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.

scholarly journals The role of the teacher in the implementation of a School-based intervention on the physical activity practice of children

2019 ◽  
Author(s):  
Tegwen Gadais ◽  
Theo Caron ◽  
Marie Belle Ayoub ◽  
Antony Karelis ◽  
Luc Nadeau
Keyword(s):  
Physical Activity ◽  
Elementary School Teachers ◽  
Intervention Group ◽  
Training Session ◽  
Control Group ◽  
Successful Implementation ◽  
School Teachers ◽  
School Based

INTRODUCTION: Medium or long term intervention strategies on physical activity practice (PAP) need to be more effective in their implementation by practitioners. The aim of this study was to evaluate the role of a teacher to implement the Team Pentathlon (TP) in order to improve the PAP in children. METHODS: 203 children (age: 10-13years), grades 5 and 6 (intervention group [IG] N = 104, control group [CG] N = 99) were guided to increase their PAP during an 8-week period by 5 elementary school teachers (physical education or classroom) who received 4 training sessions. Levels of PAP (self-reported) were compared between groups (IG/CG), sex, socioeconomic status of the schools and between teachers: baseline and during TP. RESULTS: Several teachers noted significant increases in PAP in the IG for both boys and girls (p<.05 or p<.01), whereas others found only small improvements in PAP. One teacher even observed higher PAP in the CG. Training session records revealed that the teacher himself, how the TP is implemented, and proper resources were the 3 elements that explained the successful implementation of the TP program. CONCLUSION: The implementation of the TP significantly increased the PAP in children. Training sessions helped teachers to implement the TP program but personal engagement, motivation, respecting protocol and adequate environment are necessary in improving the PAP of children.

scholarly journals The Role of the Teacher in the Implementation of a School-Based Intervention on the Physical Activity Practice of Children

2020 ◽  
Vol 17 (19) ◽  
pp. 7344
Author(s):  
Tegwen Gadais ◽  
Theo Caron ◽  
Marie-Belle Ayoub ◽  
Antony Karelis ◽  
Luc Nadeau
Keyword(s):  
Physical Activity ◽  
Elementary School Teachers ◽  
Intervention Group ◽  
Training Session ◽  
Control Group ◽  
Successful Implementation ◽  
School Teachers ◽  
School Based

Medium- or long-term intervention strategies for physical activity practice (PAP) need to be more effective in terms of their implementation by practitioners. The aim of this study was to evaluate the role of a teacher to implement the Team Pentathlon (TP) in order to improve the PAP in primary children. TP is a health education program made to improve PAP of children through individual and collective achievements. In this study, 203 children (age: 10–13 years) in grades 5 and 6 (intervention group (IG) N = 104, control group (CG) N = 99) were guided to increase their PAP during an eight-week period by five elementary school teachers (physical education or classroom) who had received four training sessions. Levels of PAP (self-reported) were compared between groups (IG/CG), sex, socioeconomic status of the schools and between teachers: baseline and during TP. Several teachers noted significant increases in PAP in the IG for both boys and girls (p ≤ 0.05 or p < 0.01), whereas others found only small improvements in PAP. One teacher even observed higher PAP in the CG. Training session records revealed that the teacher himself, how the TP is implemented, and proper resources were the three elements that explained the successful implementation of the TP program. The implementation of the TP significantly increased the PAP in primary children. Training sessions helped teachers to implement the TP program but personal engagement, motivation, respecting protocol, and an adequate environment are also necessary in improving the PAP of children.

scholarly journals School-based programs for promoting physical activity and fitness in children and adolescents

2017 ◽  
Vol 4 (1) ◽  
pp. 81-82
Author(s):  
Anne Wareing
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
High Risk ◽  
Children And Adolescents ◽  
School Setting ◽  
Endocrine Disorders ◽  
Bleeding Disorders ◽  
School Based ◽  
Bleeding Episodes

Abstract Rates of obesity are rising in the general population. People with haemophilia are at high risk for being overweight or obese, and may benefit from physical activity-based interventions. The school setting is an ideal environment to implement physical activity-based interventions as it greatly influences the first two decades of life. However, there is a lack of knowledge about the benefits of exercise for managing haemophilia, as well as possible restriction of physical activity by parents or carers due to a fear of increasing the number of bleeding episodes. Furthermore, schools and teachers may be uncertain of how to integrate physical activity for children with bleeding disorders. This article summarises the Cochrane Metabolic and Endocrine Disorders Group systematic review on ‘school-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18 and considers published literature about the role of physical activity within haemophilia.’

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 Motivating students for physical activity: What can we learn from student perspectives?

2020 ◽  
pp. 1356336X2097021
Author(s):  
Gwendolijn MM Boonekamp ◽  
John AJ Dierx ◽  
Erik Jansen
Keyword(s):  
Physical Activity ◽  
School Setting ◽  
Well Being ◽  
Structured Interview ◽  
Student Perspectives ◽  
Physically Active ◽  
School Based ◽  
The Social ◽  
Unique Method ◽  
Health Promoting

Regular physical activity (PA) contributes to lifelong health and well-being. Adolescents in the Netherlands do not engage in sufficient PA, leading to serious health risks. The purpose of this study is to inform PA-enhancing strategies. This paper offers a unique method for analysing students’ perspectives about opportunities for PA in their school environments. The research method combines two approaches: a Health Promoting Schools (HPS) approach, which supports children’s development by using the school setting to promote PA, and a salutogenic approach, which engages all students in dialogue and reflection to identify factors or ‘assets’ that enhance their PA. Ninety-three students aged 12–14 from four secondary pre-vocational education schools participated in two group sessions in which the structured interview matrix and photovoice methods were employed. In these sessions, the students interacted with each other about four asset categories: talents, passions, the social environment and the physical environment. Thematic analyses of their dialogues led to three main insights: (a) students must perceive the activities as meaningful, appealing, contextually possible and manageable; (b) they use a wide variety of reasoning processes when deciding whether to engage in PA; and (c) it is valuable to invite students to share their individual perspectives on assets related to PA. All these aspects connect to the goals of both HPS and salutogenesis. We conclude that shifting the focus towards developing school-based interventions that build on student perspectives and active participation provides students with realistic opportunities for shaping PA and motivates them to be more physically active.

scholarly journals The Acceptability, Feasibility and Effectiveness of Wearable Activity Trackers for Increasing Physical Activity in Children and Adolescents: A Systematic Review

2021 ◽  
Vol 18 (12) ◽  
pp. 6211
Author(s):  
Amy V. Creaser ◽  
Stacy A. Clemes ◽  
Silvia Costa ◽  
Jennifer Hall ◽  
Nicola D. Ridgers ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Children And Adolescents ◽  
Behaviour Change Techniques ◽  
Physically Active ◽  
Self Monitoring ◽  
Start Date ◽  
Activity Trackers ◽  
Wearable Activity Trackers

Wearable activity trackers (wearables) embed numerous behaviour change techniques (BCTs) that have previously been shown to increase adult physical activity (PA). With few children and adolescents achieving PA guidelines, it is crucial to explore ways to increase their PA. This systematic review examined the acceptability, feasibility, and effectiveness of wearables and their potential mechanisms of action for increasing PA in 5 to 19-year-olds. A systematic search of six databases was conducted, including data from the start date of each database to December 2019 (PROSPERO registration: CRD42020164506). Thirty-three studies were included. Most studies (70%) included only adolescents (10 to 19 years). There was some—but largely mixed—evidence that wearables increase steps and moderate-to-vigorous-intensity PA and reduce sedentary behaviour. There were no apparent differences in effectiveness based on the number of BCTs used and between studies using a wearable alone or as part of a multi-component intervention. Qualitative findings suggested wearables increased motivation to be physically active via self-monitoring, goal setting, feedback, and competition. However, children and adolescents reported technical difficulties and a novelty effect when using wearables, which may impact wearables’ long-term use. More rigorous and long-term studies investigating the acceptability, feasibility, and effectiveness of wearables in 5 to 19-year-olds are warranted.

scholarly journals Creating a Scalable Physical Activity Breaks Resource Through the Multisensory Multilevel Health Education Model: H.Y.P.E. The Breaks!

2021 ◽  
Vol 22 (1_suppl) ◽  
pp. 101S-110S
Author(s):  
Ewelina M. Swierad ◽  
Lori Rose Benson ◽  
Olajide Williams
Keyword(s):  
Physical Activity ◽  
Health Education ◽  
Hip Hop ◽  
Classroom Behavior ◽  
Physically Active ◽  
School Day ◽  
Current Article ◽  
Education Model ◽  
Program Components ◽  
Children’S Physical Activity

Physically active children have lower rates of obesity, diabetes, hypertension, and depression than their inactive counterparts, and further evidence suggests that integrating physical activity breaks into the school day improves children’s classroom behavior, fitness, and cognitive functions. The current article focuses on the development and implementation of free, scalable, short activity breaks called H.Y.P.E. The Breaks! (Helping Young People Energize)—a series of 2-, 6-, and 10-minute-long dance and hip-hop–based physical activity videos, which can be used in the classroom or at home. H.Y.P.E. The Breaks! is deconstructed through the lens of the multisensory multilevel health education model, which leverages art, culture, and science in the design and implementation of health programs, and highlights the importance of framing and operationalizing program components across the different behavioral levels of influence of the socioecological model. The article also discusses the uptake of H.Y.P.E. The Breaks! during the COVID-19 (coronavirus disease 2019) pandemic, when major declines in children’s physical activity were observed.

scholarly journals Long-Term Dietary and Physical Activity Interventions in the School Setting and Their Effects on BMI in Children Aged 6–12 Years: Meta-Analysis of Randomized Controlled Clinical Trials

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 396
Author(s):  
Purificación Cerrato-Carretero ◽  
Raúl Roncero-Martín ◽  
Juan D. Pedrera-Zamorano ◽  
Fidel López-Espuela ◽  
Luis M. Puerto-Parejo ◽  
...  
Keyword(s):  
Physical Activity ◽  
Clinical Trials ◽  
Dietary Habits ◽  
Meta Analysis ◽  
Controlled Clinical Trials ◽  
Randomized Controlled Clinical Trials ◽  
Randomized Controlled ◽  
School Based ◽  
School Based Interventions

Preventive actions and potential obesity interventions for children are mainly researched throughout the school period, either as part of the school curricula or after regular school hours, via interventions mostly lasting less than 12 months. We aimed to perform a meta-analysis on randomized controlled clinical trials to evaluate the evidence of the efficacy of long-term school-based interventions in the management of childhood obesity in terms of BMI from a dietary and physical activity-based approach. Eleven randomized controlled clinical trials were examined using the random effects model, and the results showed that there were no significant effects associated with physical activity + nutrition intervention in school children aged 6–12 years, with a pooled standardized mean difference (SMD) (95% CI) of −0.00 (−0.05, 0.04). No effects were observed after subgroup analysis based on the intervention length. The findings from our study indicate that long-term school-based interventions on physical activity and dietary habits received by children aged 6–12 years seem to have no effect on BMI. However, the promotion of such interventions should not be discouraged, as they promote additional positive health outcomes for other domains of children’s health.

Leptin Functioning in Eating Disorders

CNS Spectrums ◽  
2004 ◽  
Vol 9 (7) ◽  
pp. 523-529 ◽  
Author(s):  
Palmiero Monteleone ◽  
Antonio DiLieto ◽  
Eloisa Castaldo ◽  
Mario Maj
Keyword(s):  
Physical Activity ◽  
Eating Disorders ◽  
Body Weight ◽  
Eating Behaviors ◽  
Clinical Manifestations ◽  
Immune Functions ◽  
Abnormal Eating ◽  
The Brain

AbstractLeptin is an adipocyte-derived hormone, which is involved predominantly in the long-term regulation of body weight and energy balance by acting as a hunger suppressant signal to the brain. Leptin is also involved in the modulation of reproduction, immune function, physical activity, and some endogenous endocrine axes. Since anorexia nervosa (AN) and bulimia nervosa (BN) are characterized by abnormal eating behaviors, dysregulation of endogenous endocrine axes, alterations of reproductive and immune functions, and increased physical activity, extensive research has been carried out in the last decade in order to ascertain a role of this hormone in the pathophysiology of these syndromes. In this article, we review the available data on leptin physiology in patients with eating disorders. These data support the idea that leptin is not directly involved in the etiology of AN or BN. However, malnutrition-induced alterations in its physiology may contribute to the genesis and/or the maintenance of some clinical manifestations of AN and BN and may have an impact on the prognosis of AN.

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