An Evaluation of the Implementation of a UK School-Based Running Program

The adoption of school-based running programs has rapidly increased over the last five years in the UK and globally. However, there is currently a lack of information on how these initiatives are implemented, and whether they are generalizable and/or sustainable. This study evaluated the implementation (including reach, fidelity, and dose) of a school-based running program over seven months to inform future delivery. This observational study used a mixed-method, single-group, before-and-after design strengthened by multiple interim measurements to evaluate the implementation of an optional school-based running program. Five state-funded primary schools in Leicestershire, UK, participated, with 17 teachers and 189 (81 boys (47.4%) and 90 girls (52.6%)) Year 5 pupils (aged 9–10 years) from eight classes. During the 2016/2017 academic year, data were collected via several measures (including interviews, focus groups, observations, questionnaires, and teacher implementation logs) at multiple levels (i.e., school and individual) and at multiple time points during implementation. Follow up qualitative data were also collected during 2017/2018. The school-based running program achieved good reach, with 100% of pupils opting to participate at some point during the academic year. All schools implemented the program with good fidelity, although the level of implementation varied between schools and over time. The average number of sessions held per week ranged from 0.94–3.89 with the average distance accumulated per pupil per week ranging from 0.02 to 2.91 kilometers and boys being more likely than girls to be classed as high-level participators. Despite an initial drop off in participation over time, all schools remained engaged in the program and continued to implement it until the end of the school year. Contextual features (e.g., staff capacity and resources) differed between schools and influenced the quality of implementation and the frequency of delivery. The school-based running program is simple, inexpensive, and versatile and can be implemented by schools with relative ease. However, schools are diverse settings, with unique challenges to ongoing delivery. Thus, planned adaptations, specific to each school’s context, are likely necessary to sustain participation in the longer term and should be considered prior to implementation.

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An evaluation of the implementation of a UK school-based running programme

10.21203/rs.3.rs-45469/v1 ◽

2020 ◽

Author(s):

Anna Chalkley ◽

Ash C. Routen ◽

Jo P. Harris ◽

Lorraine A. Cale ◽

Trish Gorely ◽

...

Keyword(s):

Primary Schools ◽

Average Distance ◽

Multiple Time ◽

School Year ◽

School Based ◽

Before And After ◽

Multiple Time Points ◽

High Level ◽

Academic Year ◽

Over Time

Abstract Background The adoption of school-based running programmes has rapidly increased in recent years. However, there is a lack of information on how these initiatives are implemented, and how generalisable and sustainable they are. This study evaluated the implementation of a school-based running programme, Marathon Kids (MK), over 7 months. The aim was to understand the context within which MK was implemented in each of the schools and the key elements of implementation including reach, fidelity and dose. Methods This study used a mixed method, single group before-and-after design strengthened by multiple interim measurements. Five state-funded primary schools in Leicestershire, UK participated, with 17 teachers and 189 (81 boys (47.4%) and 90 girls (52.6%)) Year 5 pupils (aged 9–10 years) from eight classes. During the 2016/2017 academic year, data were collected via measures at multiple levels (i.e. school and individual) and at multiple time points during implementation. Follow up qualitative data were also collected during 2017/2018. Results Marathon Kids achieved good reach, with all pupils opting to participate at some point during the academic year. All schools implemented MK with good fidelity, although the level of implementation varied between schools and over time. The average number of MK sessions held per week ranged from 0.94–3.89 with the average distance accumulated per pupil per week ranging from 0.02 to 2.91 kilometres and boys being more likely than girls to be classed as high-level participators. Despite an initial drop off in participation over time, all schools remained engaged in the programme and continued to implement MK until the end of the school year. Contextual features (e.g., staff capacity and resources) differed between schools and influenced the quality of implementation of MK and the frequency of delivery. Conclusions Marathon Kids is a simple, inexpensive and versatile physical activity programme which can be implemented by schools with relative at ease. However, schools are diverse settings, with unique challenges to ongoing delivery. Thus, planned adaptations, specific to each school’s context, is likely necessary to sustain participation in the longer term.

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Chronotopic translanguaging and the mobile languaging subject: insights from an Algerian academic sojourner in the UK

Multilingua ◽

10.1515/multi-2021-0122 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Hadjer Taibi ◽

Khawla Badwan

Keyword(s):

Multiple Time ◽

Linguistic Ideologies ◽

Conceptual Tool ◽

Time Space ◽

Space Frames ◽

Before And After ◽

Virtual Mobility ◽

The Uk ◽

The Impact ◽

Over Time

Abstract This study discusses the impact of spatial, temporal and virtual mobility on how mobile individuals talk about language in their world, and how they use language offline and online to communicate over time and across space. We introduce the notion of chronotopic translanguaging to highlight the significance of merging time and place in sociolinguistics. Doing so, we present a rather stretched understanding of time to include references to real time, online compressed time, linguistic ideologies and practices carried over time and challenged in recent times, as well as understanding time as an ecological factor. We interviewed Ekram, an Algerian academic sojourner, and observed her Facebook profile before and after coming to the UK. Our findings suggest that the networked lives of the participant beget fluid translanguaging practices that are constantly (re)negotiated depending to the ecology of interaction. Through entering and existing multiple time-space frames, Ekram found herself reunited with communicative repertoires she has not used for years. She also developed new relationships with other repertoires. This study concludes by emphasising the usefulness of chronotopic translanguaging as a conceptual tool that permits, and accounts for, the time-place influence on how mobile individuals deploy their communicative repertoires.

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UK Fiscal Squeezes over a Century

10.1093/oso/9780198779612.003.0002 ◽

2017 ◽

Author(s):

Christopher Hood ◽

Rozana Himaz

Keyword(s):

Data Sources ◽

Fiscal Consolidation ◽

Financial Outcomes ◽

Financial Conditions ◽

Deficit Reduction ◽

Before And After ◽

The Uk ◽

Changes Over Time ◽

Spending Cuts ◽

Over Time

This chapter draws on historical statistics reporting financial outcomes for spending, taxation, debt, and deficit for the UK over a century to (a) identify quantitatively and compare the main fiscal squeeze episodes (i.e. major revenue increases, spending cuts, or both) in terms of type (soft squeezes and hard squeezes, spending squeezes, and revenue squeezes), depth, and length; (b) compare these periods of austerity against measures of fiscal consolidation in terms of deficit reduction; and (c) identify economic and financial conditions before and after the various squeezes. It explores the extent to which the identification of squeeze episodes and their classification is sensitive to which thresholds are set and what data sources are used. The chapter identifies major changes over time that emerge from this analysis over the changing depth and types of squeeze.

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Effect of a health education intervention on intestinal parasitic infections in Bolivian children

European Journal of Public Health ◽

10.1093/eurpub/ckaa166.690 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

V Lastrucci ◽

M Spinicci ◽

F Macchioni ◽

S Gabrielli ◽

A L Villagran ◽

...

Keyword(s):

Health Education ◽

Primary Schools ◽

Parasitic Infections ◽

Education Intervention ◽

Intestinal Parasitic Infections ◽

School Year ◽

School Based ◽

Sanitation And Hygiene ◽

Health Education Intervention ◽

Key Events

Abstract Backgrounds Intestinal parasitic infections (IPI) are a major health issue for children of low- and middle-income countries. Water, sanitation and hygiene (WASH) practices are crucial for preventing IPI. The aim of the study was to evaluate the effects of a school-based health education intervention on handwashing behavior and IPI prevalence in children Methods This is a randomized intervention trial in 8 primary schools in rural communities over the course of 3 school years; preliminary results from the first two years of the trial are here presented. Schools were randomly selected and assigned in a 1:1 ratio to intervention or control (no intervention) groups. For each school year, the intervention included 14 school-based educational sessions and 2 skit events, involving children aged 8-12 years. Knowledge, attitude and practice questionnaire and handwashing at key events was assessed at the beginning and end of each school year. IPI prevalence was assessed with repeated cross-sectional parasitology surveys 12 months apart, involving a minimum of 50 children for each school Results At baseline, no significant differences between intervention and control schools were present in the proportion of children who washed their hands at key events (7.2% vs 9.3%, p = 0.28), in IPI (79.4% vs 75.3%, p = 0.3) and multiple parasitic infections (MPI) prevalences (47.6 vs. 38.6; p = 0.051). At the end of the second year, the percentage of children who washed their hands at key events was significantly higher in the intervention schools (75.4% vs 12.1%, p < 0.001), and the prevalence of IPI and MPI in the intervention schools were respectively about 25% and 15% lower than in the control schools (respectively, 42.9% vs 67.8%, p < 0.001; 16.1% vs 31.6%, p < 0.001) Conclusions A school-based health education intervention could achieve significant changes in hand-washing behaviors and reduction in the prevalence of IPI in children. The third year survey results are needed to confirm these findings Key messages An health education intervention on water, sanitation and hygiene (WASH) practices can reduce the risk of IPI infection in children. An health education intervention on water, sanitation and hygiene (WASH) practices could be configured as a sustainable long-term approach to intestinal parasitic infections control in children.

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Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

JMIR Research Protocols ◽

10.2196/14816 ◽

2020 ◽

Vol 9 (8) ◽

pp. e14816

Author(s):

Bo Wang ◽

Lynette Deveaux ◽

Sonja Lunn ◽

Veronica Dinaj-Koci ◽

Samiran Ghosh ◽

...

Keyword(s):

At Risk ◽

Hiv Prevention ◽

Primary Schools ◽

Implementation Strategies ◽

Implementation Fidelity ◽

Prevention Programs ◽

Evidence Based ◽

School Based ◽

National Implementation ◽

Over Time

Background Sustained implementation of school-based prevention programs is low. Effective strategies are needed to enhance both high-level implementation fidelity and sustainability of prevention programs. Objective This proposed study aims to determine if the provision of either biweekly monitoring and feedback and site-based assistance and mentorship or both to at-risk and moderate-performing teachers with monitoring through an enhanced decision-making platform by the Ministry of Education (MOE) and Ministry of Health (MOH) based on the real-time implementation data will increase national implementation fidelity and result in sustained implementation over time. Methods This study will target government schools including 200 grade 6 teachers in 80 primary schools and 100 junior/middle high school teachers (and their classes) on 12 Bahamian islands. Teacher and school coordinator training will be conducted by the MOE in year 1, followed by an optimization trial among teachers in the capital island. Informed by these results, an implementation intervention will be conducted to train using different levels of educational intensity all at-risk and moderate-performing teachers. Subsequently selected training and implementation strategies will be evaluated for the national implementation of Focus on Youth in the Caribbean and Caribbean Informed Parents and Children Together in years 2 to 5. Results It is hypothesized that a more intensive training and supervision program for at-risk and moderate-performing teachers will enhance their implementation fidelity to the average level of the high-performing group (85%), an HIV prevention program delivered at the national level can be implemented with fidelity in grade 6 and sustained over time (monitored annually), and student outcomes will continue to be highly correlated with implementation fidelity and be sustained over time (assessed annually through grade 9). The proposed study is funded by the National Institute of Child Health and Human Development from August 1, 2018, through May 31, 2023. Conclusions The study will explore several theory-driven implementation strategies to increase sustained teacher implementation fidelity and thereby increase the general public health impact of evidence-based interventions. The proposed project has potential to make significant contributions to advancing school-based HIV prevention research and implementation science and serve as a global model for the Fast Track strategy. International Registered Report Identifier (IRRID) PRR1-10.2196/14816

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Newspaper Reporting on a Cluster of Suicides in the UK

Crisis ◽

10.1027/0227-5910/a000410 ◽

2017 ◽

Vol 38 (1) ◽

pp. 17-25 ◽

Cited By ~ 13

Author(s):

Ann John ◽

Keith Hawton ◽

David Gunnell ◽

Keith Lloyd ◽

Jonathan Scourfield ◽

...

Keyword(s):

Poor Quality ◽

Cluster Method ◽

Sources Of Information ◽

Quality Reporting ◽

Codes Of Practice ◽

Newspaper Reporting ◽

Before And After ◽

Suicide Clusters ◽

The Uk ◽

High Level

Abstract. Background: Media reporting may influence suicide clusters through imitation or contagion. In 2008 there was extensive national and international newspaper coverage of a cluster of suicides in young people in the Bridgend area of South Wales, UK. Aims: To explore the quantity and quality of newspaper reporting during the identified cluster. Method: Searches were conducted for articles on suicide in Bridgend for 6 months before and after the defined cluster (June 26, 2007, to September 16, 2008). Frequency, quality (using the PRINTQUAL instrument), and sensationalism were examined. Results: In all, 577 newspaper articles were identified. One in seven articles included the suicide method in the headline, 47.3% referred to earlier suicides, and 44% used phrases that guidelines suggest should be avoided. Only 13% included sources of information or advice. Conclusion: A high level of poor-quality and sensationalist reporting was found during an ongoing suicide cluster at the very time when good-quality reporting could be considered important. A broad awareness of media guidelines and expansion and adherence to press codes of practice are required by journalists to ensure ethical reporting.

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Trends in socioeconomic inequalities in underweight and obesity in 5-year-old children, 2011–2018: a population-based, repeated cross-sectional study

BMJ Open ◽

10.1136/bmjopen-2020-042023 ◽

2021 ◽

Vol 11 (3) ◽

pp. e042023

Author(s):

Ryan Stewart ◽

John J Reilly ◽

Adrienne Hughes ◽

Louise A Kelly ◽

David I Conway ◽

...

Keyword(s):

Risk Ratio ◽

Primary Schools ◽

Population Based ◽

Cross Sectional Study ◽

Socioeconomic Inequalities ◽

Sectional Study ◽

Cross Sectional ◽

School Year ◽

The Uk ◽

Deprived Areas

ObjectiveTo explore trends in prevalence and socioeconomic inequalities in underweight and obesity in 5-year-old schoolchildren in Scotland between 2011/2012 and 2017/2018.DesignA population-based, repeated cross-sectional study.SettingLocal authority primary schools in Scotland.Participants373 189 5-year-old schoolchildren in Scotland between 2011/2012 and 2017/2018.MethodologyTrends in prevalence and inequalities in underweight and obesity were examined across seven school years (2011/2012–2017/2018) for 373 189 5-year-old schoolchildren in Scotland. Body mass index SD scores were calculated, and epidemiological cut-offs relative to the UK 1990 references categorised underweight and obesity. Slope/relative indices of inequality (SII/RII) were calculated for underweight and obesity by school year using the area-based Scottish Index of Multiple Deprivation.ResultsThe prevalence of obesity rose slightly overall during the study period (9.8% in 2011/2012; 10.1% in 2017/2018). However, this masked a widening of inequalities, with children from the most deprived areas experiencing a greater risk of obesity in 2017/2018 than in 2011/2012 (risk ratio=1.14, 95% CI 1.04 to 1.25) compared with an unchanged risk in children from the least deprived areas (risk ratio=0.95, 95% CI 0.82 to 1.11). SII and RII indicate widening inequalities for obesity, with RII rising from 1.95 (95% CI 1.71 to 2.22) in 2011/2012 to 2.22 (95% CI 1.93 to 2.56) in 2017/2018. The prevalence of underweight was consistently low (compared with the UK 1990 references) and remained unchanged over the study period (1.2% in 2011/2012; 1.1% in 2017/2018), with no consistent evidence of social patterning over time.ConclusionsInequalities in obesity in schoolchildren in Scotland are large and have widened from 2011, despite only a slight rise in overall prevalence. In contrast there has been little change in underweight prevalence or inequalities during the study period. Extra resources for policy implementation and measures which do not widen inequalities and focus on reaching the most deprived children are required to tackle the high prevalence and growing inequalities in childhood obesity in Scotland.

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

Journal of Water Sanitation and Hygiene for Development ◽

10.2166/washdev.2016.045 ◽

2016 ◽

Vol 6 (2) ◽

pp. 276-286 ◽

Cited By ~ 4

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.

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SURVEY OF LEARNING PHYSICAL EDUCATION FOR SPORTS AND HEALTH IN THE COVID19 ERA AT MTS NEGERI 1 BOYOLALI ACADEMIC YEAR 20202021

PHEDHERAL ◽

10.20961/phduns.v18i1.51454 ◽

2021 ◽

Vol 18 (1) ◽

pp. 10

Author(s):

Aroh Abatin ◽

Hanik Liskustyawati ◽

Abdul Aziz Purnomo Shidiq

Keyword(s):

Student Interest ◽

Online Teachers ◽

Process Stage ◽

Survey Techniques ◽

School Year ◽

Self Confidence ◽

Preparation Stage ◽

Before And After ◽

Teachers And Students ◽

Academic Year

<p><em>This study aims to determine: (1) the implementation of assessments by teachers of students during the Covid-19 era PJOK learning at MTs Negeri 1 Boyolali in the 2020/2021 school year; (2) constraints faced by teachers in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali in the 2020/2021 school year; (3) the level of student interest in learning in the Covid-19 era PJOK at MTs Negeri 1 Boyolali in the 2020/2021 school year; (4) the obstacles faced by students in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali in the 2020/2021 school year. This research uses qualitative research methods with survey techniques. The research samples were teachers and students of MTs Negeri 1 Boyolali who were domiciled. The subjects of this study included 5 PJOK teachers and 105 students out of 1041 people based on the Stratified Random Sampling. Data collection techniques with questionnaire techniques (questionnaire). The results of this study are as follows: (1) The implementation of an assessment by the teacher of students during the Covid-19 era PJOK learning at MTs Negeri 1 Boyolali, which is carried out well in terms of attitudes, aspects of skills and aspects of knowledge because the teacher has a strategy in implementing the assessment at each aspect as well as the teacher's awareness that these three aspects are equally important in learning PJOK; (2) The constraints faced by the teacher in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali, in the learning preparation stage in the form of difficulties in making various materials and planning learning equipment, for the learning process stage the teacher experienced dissatisfaction and discomfort in delivering learning PJOK online, teachers find it difficult to monitor and provide direction for each participant; (3) The level of interest in students' learning towards Covid-19 Covid-19 PJOK Learning at MTs Negeri 1 Boyolali, from the indicators of happy feelings driven by sincerity and enthusiasm when participating in learning, from indicators of interest driven by the desire to achieve achievement in learning outcomes, awareness of the importance of health, hobbies , and can increase self-confidence, and for indicators of student involvement attentively and material can be accessed before and after learning; (4) The constraints faced by students in learning PJOK in the Covid-19 Era at MTs Negeri 1 Boyolali, in the learning opening process is the difficulty of finding learning resources, when the core process of students is less interacting with teachers and friends, and when learning closes participants students cannot overcome difficulties even though the teacher has provided solutions.</em></p>

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Explaining Cooperation in the Council of the EU Before and After the Brexit Referendum

Politics and Governance ◽

10.17645/pag.v9i1.3709 ◽

2021 ◽

Vol 9 (1) ◽

pp. 5-15

Author(s):

Markus Johansson

Keyword(s):

Major Event ◽

Network Ties ◽

Member States ◽

Decision To Leave ◽

Eu Integration ◽

Before And After ◽

The Uk ◽

The Impact ◽

Over Time ◽

The Eu

This article focuses on the impact of the UK’s decision to leave the EU on cooperation within the Council of the EU. It does so by studying how cooperation between member states has changed from the period before the Brexit referendum to the period after. In the emerging literature on Brexit, it has been highlighted that member states that have been close partners to the UK will have to (and have started to) adjust their cooperation behaviour and form new alliances. While the structure of cooperation in the Council is often understood to be stable over time, suggesting that cooperation is mainly driven by structurally determined preferences that don’t easily change, a major event such as Brexit may force remaining member states to restructure their cooperation behaviour. Accordingly, it is expected and tested whether less structurally determined preferences have grown in importance for shaping patterns of cooperation in the immediate period following the Brexit referendum. Using survey data based on interviews with member state negotiators to the Council, asking about their network ties, compiled both in the period before and after Brexit referendum of 2016, it is shown that structurally determined preferences are important in both periods and that more volatile ideologically-based preferences on the EU integration dimension and GAL-TAN dimension have become important following the referendum. The article is informative both for those interested in the effects of Brexit on EU institutions, as well as those more generally interested in causes of cooperation patterns in the Council.

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