scholarly journals Using the School Environment to Promote Walking amongst Adolescent Females: A Mixed-Method Study

Children ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 49 ◽  
Author(s):  
Angela Carlin ◽  
Marie Murphy ◽  
Alison Gallagher
Keyword(s):  
School Environment ◽  
Primary Schools ◽  
Online Survey ◽  
School Setting ◽  
Adolescent Females ◽  
Point Of View ◽  
School Based ◽  
Key Stakeholders ◽  
School Day ◽  
Walking Programme

Schools have the potential to promote physical activity (PA) in adolescents through physical education (PE) and extra-curricular PA. The aims of this study were to firstly understand the experiences of adolescent females who participated in a school-based walking programme (the Walking In ScHools (WISH) study) and secondly, to assess the potential for schools to further promote PA outside of structured PE. A sample of female participants (n = 45, mean age 13.1 years) who participated in the WISH study were randomly selected to participate in focus group discussions, to explore their experiences of the intervention. In addition, an online survey was distributed to all post-primary schools (n = 208) in Northern Ireland to assess the provision of extra-curricular PA and further evaluate the feasibility of the WISH study. In total, six focus groups were conducted. Walking during the school day was viewed as an acceptable form of PA by adolescent females, providing an opportunity to be active with friends, and helped participants overcome barriers previously associated with being active at school. Responding schools (n = 59) identified adolescent females and non-sporty pupils as sub-groups who would benefit most from participation in a school-based walking programme. This study has highlighted that the delivery of a walking programme within the school setting is acceptable, warranted and practically feasible from the point of view of adolescent females and key stakeholders within the school setting.

scholarly journals The Daily Mile: teachers’ perspectives of the barriers and facilitators to the delivery of a school-based physical activity intervention

BMJ Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. e027169 ◽  
Author(s):  
Stephen Malden ◽  
Lawrence Doi
Keyword(s):  
Physical Activity ◽  
School Environment ◽  
Primary Schools ◽  
Physical Activity Intervention ◽  
School Curriculum ◽  
Structured Interviews ◽  
School Based ◽  
School Day ◽  
Context Specific ◽  
Teachers Perspectives

ObjectivesChildren spend a significant amount of their time in a school environment, often engaged in sedentary activities. The Daily Mile is a physical activity intervention which aims to increase physical activity and fitness in children through the completion of an outdoor teacher-led walk or run during the school day. This study aimed to explore the barriers, facilitators and perceived benefits of the Daily Mile from the perspectives of teachers through the use of qualitative semi-structured interviews. It also aimed to identify important context-specific factors, which might require consideration for those who intend to adopt the Daily Mile.SettingEight Local Authority primary schools in the City of Edinburgh and East Lothian, UK.ParticipantsThirteen teachers (eleven women) who teach children in primaries one to seven in a school which delivered the Daily Mile.ResultsData were analysed using an interpretative thematic analysis. Teachers were positive and enthusiastic about the Daily Mile and perceived it to be beneficial to children’s health and fitness. A number of barriers to participation were identified including inadequate all-weather running surfaces and time constraints in an already full school curriculum. The perceived impact on learning time was identified as a concern for teachers, while other benefits were also identified including increased teacher–child rapport and perceived enhanced classroom concentration levels.ConclusionThe Daily Mile appears to be a valuable addition to the school day, however important context-specific barriers to delivery of the Daily Mile exist, which should be considered when implementing the Daily Mile in schools.

scholarly journals Protocol for a scoping review to identify and map intervention components of existing school-based interventions for the promotion of physical activity and cardiorespiratory fitness among school children aged 6–10 years old

BMJ Open ◽  
2020 ◽  
Vol 10 (10) ◽  
pp. e037848
Author(s):  
Berit Brandes ◽  
Heide Busse ◽  
Louisa Sell ◽  
Lara Christianson ◽  
Mirko Brandes
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Scoping Review ◽  
School Environment ◽  
Sports Medicine ◽  
School Setting ◽  
General Information ◽  
Hand Search ◽  
School Based ◽  
School Based Interventions

IntroductionPhysical inactivity is known as a leading cause of mortality and tracks from childhood to adulthood. Many types of school-based single-component and multicomponent interventions to promote physical activity (PA) have been undertaken and evaluated, with mixed findings overall. Enlarging the intervention areas beyond the school setting is a promising approach. WHO’s Health Promoting School (WHO HPS) framework is a holistic, setting-based approach where health is promoted through the whole school environment with links to other settings such as the home environment and wider community. In this paper, we outline our scoping review protocol to systematically review the published literature from the last 10 years to identify existing school-based interventions to promote PA and cardiorespiratory fitness among children aged 6–10 years old and to map intervention components according to the features of this framework.Methods and analysisArksey and O’Malley’s scoping review methodology framework will guide the conduct of this review. We will search Medline, PsycINFO, Cumulative Index to Nursing and Allied Health Literature, Sports Medicine & Education Index, Education Resources Information Centre and CENTRAL and hand search the reference lists of key studies to identify studies appropriate for inclusion. Any empirical study that evaluated the effectiveness of a school-based intervention promoting PA and/or cardiorespiratory fitness in children aged 6–10 years old will be included. Two reviewers will independently screen all abstracts and full texts for inclusion. One reviewer will extract general information, study characteristics and intervention contents to classify them according to the features of the WHO HPS framework. Results will be synthesised narratively.Ethics and disseminationFindings will be disseminated in conference presentations and peer-reviewed publications. A condensed version of the results will be made available for the public. Stakeholder meetings will be arranged to discuss and disseminate the findings.

scholarly journals Untapped Resources: 10- to 13-Year-Old Primary Schoolchildren’s Views on Additional Physical Activity in the School Setting: A Focus Group Study

2018 ◽  
Vol 15 (12) ◽  
pp. 2713 ◽  
Author(s):  
Vera van den Berg ◽  
Eline Vos ◽  
Renate de Groot ◽  
Amika Singh ◽  
Mai Chinapaw
Keyword(s):  
Physical Activity ◽  
School Setting ◽  
Field Trips ◽  
Focus Group Study ◽  
Physically Active ◽  
School Based ◽  
Teachers And Students ◽  
School Day

Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10–13-year-old primary schoolchildren’s perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make “additional PA in school” a shared project of teachers and students.

End-of-Life and Grief Issues in the School Setting

2019 ◽  
pp. 225-242
Author(s):  
Cortney T. Zimmerman ◽  
Nicole M. Schneider ◽  
Ryan M. Hill ◽  
Julie B. Kaplow
Keyword(s):  
Family Member ◽  
Mental Health Professionals ◽  
School Environment ◽  
Developmental Stages ◽  
School Mental Health ◽  
Death And Dying ◽  
School Setting ◽  
School Personnel ◽  
Loved One ◽  
School Based

School-based clinicians are likely to encounter the death of a student or a student’s family member in their work. Providing a supportive school environment is crucial for those coping with the death of a loved one or peer. The role of school mental health professionals in assisting children, families, faculty, and staff in the aftermath of a death is complex and multifaceted. This chapter serves as a guide for school-based clinicians who work with students who are possibly facing their own death or coping with the death of a peer or family member. The chapter provides an overview of developmental stages of understanding the concept of death and strategies for professionals and families to talk about death and dying with children. Specific strategies for facilitating a supportive school environment, working with bereaved students and peers, identifying struggling students, and supporting school personnel are discussed.

Assessing the promotion of urine-diverting dry toilets through school-based demonstration facilities in Kalisizo, Uganda

2016 ◽  
Vol 6 (2) ◽  
pp. 276-286 ◽  
Author(s):  
John T. Trimmer ◽  
Neema Nakyanjo ◽  
Robert Ssekubugu ◽  
Marc Sklar ◽  
James R. Mihelcic ◽  
...  
Keyword(s):  
School Environment ◽  
Primary Schools ◽  
Methodological Approach ◽  
Economic Value ◽  
Promotion Strategy ◽  
School Based ◽  
Treatment Conditions ◽  
Quantitative Monitoring ◽  
Before And After ◽  
Sanitation Systems

Urine-diverting dry toilets (UDDTs) are designed to recover nutrients and organic matter from human excreta for agricultural reuse. Their wider implementation could help address problems in areas where water scarcity limits coverage of sanitation systems and declining soil fertility jeopardizes nutritional security. Demonstration facilities can improve stakeholders’ views of UDDTs; however, it is uncertain whether these facilities should be located at households or institutions. Using a novel methodological approach that included qualitative data collection before and after introduction of demonstration UDDTs and quantitative monitoring of treatment conditions, this study evaluated changes in local attitudes and knowledge resulting from a UDDT promotion strategy at two primary schools in Uganda. Before introduction, students had little knowledge of UDDT facilities, while most attitude-related statements conveyed negative viewpoints and skepticism. After introduction and six months of operation, students exhibited increased knowledge, and 68% of attitude-related statements conveyed positive opinions that focused on the UDDTs’ long-term economic value and their role in creating a more hygienic school environment. These changes were seen in facility users and in other students at the schools who were non-users. In the future, with these improved perceptions, students could become compelling representatives for UDDTs within their communities, potentially increasing adoption.

scholarly journals Developing Interventions for Children’s Exercise (DICE): A Pilot Evaluation of School-Based Exercise Interventions for Primary School Children Aged 7 to 8 Years

2014 ◽  
Vol 11 (4) ◽  
pp. 699-704 ◽  
Author(s):  
Karen Hind ◽  
David Torgerson ◽  
Jim McKenna ◽  
Rebecca Ashby ◽  
Andy Daly-Smith ◽  
...  
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Primary Schools ◽  
School Setting ◽  
Well Being ◽  
Primary School Children ◽  
School Environments ◽  
Exercise Interventions ◽  
Full Support ◽  
School Based

Background:Developing Interventions for Children’s Exercise (DICE) is an initiative aimed at determining effective schoolbased exercise programs. To assess feasibility, we conducted a pilot study of exercise sessions which varied in duration and frequency.Methods:Exercise interventions were delivered to Year 3 pupils (age 7–8 years; n = 73) in primary schools within Yorkshire, UK. Evaluations were conducted using focus group sessions, questionnaires and observations.Results:The study revealed positive aspects of all interventions, including favorable effects on children’s concentration during lessons and identified the value of incorporation of the DICE concept into curriculum lessons. Children appeared enthused and reported well-being and enjoyment. Areas requiring attention were the need for appropriate timetabling of sessions and ensuring the availability of space.Conclusion:The concept and sessions were well-accepted by teachers who confirmed their full support of any future implementation There appears to be potential for the encouragement and empowerment of teachers to support physical activity and healthy school environments, and to take an interest in the health of their pupils. Ultimately, these findings should assist in the design of successful exercise interventions in the school setting.

“I Just Like the Feeling of It, Outside Being Active”: Pupils’ Experiences of a School-Based Running Program, a Qualitative Study

2020 ◽  
Vol 42 (1) ◽  
pp. 48-58 ◽  
Author(s):  
Anna E. Chalkley ◽  
Ash C. Routen ◽  
Jo P. Harris ◽  
Lorraine A. Cale ◽  
Trish Gorely ◽  
...  
Keyword(s):  
Peer Influence ◽  
School Environment ◽  
Primary Schools ◽  
Fidelity Of Implementation ◽  
Teacher Influence ◽  
Contextual Influences ◽  
Health Initiative ◽  
Public Health Initiative ◽  
School Based ◽  
Academic Year

Introduction: School-based running programs that promote daily (or regular) walking/jogging/running are an emerging public health initiative. However, evaluation of these programs has predominantly used quantitative measures that limit understanding and explanations of contextual influences on pupil participation. Therefore, the aim of this study was to qualitatively explore pupils’ experiences of participating in a primary-school-based running program (Marathon Kids) to provide relevant insights and inform program developments. Methods: Nine semistructured focus groups were conducted with a purposeful sample of 50 pupils (26 girls and 24 boys) between 6 and 10 years of age from 5 primary schools in England. All schools had delivered the running program for 5–9 months during the 2015–16 academic year. Transcripts were analyzed using an inductive thematic approach. Results: Pupils identified a range of organizational, interpersonal, and intrapersonal factors that they believed influenced their participation in the program. Six themes were identified as being important to pupils’ experiences: Marathon Kids as an enabling program, pupils’ autonomy to participate, peer influence on participation (e.g., development of social cohesion), teacher influence on delivery (e.g., fidelity of implementation), logistics and suitability of the school environment, and appropriateness of program resources. Conclusions: School-based running programs can offer an enjoyable physical activity experience for children; however, it is important to understand how current delivery approaches influence pupils’ participation. Aspects that were believed to facilitate enjoyment included pupil autonomy to participate, perceived benefits of participation (including psychosocial outcomes), and a supportive school environment. Further research is required to identify the type and level of support required by schools to sustain pupil participation in running programs so that their perceived value is maintained.

scholarly journals Characteristics and practices of school-based cluster randomised controlled trials for improving health outcomes in pupils in the United Kingdom: a methodological systematic review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kitty Parker ◽  
Michael Nunns ◽  
ZhiMin Xiao ◽  
Tamsin Ford ◽  
Obioha C. Ukoumunne
Keyword(s):  
United Kingdom ◽  
Health Outcomes ◽  
Primary Schools ◽  
School Setting ◽  
Sample Size Calculation ◽  
School Level ◽  
The United Kingdom ◽  
School Based ◽  
Cluster Randomised ◽  
Study Characteristics

Abstract Background Cluster randomised trials (CRTs) are increasingly used to evaluate non-pharmacological interventions for improving child health. Although methodological challenges of CRTs are well documented, the characteristics of school-based CRTs with pupil health outcomes have not been systematically described. Our objective was to describe methodological characteristics of these studies in the United Kingdom (UK). Methods MEDLINE was systematically searched from inception to 30th June 2020. Included studies used the CRT design in schools and measured primary outcomes on pupils. Study characteristics were described using descriptive statistics. Results Of 3138 articles identified, 64 were included. CRTs with pupil health outcomes have been increasingly used in the UK school setting since the earliest included paper was published in 1993; 37 (58%) studies were published after 2010. Of the 44 studies that reported information, 93% included state-funded schools. Thirty six (56%) were exclusively in primary schools and 24 (38%) exclusively in secondary schools. Schools were randomised in 56 studies, classrooms in 6 studies, and year groups in 2 studies. Eighty percent of studies used restricted randomisation to balance cluster-level characteristics between trial arms, but few provided justification for their choice of balancing factors. Interventions covered 11 different health areas; 53 (83%) included components that were necessarily administered to entire clusters. The median (interquartile range) number of clusters and pupils recruited was 31.5 (21 to 50) and 1308 (604 to 3201), respectively. In half the studies, at least one cluster dropped out. Only 26 (41%) studies reported the intra-cluster correlation coefficient (ICC) of the primary outcome from the analysis; this was often markedly different to the assumed ICC in the sample size calculation. The median (range) ICC for school clusters was 0.028 (0.0005 to 0.21). Conclusions The increasing pool of school-based CRTs examining pupil health outcomes provides methodological knowledge and highlights design challenges. Data from these studies should be used to identify the best school-level characteristics for balancing the randomisation. Better information on the ICC of pupil health outcomes is required to aid the planning of future CRTs. Improved reporting of the recruitment process will help to identify barriers to obtaining representative samples of schools.

scholarly journals The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity

2005 ◽  
Vol 8 (2) ◽  
pp. 133-140 ◽  
Author(s):  
Steve Kelder ◽  
Deanna M Hoelscher ◽  
Cristina S Barroso ◽  
Joey L Walker ◽  
Peter Cribb ◽  
...  
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
El Paso ◽  
School Setting ◽  
After School ◽  
Physical Activity Interventions ◽  
School Based ◽  
School Day ◽  
Logistic Issue ◽  
Group Interviews

AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.

scholarly journals Pesten op ‘De Gezonde Basisschool van de Toekomst’: een exploratief onderzoek

Pedagogiek ◽  
2020 ◽  
Vol 40 (1) ◽  
pp. 97-117
Author(s):  
Saskia van Run ◽  
Onno van Schayck ◽  
Eline Urlings ◽  
Karien Coppens ◽  
Bjorn Winkens ◽  
...  
Keyword(s):  
Primary School ◽  
Lifestyle Intervention ◽  
School Environment ◽  
Primary Schools ◽  
School Setting ◽  
Well Being ◽  
Conflict Behavior ◽  
Positive Side ◽  
The Future ◽  
Health Promoting

Abstract Bullying on ‘the Healthy Primary School of the Future’: An explorative studyTo improve the well-being and health of students, several Dutch schools currently implement health promoting lifestyle interventions. To which degree these interventions influence bullying behavior in the school setting is unknown. This mixed methods study examines the influence of a lifestyle intervention at four primary schools (The Healthy Primary School of the Future; HPSF) on bullying. A longitudinal survey among 6th grade students indicated some decrease in bullying at intervention schools compared to control schools (p = .041). Interviews and focus groups conducted with school staff of the intervention schools reveal a decrease in conflicts between children, which most likely also affects bullying. According to the staff, the structural aspects of HPSF create a safer school environment with less opportunity for conflict behavior. This study demonstrates a possible positive (side) effect of a lifestyle intervention on conflicts and bullying. Further research is needed to confirm these observations.

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