersheim Shervey ◽  
James C. DiPerna
Keyword(s):  
Physical Activity ◽  
Peer Relationships ◽  
Grade Level ◽  
Sixth Grade ◽  
First Grade ◽  
Developmental Differences ◽  
Elementary Grades ◽  
Factorial Anova ◽  
Grade Level Differences

Background:There are many purported benefits to recess including engaging in physical activity, forming positive peer relationships, and taking a break from the classroom. Current research, however, is inconclusive regarding the presence of gender and developmental differences in physical activity that takes place during recess. The purpose of this study was to examine differences in the amount of physical activity that occurs during recess across gender and grade level.Methods:Students from first- and sixth-grade classrooms participated in the study, and physical activity was measured using accelerometers to record the number of steps taken during recess.Results:A 2 × 2 factorial ANOVA indicated sixth grade males engaged in more physical activity than sixth grade females, first grade males, and first grade females.Conclusions:Because they are not engaging in as much physical activity as their sixth grade male counterparts, ways to help female and younger students take more steps during recess should be explored.

Not Just Fun and Games: Toy Advertising on Television Targeting Children Promotes Sedentary Play

2017 ◽  
Vol 14 (10) ◽  
pp. 773-778 ◽  
Author(s):  
Monique Potvin Kent ◽  
Clive Velkers
Keyword(s):  
Physical Activity ◽  
Content Analysis ◽  
Future Research ◽  
Age Group ◽  
Sedentary Activity ◽  
Active Play ◽  
Males And Females ◽  
Media Research ◽  
And Gender ◽  
Over Time

Objective:To examine the volume of television toy advertising targeting Canadian children and to determine if it promotes active or sedentary play, targets males or females more frequently, and has changed over time.Methods:Data for toy/game advertising from 27 television stations in Toronto for the month of May in 2006 and 2013 were licensed from Neilsen Media Research (Montreal, Quebec, Canada). A content analysis was performed on all ads to determine what age group and gender were targeted and whether physical or sedentary activity was being promoted. Comparisons were made between 2006 and 2013.Results:There were 3.35 toy ads/h/children’s specialty station in 2013 (a 15% increase from 2006). About 88% of toy ads promoted sedentary play in 2013, a 27% increase from 2006 levels, while toy ads promoting active play decreased by 33%. In both 2006 and 2013, a greater number of sedentary toy ads targeted males (n = 1519, May 2006; n = 2030, May 2013) compared with females (n = 914, May 2006; n = 1619, May 2013), and between 2006 and 2013, these ads increased significantly for both males and females.Conclusion:Future research should explore whether such advertising influences children’s preferences for activities and levels of physical activity.

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