ORCID Profile
0000-0002-4504-6008
Current Organisations
University of Adelaide
,
Australian Catholic University - North Sydney Campus
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Psychology | Gene Expression | Oncology And Carcinogenesis | Protein Targeting And Signal Transduction | Genetics | Computer Vision | Educational Psychology | Developmental Psychology and Ageing
ANZSRC Socio-Economic Objective (SEO)
Learner Development | Behaviour and Health | Expanding Knowledge in Psychology and Cognitive Sciences | Cancer and related disorders | Biological sciences |
Related Links
Publications
Video Improves Learning in Higher Education: A Systematic Review
Publisher: American Educational Research Association (AERA)
Date: 16-02-2021
Abstract: Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled s le of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.
School socioeconomic status context and social adjustment in children.
Publisher: American Psychological Association (APA)
Date: 03-11-2022
DOI: 10.1037/DEV0001463
Abstract: Social adjustment is critical to educational and occupational attainment. Yet little research has considered how the school's socioeconomic context is associated with social adjustment. In a longitudinal s le of Australian 4- to 8-year-olds (
Measuring adolescent boys' physical activity: Bout length and the influence of accelerometer epoch length
Publisher: Public Library of Science (PLoS)
Date: 18-03-2014
Effect of a Scalable School-Based Intervention on Cardiorespiratory Fitness in Children
Publisher: American Medical Association (AMA)
Date: 03-05-2021
Are changes in occupational physical activity level compensated by changes in exercise behavior?
Publisher: Oxford University Press (OUP)
Date: 27-01-2018
Abstract: Physically active occupations with high-energy expenditure may lead to lower motivation to exercise during leisure time, while the reverse can be hypothesized for sedentary occupations. The aim of this study was to investigate the impact of changing occupational activity level on exercise behavior. Data on occupational physical activity and leisure time exercise were taken from a population-based cohort, with surveys completed in 2010 and 2014. Using data on those employed in both years, two trajectories were analyzed: (i) participants who changed from sedentary to active occupations and (ii) participants who changed from active to sedentary occupations. Exercise was reported in hours per week and changes from 2010 to 2014 were categorized as decreased, increased or stable. Associations were expressed as ORs and 95% CIs adjusting for age, gender and education. Data were available for 12 969 participants (57% women, aged 45 ± 9 years, 57% highly educated). Relative to participants whose occupational activity was stable, participants who changed to active occupations (n = 549) were more likely to decrease exercise (OR = 1.22, 95% CI = 1.02-1.47) and those who changed to sedentary occupations (n = 373) more likely to increase exercise levels (OR = 1.21, 95% CI = 0.97-1.52). People changing from sedentary to active occupations compensate by exercising less, and those changing from physically active to sedentary occupations seem to compensate by exercising more in their leisure time. When developing and evaluating interventions to reduce occupational sedentary behavior or to promote exercise, mutual influences on physical activity of different contexts should be considered.
Sports-based mental health promotion in Australia: Formative evaluation
Publisher: Elsevier BV
Date: 11-2019
Ahead of the game protocol: A multi-component, community sport-based program targeting prevention, promotion and early intervention for mental health among adolescent males
Publisher: Springer Science and Business Media LLC
Date: 21-03-2018
Enablers and barriers to implementation of and compliance with school-based healthy food and beverage policies: A systematic literature review and meta-synthesis
Publisher: Cambridge University Press (CUP)
Date: 22-04-2020
DOI: 10.1017/S1368980019004865
Abstract: Schools have been recognised as a potential setting for improving young peoples’ food and beverage choices however, many schools fail to adhere to healthy food and beverage policy standards. The current study aimed to explore the enablers and barriers to effective implementation of and compliance with school-based food and beverage policies. Systematic review and meta-synthesis. Eight electronic databases were searched for articles in June 2019. Studies were eligible for inclusion if they reported on implementation and/or compliance of school-based food and/or beverage policies with outcomes relating to enablers and/or barriers. This review had no restrictions on study design, year of publication or language. Seventy-two full-text articles were assessed for eligibility, of which twenty-eight were included in this review. Studies conducted globally that focused on schools. School-based healthy food and beverage policies. Financial (cost of policy-compliant foods, decreased profit and revenue), physical (availability of policy-compliant foods, close geographical proximity to unhealthy food outlets) and social (poor knowledge, understanding, and negative stakeholders’ attitudes towards policy) factors were the most frequently reported barriers for policy implementation. Sufficient funding, effective policy communication and management, and positive stakeholders’ attitudes were the most frequently reported enablers for policy implementation. There is a need for better communication strategies, financial and social support prior to school-based food policy implementation. Findings of this review contribute to a thorough understanding of factors that underpin best practice recommendations for the implementation of school-based food policy, and inform those responsible for improving public health nutrition.
Type of screen time moderates effects on outcomes in 4013 children: Evidence from the Longitudinal Study of Australian Children
Publisher: Springer Science and Business Media LLC
Date: 29-11-2019
DOI: 10.1186/S12966-019-0881-7
Abstract: Excessive engagement with digital screens is harmful to children’s health. However, new evidence suggests that exposure at moderate levels may not be harmful and may even provide benefit. Therefore, our objective was to determine if there are curvilinear relationships between different types of screen time and a erse set of outcomes, including health and education. We address our objective using a repeated measures design. Children ( N = 4013), initially aged 10–11 were assessed every 2 years between 2010 and 2014. Children’s screen time behavior was measured using time-use diaries, and categorized into five types: social, passive, interactive, educational, or other. We used measures of children’s physical health, health-related quality of life, socio-emotional outcomes, and school achievement. The analysis plan was pre-registered. Models were adjusted for gender, socio-economic status, ethnicity, number of siblings, and housing factors. There were linear associations between total screen time and all outcomes, such that more screen time was associated with worse outcomes. However, there was variability when examined by screen time type. Passive screen time (e.g., TV) was associated with worse outcomes, educational screen time (e.g., computer for homework) was associated with positive educational outcomes and had no negative relations with other outcomes. Interactive screen time (e.g., video games) had positive associations with educational outcomes but negative associations with other outcomes. In all instances, these significant associations were small or very small, with standardised effects 0.07. We found little evidence of curvilinear relationships. The small effects of screen time on children’s outcomes appear to be moderated by the type of screen time. Policy makers, educators, and parents should consider the type of screen time when considering the benefits and harms of use.
Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest
Publisher: Wiley
Date: 15-05-2021
DOI: 10.1111/CDEV.13573
Abstract: In a representative longitudinal s le of 2,602 Australian children (52% boys 2% Indigenous 13% language other than English background 22% of Mothers born overseas and 65% Urban) and their mothers (first surveyed in 2003), this article examined if maternal judgments of numeracy and reading ability varied by child demographics and influenced achievement and interest gains. We linked survey data to administrative data of national standardized tests in Year 3, 5, and 7 and found that maternal judgments followed gender stereotype patterns, favoring girls in reading and boys in numeracy. Maternal judgments were more positive for children from non‐English speaking backgrounds. Maternal judgments predicted gains in children’s achievement (consistently) and academic interest (generally) including during the transition to high school.
Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model
Publisher: Elsevier BV
Date: 06-2021
An Intervention for Mental Health Literacy and Resilience in Organized Sports
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 17-06-2021
DOI: 10.1249/MSS.0000000000002433
Abstract: In this study, we tested the effectiveness of a multicomponent sports-based program aimed at promoting early intervention, help seeking, and resilience among a s le of adolescent male sport participants. The Ahead of the Game program comprised four intervention components and a messaging c aign. Two components targeted mental health literacy, intentions to seek and provide help, and resilience among adolescent boys. A mental health literacy program for parents and a coach education program to assist in the support of athletes’ psychological needs were also included. We evaluated the program using a nonrandomized controlled trial matching two regional communities. In total, 350 sport participants (mean, 14.53 yr) were included in an intervention group, whereas 466 (mean, 14.66 yr) received usual practice in a matched control community. One hundred and eighty parents or caregivers and eight coaches also participated in the intervention components. Between-group mean differences on the primary and secondary outcomes were analyzed using linear mixed models, adjusted for clustering at club level, participant age, and socioeconomic status. Significant positive group–time interactions were found for the primary outcomes of depression and anxiety literacy, intentions to seek help from formal sources, confidence to seek mental health information, and resilience. We also found a significant positive group–time interaction for the secondary outcome of well-being. There were no group–time interactions for social distance (stigma), intentions to seek help from informal sources, implicit beliefs about adversity, perceived familial support, or psychological distress. Given the high rates of sport participation worldwide and the increasing focus on mental health in this domain, translation and dissemination of the program may be warranted after replication.
A monitoring system to provide feedback on student physical activity during physical education lessons
Publisher: Wiley
Date: 23-05-2019
DOI: 10.1111/SMS.13438
Abstract: School-based physical education (PE) provides opportunities to accumulate moderate-to-vigorous physical activity (MVPA), but many students are insufficiently active during PE lessons. Providing teachers with feedback regarding their students' physical activity may increase the effectiveness of PE for achieving MVPA goals, but existing physical activity monitoring technologies have limitations in class environments. Therefore, the purpose of this study was to develop and validate a system capable of providing feedback on PE lesson MVPA. Equations for translating step counts to %MVPA were derived from measures in 492 students who concurrently wore an ActiGraph GT3X+ (ActiGraph) and Yamax pedometer (Yamax) during a PE lesson. To enhance feedback availability during PE lessons, we then developed a bespoke monitoring system using wireless tri-axial pedometers (HMM) and a smart device app. After developing and testing the monitoring system, we assessed its validity and reliability in 100 students during a PE lesson. There was a strong correlation of 0.896 between step counts and accelerometer-determined %MVPA and quantile regression equations showed good validity for translating step counts to %MVPA with a mean absolute difference of 5.3 (95% CI, 4.4-6.2). The physical activity monitoring system was effective at providing %MVPA during PE lessons with a mean difference of 1.6 ± 7.1 compared with accelerometer-determined %MVPA (7% difference between the two measurement methods). Teachers and students can use a smart device app and wireless pedometers to conveniently obtain feedback during PE lessons. Future studies should determine whether such technologies help teachers to increase physical activity during PE lessons.
Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis
Publisher: American Educational Research Association (AERA)
Date: 23-10-2022
DOI: 10.3102/00346543211052329
Abstract: Multimedia is ubiquitous in 21st-century education. Cognitive load theory and the cognitive theory of multimedia learning both postulate that the quality of multimedia design heavily influences learning. We sought to identify how to best design multimedia and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. We found 29 reviews including 1,189 studies and 78,177 participants. We found 11 design principles that demonstrated significant, positive, meta-analytic effects on learning and five that significantly improved management of cognitive load. The largest benefits were for captioning second-language videos, temporal/spatial contiguity, and signaling. We also found robust evidence for modality, animation, coherence/removing seductive details, anthropomorphics, segmentation, personalization, pedagogical agents, and verbal redundancy effects. Good design was more important for more complex materials, and in system-paced environments (e.g., lectures) than self-paced ones (e.g., websites). Results supported many tenets of both theories. We highlight a range of evidence-based strategies that could be implemented by educators.
Influences of Two-Year Professional Education Delivered in English on Japanese Undergraduate Physiotherapy Students’ English Vocabulary and International Perspectives: A Retrospective Cohort Study
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 06-2020
DOI: 10.1097/JTE.0000000000000131
Abstract: Low levels of English proficiency among Japanese physiotherapists pose serious barriers to implement evidence-based practice and think about their careers in global terms. This retrospective cohort study aimed to investigate the influences of a series of lectures regarding various physiotherapy topics conducted in English, on Japanese undergraduate physiotherapy students’ English vocabulary and international perspectives. Twelve students from Tokyo University of Technology participated in a total of 60 lectures throughout 2 years. On a weekly basis, 90-minute physiotherapy lectures were conducted in English. Another 12 students who did not participate in lectures were randomly chosen and served as a control group. English vocabulary regarding physiotherapy was assessed through a word translation test. Furthermore, students’ subjective interests in learning English, studying and working abroad, awareness toward the importance of learning English and physiotherapy from foreign countries, and the level of physiotherapy in Japan compared with that in other countries were also evaluated using 11-point numerical rating scale. English vocabulary scores were significantly higher in the experimental group ( P .01). The effect size was large (3.09). Interest levels in learning English, and studying and working abroad were significantly higher in the experimental group ( P .01). Effect sizes were large (1.89 and 1.11, respectively). However, levels of awareness toward the importance of learning English and physiotherapy from other countries and the level of physiotherapy in Japan were not significantly different between the two groups. Two-year professional education in English may lead to benefits in English vocabulary related to physiotherapy and motivating students to think about their careers in global perspectives. Based on these findings, educational staff in Japanese physiotherapy schools are encouraged to consider to introduce professional education using English for undergraduate students.
Socioeconomic position as a predictor of youth's movement trajectory profiles between ages 10 and 14 years
Publisher: Springer Science and Business Media LLC
Date: 22-07-2023
DOI: 10.1186/S12966-023-01491-5
Abstract: Combinations of movement behaviors (i.e., physical activity, sedentary behavior, sleep) are associated with health and developmental outcomes in youth. Youth vary in how they accumulate these behaviors, both in volume and specific domains (e.g., sedentary time spent on recreational screen activities vs homework). The aim of this study was to examine how youth’s combined general and domain-specific movement trajectories differ by socioeconomic position. We conducted a longitudinal, group-based multi-trajectory analysis to identify general and domain-specific movement trajectory profiles for 2457 youth from age 10 to 14 years from the Longitudinal Study of Australian Children from 2014–2018. We used multinomial logistic regression to test if socioeconomic position predicted profile membership. We identified three general movement trajectory profiles for both sexes, four domain-specific profiles for males, and five for females. For general movement trajectories, females from lower socioeconomic positions were more likely to be a combination of less active and more sedentary than females from higher socioeconomic positions. Males across socioeconomic positions spend similar amounts of time in physical activity, sedentary time, and sleep. For domain-specific movement trajectories, youth from lower socioeconomic positions were likely to spend a combination of less time in education-based sedentary behavior and more time in recreational screen activities than their higher socioeconomic position peers. Our results indicate that socioeconomic position predicted in which domains youth accumulate their movements. Future observational research and interventions targeting different socioeconomic groups should therefore consider domain-specific movement trajectories.
Implementation at‐scale of school‐based physical activity interventions: A systematic review utilizing the RE‐AIM framework
Publisher: Wiley
Date: 02-2021
DOI: 10.1111/OBR.13184
Abstract: School‐based interventions can increase young people's physical activity levels, but few are implemented at‐scale (i.e., the expanded delivery of efficacious interventions under real‐world conditions into new/broader populations). The Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE‐AIM) framework can be used to describe the extent to which interventions have been implemented at‐scale. The aim of our review was to determine the extent to which studies of school‐based physical activity interventions implemented at‐scale reported information across the RE‐AIM dimensions. We conducted a systematic search of seven electronic databases to identify studies published up to June 2019. A total of 26 articles (representing 14 in idual studies) met the inclusion criteria and were analyzed. Eleven studies reported actual or estimated number of students exposed to the intervention however, the representativeness of these students was rarely reported. Nine studies reported the intervention effect on the primary outcome during scale‐up. Ten studies reported the rate of participating schools/teachers however, none reported on the characteristics of adopters/nonadopters. Eight studies reported intervention fidelity. Eleven studies described the extent to which the intervention was sustained in schools. There was considerable variability in the reporting of RE‐AIM outcomes across studies. There is a need for greater consistency in the evaluation, and reporting of, school‐based physical activity interventions implemented at‐scale.
Do Natural Experiments of Changes in Neighborhood Built Environment Impact Physical Activity and Diet? A Systematic Review
Publisher: MDPI AG
Date: 26-01-2018
Using Wearable Cameras to Categorize the Type and Context of Screen-Based Behaviors Among Adolescents: Observational Study (Preprint)
Publisher: JMIR Publications Inc.
Date: 24-02-2021
Abstract: utomated wearable cameras present a new opportunity to accurately assess human behavior. However, this technology is seldom used in the study of adolescent’s screen exposure, and the field is reliant on poor-quality self-report data. his study aimed to examine adolescents’ screen exposure by categorizing the type and context of behaviors using automated wearable cameras. dolescents (mean age 15.4 years, SD 1.6 years n=10) wore a camera for 3 school evenings and 1 weekend day. The camera captured an image every 10 seconds. Fieldwork was completed between February and March 2020, and data were analyzed in August 2020. Images were date and time st ed, and coded for screen type, content, and context. ata representing 71,396 images were analyzed. Overall, 74.0% (52,842/71,396) of images contained screens and 16.8% (11,976/71,396) of images contained multiple screens. Most screen exposures involved television sets (25,950/71,396, 36.3%), smartphones (20,851/71,396, 29.2%), and laptop computers (15,309/71,396, 21.4%). The context of screen use differed by device type, although most screen exposures occurred at home (62,455/64,856, 96.3%) and with solitary engagement (54,430/64,856, 83.9%). The immediate after-school period saw high laptop computer use (4785/15,950, 30.0%), while smartphone use (2059/5320, 38.7%) peaked during prebedtime hours. Weekend screen exposure was high, with smartphone use (1070/1927, 55.5%) peaking in the early morning period and fluctuating throughout the day. here was evidence for high screen use during the after-school and weekend period, mostly through solitary engagement, and within the home environment. The findings may inform the basis of larger studies aimed at examining screen exposure in free-living conditions.
The influence of neighbourhood green space on children’s physical activity and screen time: findings from the longitudinal study of Australian children
Publisher: Springer Science and Business Media LLC
Date: 30-09-2015
Combinations of Physical Activity, Sedentary Behavior, and Sleep Duration and Their Associations With Physical, Psychological, and Educational Outcomes in Children and Adolescents: A Systematic Review
Publisher: Oxford University Press (OUP)
Date: 14-12-2022
DOI: 10.1093/AJE/KWAC212
Abstract: We conducted a systematic review to evaluate combinations of physical activity, sedentary behavior, and sleep duration (defined as “movement behaviors”) and their associations with physical, psychological, and educational outcomes in children and adolescents. MEDLINE, CINAHL, PsychInfo, SPORTDiscus, PubMed, EMBASE, and ERIC were searched in June 2020. Included studies needed to 1) quantitatively analyze the association of 2 or more movement behaviors with an outcome, 2) analyze a population between 5 and 17 years of age, and 3) include at least an English abstract. We included 141 studies. Most studies included the combination of physical activity and sedentary behavior in their analyses. Sleep was studied less frequently. In combination, a high level of physical activity and a low level of sedentary behavior were associated with the best physical health, psychological health, and education-related outcomes. Sleep was often included in the combination that was associated with the most favorable outcomes. Sedentary behavior had a stronger influence in adolescents than in children and tended to be associated more negatively with outcomes when it was defined as screen time than when defined as overall time spent being sedentary. More initiatives and guidelines combining all 3 movement behaviors will provide benefit with regard to adiposity, cardiometabolic risk factors, cardiorespiratory fitness, muscular physical fitness, well-being, health-related quality of life, mental health, academic performance, and cognitive/executive function.
Benefits and risks associated with children's and adolescents' interactions with electronic screens: An umbrella review
Publisher: Center for Open Science
Date: 16-05-2022
Abstract: Children’s engagement in screen time is a complex issue. While some forms of screen time have consistently been associated with harm, others have been associated with gains, making it difficult to weigh the risks and benefits of use. In this umbrella review, we systematically collate and synthesise meta-analyses examining the effects of screen use on children and youth. We converted results onto a common metric to make comparisons simple, and where possible we reanalysed study-level data to standardise the approach across meta-analyses. We identified 116 meta-analyses, and extracted 165 unique exposure/outcome combinations. These effects represent the findings of 2,171 primary studies comprised of 1,652,944 participants. When focusing on the meta-analyses with the most statistically robust evidence, we found that general screen use (when content was not indicated), was associated with potentially harmful impacts on learning, literacy, body composition, and depression. Like-wise, social media was consistently associated with risks to health, with no identified benefits. However, we also found that these harms could often be mitigated by certain kinds of content (e.g., educational), or by modifying the context (e.g., co-viewing with a parent). In summary, our findings point to the need for careful and nuanced guidelines that support parents to make the best decisions for their children.
Socioeconomic Inequality and Student Outcomes in Australia
Publisher: Springer Singapore
Date: 2019
Using Wearable Cameras to Categorize the Type and Context of Screen-Based Behaviors Among Adolescents: Observational Study
Publisher: JMIR Publications Inc.
Date: 21-03-2022
DOI: 10.2196/28208
Abstract: Automated wearable cameras present a new opportunity to accurately assess human behavior. However, this technology is seldom used in the study of adolescent’s screen exposure, and the field is reliant on poor-quality self-report data. This study aimed to examine adolescents’ screen exposure by categorizing the type and context of behaviors using automated wearable cameras. Adolescents (mean age 15.4 years, SD 1.6 years n=10) wore a camera for 3 school evenings and 1 weekend day. The camera captured an image every 10 seconds. Fieldwork was completed between February and March 2020, and data were analyzed in August 2020. Images were date and time st ed, and coded for screen type, content, and context. Data representing 71,396 images were analyzed. Overall, 74.0% (52,842/71,396) of images contained screens and 16.8% (11,976/71,396) of images contained multiple screens. Most screen exposures involved television sets (25,950/71,396, 36.3%), smartphones (20,851/71,396, 29.2%), and laptop computers (15,309/71,396, 21.4%). The context of screen use differed by device type, although most screen exposures occurred at home (62,455/64,856, 96.3%) and with solitary engagement (54,430/64,856, 83.9%). The immediate after-school period saw high laptop computer use (4785/15,950, 30.0%), while smartphone use (2059/5320, 38.7%) peaked during prebedtime hours. Weekend screen exposure was high, with smartphone use (1070/1927, 55.5%) peaking in the early morning period and fluctuating throughout the day. There was evidence for high screen use during the after-school and weekend period, mostly through solitary engagement, and within the home environment. The findings may inform the basis of larger studies aimed at examining screen exposure in free-living conditions.
Greener neighbourhoods, slimmer children? Evidence from 4423 participants aged 6 to 13 years in the Longitudinal Study of Australian children
Publisher: Springer Science and Business Media LLC
Date: 28-04-2015
DOI: 10.1038/IJO.2015.69
Abstract: There is a growing belief that green space (for ex le, parks) help prevent obesity. There is evidence of an inverse association between green space and childhood body mass index (BMI) however, the majority of these studies are cross-sectional. Longitudinal studies that track change in BMI across childhood in relation to levels of green space proximity would improve the quality of evidence available for decision making. Objectively measured BMI was obtained every 2 years between 2006 and 2012 for 4423 participants initially aged 6-7 years in the Longitudinal Study of Australian Children (LSAC). The LSAC is a nationally representative study on a range of health and socio-demographic measures. Using Australian Bureau of Statistics mesh block data, which classify small scale land areas based on the main usage, each participant was assigned an objective measure of green space availability within their Statistical Area (level 2) of residence. Gender-stratified multilevel linear regression was used to estimate BMI growth curves across childhood in relation to green space availability. Family income, Australian Indigenous status, mothers' education and language spoken were used to adjust for socio-economic confounding. Age was found to be an effect modifier of associations between green space and BMI for boys (P=0.005) and girls (P=0.048). As children grew older, an inverse patterning of BMI by green space availability emerged. These findings held after adjustment for socio-economic circumstances for boys (P=0.009), though were less robust for girls after this adjustment (P=0.056). A beneficial effect of green space on BMI emerges as children grow older. However, there was little additional benefit after a modest amount of green space was met. Further research is needed to understand whether the drivers of this effect are from age-specific mechanisms, or whether the benefit of living in a greener neighbourhood is accumulated through childhood.
Scale-up of the Internet-based Professional Learning to help teachers promote Activity in Youth (iPLAY) intervention: a hybrid type 3 implementation-effectiveness trial
Publisher: Springer Science and Business Media LLC
Date: 12-2022
DOI: 10.1186/S12966-022-01371-4
Abstract: Whole-of-school programs have demonstrated success in improving student physical activity levels, but few have progressed beyond efficacy testing to implementation at-scale. The purpose of our study was to evaluate the scale-up of the ‘Internet-based Professional Learning to help teachers promote Activity in Youth’ (iPLAY) intervention in primary schools using the RE-AIM framework. We conducted a type 3 hybrid implementation-effectiveness study and collected data between April 2016 and June 2021, in New South Wales (NSW), Australia. RE-AIM was operationalised as: (i) Reach: Number and representativeness of students exposed to iPLAY (ii) Effectiveness: Impact of iPLAY in a sub-s le of students ( n = 5,959) (iii) Adoption: Number and representativeness of schools that received iPLAY (iv) Implementation: Extent to which the three curricular and three non-curricular components of iPLAY were delivered as intended (v) Maintenance: Extent to which iPLAY was sustained in schools. We conducted 43 semi-structured interviews with teachers ( n = 14), leaders ( n = 19), and principals ( n = 10) from 18 schools (11 from urban and 7 from rural locations) to determine program maintenance. Reach: iPLAY reached ~ 31,000 students from a variety of socio-economic strata (35% of students were in the bottom quartile, almost half in the middle two quartiles, and 20% in the top quartile). Effectiveness: We observed small positive intervention effects for enjoyment of PE/sport (0.12 units, 95% CI: 0.05 to 0.20, d = 0.17), perceptions of need support from teachers (0.26 units, 95% CI: 0.16 to 0.53, d = 0.40), physical activity participation (0.28 units, 95% CI: 0.10 to 0.47, d = 0.14), and subjective well-being (0.82 units, 95% CI: 0.32 to 1.32, d = 0.12) at 24-months. Adoption: 115 schools received iPLAY. Implementation: Most schools implemented the curricular (59%) and non-curricular (55%) strategies as intended. Maintenance: Based on our qualitative data, changes in teacher practices and school culture resulting from iPLAY were sustained. iPLAY had extensive reach and adoption in NSW primary schools. Most of the schools implemented iPLAY as intended and effectiveness data suggest the positive effects observed in our cluster RCT were sustained when the intervention was delivered at-scale. ACTRN12621001132831.
Joint physical-activity/screen-time trajectories during early childhood: socio-demographic predictors and consequences on health-related quality-of-life and socio-emotional outcomes
Publisher: Springer Science and Business Media LLC
Date: 08-07-2019
Physical activity and sleep are inconsistently related in healthy children: A systematic review and meta-analysis
Publisher: Elsevier BV
Date: 06-2020
Green Space and Child Weight Status: Does Outcome Measurement Matter? Evidence from an Australian Longitudinal Study
Publisher: Hindawi Limited
Date: 2015
DOI: 10.1155/2015/194838
Abstract: Objective . To examine whether neighbourhood green space is beneficially associated with (i) waist circumference (WC) and (ii) waist-to-height ratio (WtHR) across childhood. Methods . Gender-stratified multilevel linear regressions were used to examine associations between green space and objective measures of weight status in the Longitudinal Study of Australian Children, a nationally representative source of data on 4,423 children aged 6 y to 13 y. WC and WtHR were measured objectively. Percentage green space within the local area of residence was calculated. Effect modification by age was explored, adjusting for socioeconomic confounding. Results . Compared to peers with 0–5% green space locally, boys and girls with % green space tended to have lower WC ( β boys −1.15, 95% CI −2.44, 0.14 β girls −0.21, 95% CI −1.47, 1.05) and WtHR ( β boys −0.82, 95% CI −1.65, 0.01 β girls −0.32, 95% CI −1.13, 0.49). Associations among boys were contingent upon age ( p v a l u e s a g e ∗ g r e e n s p a c e 0.001 ) and robust to adjustment for socioeconomic variables. The benefits of greener neighbourhoods appeared from age 7, with mean WC and WtHR for boys aged 13 y with % green space at 73.85 cm and 45.75% compared to those with 0–5% green space at 75.18 cm and 46.62%, respectively. Conclusions . Greener neighbourhoods appear beneficial to alternative child weight status measures, particularly among boys.
Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis
Publisher: American Educational Research Association (AERA)
Date: 09-03-2021
Abstract: The internet has become the chosen medium for professional learning. Completing professional learning can improve work performance however, many in iduals who begin online courses do not complete them. It is not well understood which influences keep in iduals engaged in online professional learning. We address these issues with a systematic review. Our review of 51 studies and 9,583 participants includes a narrative synthesis and a meta-analysis that examined influences on user engagement in online professional learning. We found that course design and employers’ provision of time to complete learning are key for engaging learners. Other important influences were learners’ reasons for learning (e.g., intrinsic value and perceived usefulness), access to learning support, and opportunities for interaction during the learning experience.
Day-to-day and longer-term longitudinal associations between physical activity, sedentary behavior, and sleep in children
Publisher: Oxford University Press (OUP)
Date: 26-10-2020
Abstract: To determine the day-to-day and longer-term longitudinal associations between daytime physical activity and night-time sleep. We used data from a 2-year longitudinal study which included three time points (i.e. baseline, year 1, and year 2). Participants were recruited from primary schools and included 1059 children (50% girls) with a mean age of 8.81-years-old (SD = 0.72) at baseline. Sleep variables included sleep duration, sleep efficiency, time in bed, sleep onset, and wake time. Physical activity variables included light, moderate, moderate-to-vigorous, and vigorous physical activity as well as sedentary time. We objectively assessed physical activity and sleep behaviors using the GENEActiv wrist-worn accelerometer over an 8-day period at each timepoint for a potential 21 190 observed days. We used fixed-effects multilevel models and parallel latent growth curve modeling to examine day-to-day and longer-term associations, respectively. Day-to-day, physical activity, and sleep variables were significantly, positively, and bidirectionally associated, except for sleep efficiency, which showed little association with physical activity. Longer-term, we found little association between physical activity and sleep variables. Overall, our findings indicate that there is a day-to-day association between the amount of time spent being physically active and improved sleep. The lack of a longer-term association indicates that a focus on children’s daily behavior may be most appropriate to help children improve sleep and increase physical activity.
Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation
Publisher: Springer Science and Business Media LLC
Date: 24-08-2016
Associations between physical activity intensity and well-being in adolescents
Publisher: Elsevier BV
Date: 08-2019
DOI: 10.1016/J.YPMED.2019.05.009
Abstract: This study aims to explore associations between physical activity intensity and well-being (i.e., positive and negative affect) in adolescents. A secondary aim was to determine if associations were moderated by sex. Grade 8 students from 14 government-funded secondary schools in low socio-economic areas of Western Sydney (Australia) were assessed. Data from three timepoints (baseline, 7-8 months, and 14-15 months) were combined to increase the s le size. Physical activity was objectively assessed for 1-week at each timepoint using Actigraph accelerometers. Time (minutes/day) in light, moderate and vigorous physical activity was estimated. The short form Positive and Negative Affect Scale for Children was used to measure well-being. Quantile regression was used to analyse the data. A total of 3140 observations were collected from 1223 students (mean age at baseline: 12.9(0.54) 55.1% male). Light and moderate physical activity was not associated with well-being. Higher levels of vigorous physical activity were associated with more positive affect [β(SE) = 0.307 (0.06), p < 0.001], to an estimated vigorous physical activity turning point [Point(95%CI) = 36.48 min/day (31.39-41.59)]. Similarly, higher levels of vigorous physical activity were associated with less negative affect [β(SE) = -0.250 (0.06), p < 0.001] up to the estimated vigorous physical activity turning point [Point(95%CI) = 37.35 min/day (31.27-43.44)]. The negative association between vigorous physical activity and negative affect was more pronounced in females than in males. Our findings highlight the importance of adolescents engaging in vigorous physical activity to improve positive affect and reduce negative affect.
The effects of the Australian bushfires on physical activity in children
Publisher: Elsevier BV
Date: 2021
Reliability of GENEActiv accelerometers to estimate sleep, physical activity, and sedentary time in children
Publisher: Springer Science and Business Media LLC
Date: 06-06-2021
DOI: 10.1186/S12966-021-01143-6
Abstract: Reliable estimates of habitual sleep, physical activity, and sedentary time are essential to investigate the associations between these behaviours and health outcomes. While the number of days needed and hours/day for estimates of physical activity and sedentary time are generally known, the criteria for sleep estimates are more uncertain. The objective of this study was to identify the number of nights needed to obtain reliable estimates of habitual sleep behaviour using the GENEActiv wrist worn accelerometer. The number of days to obtain reliable estimate of physical activity was also examined. Data was used from a two-year longitudinal study. Children wore an accelerometer for up to 8 days 24 h/day across three timepoints. The s le included 2,745 children (51 % girls) between the ages of 7-12-years-old (mean = 9.8 years, SD = 1.1 year) with valid accelerometer data from any timepoint. Reliability estimates were calculated for sleep duration, sleep efficiency, sleep onset, wake time, time in bed, light physical activity, moderate physical activity, moderate-to-vigorous physical activity, vigorous physical activity, and sedentary time. Intraclass correlations and the Spearman Brown prophecy formula were used to determine the nights and days needed for reliable estimates. We found that between 3 and 5 nights were needed to achieve acceptable reliability (ICC = 0.7) in sleep outcomes, while physical activity and sedentary time outcomes required between 3 and 4 days. To obtain reliable estimates, researchers should consider these minimum criteria when designing their studies and prepare strategies to ensure sufficient wear time compliance.
School-based interventions modestly increase physical activity and cardiorespiratory fitness but are least effective for youth who need them most: an individual participant pooled analysis of 20 contr
Publisher: BMJ
Date: 13-01-2021
DOI: 10.1136/BJSPORTS-2020-102740
Abstract: To determine if subpopulations of students benefit equally from school-based physical activity interventions in terms of cardiorespiratory fitness and physical activity. To examine if physical activity intensity mediates improvements in cardiorespiratory fitness. Pooled analysis of in idual participant data from controlled trials that assessed the impact of school-based physical activity interventions on cardiorespiratory fitness and device-measured physical activity. Data for 6621 children and adolescents aged 4–18 years from 20 trials were included. Peak oxygen consumption (VO 2Peak mL/kg/min) and minutes of moderate and vigorous physical activity. Interventions modestly improved students’ cardiorespiratory fitness by 0.47 mL/kg/min (95% CI 0.33 to 0.61), but the effects were not distributed equally across subpopulations. Girls and older students benefited less than boys and younger students, respectively. Students with lower levels of initial fitness, and those with higher levels of baseline physical activity benefitted more than those who were initially fitter and less active, respectively. Interventions had a modest positive effect on physical activity with approximately one additional minute per day of both moderate and vigorous physical activity. Changes in vigorous, but not moderate intensity, physical activity explained a small amount (~5%) of the intervention effect on cardiorespiratory fitness. Future interventions should include targeted strategies to address the needs of girls and older students. Interventions may also be improved by promoting more vigorous intensity physical activity. Interventions could mitigate declining youth cardiorespiratory fitness, increase physical activity and promote cardiovascular health if they can be delivered equitably and their effects sustained at the population level.
A cluster-randomized controlled trial of strategies to increase adolescents physical activity and motivation during physical education lessons: The Motivating Active Learning in Physical Education (MALP) trial
Publisher: Springer Science and Business Media LLC
Date: 10-2012
Abstract: The physical activity (PA) levels of many children and adolescents in Australia are currently insufficient to promote health benefits. Physical education (PE) programs aim to promote PA and reach nearly all school-aged children, but PA levels within PE lessons are often low. PE teachers may influence children’s motivation to be physically active in PE lessons, but little is known about teacher strategies that effectively motivate children to participate in PA, and few intervention studies have examined motivational strategies in PE. The purpose of this study was to compare the effect of three motivational strategies, each based on Self-Determination Theory (SDT), on PA levels, and their hypothesized antecedents, during year 8 PE lessons. This study employed a cluster-randomized controlled trial design. Following a familiarization session, PA levels and hypothesized PA antecedents were measured during a baseline lesson and a post-intervention or control lesson. Teachers (n = 16) and their classes from five secondary schools in Sydney, Australia were randomly assigned into four blocks and instructed to provide one of four 20-min lesson teaching strategy conditions: (1) explaining the relevance of activities (2) providing choice from PA options selected by the teacher (3) providing equipment and free choice of activities or (4) usual practice. The primary outcomes were lesson time spent in moderate-to-vigorous PA, and motivation towards the lesson. Secondary outcomes were perceptions of teacher behavior, psychological needs satisfaction, and lesson time spent in sedentary behavior. PA and sedentary behavior were measured during baseline and post-intervention lessons with waist-mounted Actigraph GT3X accelerometers. Teacher behavior, psychological needs satisfaction, and motivation were assessed via questionnaires at the end of each lesson. Linear mixed-model analyses will be run on all outcomes, with students nested within teachers as a random effect. Study findings will inform the development of effective SDT-based teaching strategy interventions to enhance students’ psychological needs satisfaction, motivation, and PA levels. More effective teaching strategies may be identified that are capable of improving adolescents’ PA levels, and thereby provide beneficial population health outcomes. This trial is registered with Current Controlled Trials and is traceable as ISRCTN07038258.
A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial
Publisher: Elsevier BV
Date: 11-2013
DOI: 10.1016/J.YPMED.2013.09.003
Abstract: Physical education (PE) programs aim to promote physical activity (PA) and reach most school-aged youth. However, PA levels within PE lessons are often low. In this cluster-randomized controlled trial, we examined the effects of three self-determination theory-based motivational strategies on PA and sedentary behavior, as well as their hypothesized antecedents during PE lessons. Data were collected in Sydney, Australia (October-December 2011). After baseline testing, teachers (n=16) and their classes (n=288 students M=13.6 years, 50.4% male) were randomly assigned to one of four teaching strategy conditions: (1) explaining relevance (2) providing choice (3) complete free choice or (4) usual practice. Teachers then delivered the assigned strategy. Primary outcomes were accelerometer-assessed PA and student motivation during lessons. Secondary outcomes included sedentary behavior, perceptions of teachers' support and psychological needs satisfaction. The 'free choice' intervention increased PA (p<.05). 'Providing choice' and 'free choice' interventions decreased sedentary behavior (p<.05). The interventions did not influence motivation, but students' autonomy increased during both choice-based interventions (p<.05). Promoting choice can produce short-term increases in PA and decreases in sedentary behavior, as well as increased perceived autonomy during PE lessons.
Related Organisations
Australian Catholic University - North Sydney Campus
Location: Australia
Related Funding Activities
Discovery Projects - Grant ID: DP0985025
Start Date: 2009
End Date: 11-2013
Amount: $360,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP200101912
Start Date: 12-2020
End Date: 12-2025
Amount: $658,544.00
Funder: Australian Research Council
View Funded Activity