ORCID Profile
0000-0002-6205-8676
Current Organisation
University of Sydney
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Curriculum and Pedagogy | Health Promotion | Secondary Education | Physical Education and Development Curriculum and Pedagogy
Health Education and Promotion | Education and Training Systems not elsewhere classified | Expanding Knowledge in Psychology and Cognitive Sciences |
Publisher: Springer Science and Business Media LLC
Date: 12-2015
Publisher: Informa UK Limited
Date: 04-07-2018
Publisher: Elsevier BV
Date: 06-2009
DOI: 10.1016/J.YPMED.2009.04.007
Abstract: To assess the feasibility, acceptability, and potential efficacy of a school-based obesity prevention program among adolescent boys with sub-optimal cardiorespiratory fitness. In 2007, a 6-month, 2-arm parallel group, randomized controlled pilot trial was conducted in a single school setting (Sydney, Australia). Thirty-three 7th Grade boys (mean age=12.5+/-0.4 years) were randomly assigned to intervention (n=16) or active comparison group (n=17). The intervention consisted of one 60-minute curriculum session and two 20-minute lunchtime physical activity sessions per week. The active comparison group continued with their usual physical activity curriculum sessions (Friday afternoons 2-3 pm). The pilot trial's curriculum sessions were additional to Physical Education (PE) lessons. The primary outcome was BMI, and secondary outcomes included waist circumference, percentage body fat, cardiorespiratory fitness, objectively measured physical activity and small screen recreation time. Screening, recruitment and retention goals were exceeded. The majority of data were collected as planned. Implementation and attendance rates were acceptable. At follow-up, compared with boys in the active comparison group, boys in the intervention group displayed a smaller increase in BMI (adjust diff.=-0.2, 95% confidence interval [CI] -0.78, 0.39 Cohen's d=0.05) greater reductions in waist circumference (-1.65 cm [-4.67, 1.36] d=0.15) percentage body fat (-1.69% [-4.98, 1.60] d=0.22) and time spent in small screen recreation on weekends (-1.13 h [-5.06, 2.80] d=0.19) and a greater increase in cardiorespiratory fitness (2.13 laps [6.22, 10.48] d=0.16) and participation in total weekday physical activity (140.74 counts/min [-159.44, 440.92] d=0.36). This study verified the feasibility, acceptability and potential efficacy of a multifaceted school-based intervention to prevent unhealthy weight gain among adolescent boys.
Publisher: Human Kinetics
Date: 12-2018
Abstract: Background : To examine the associations between school-age children’s sedentary behavior, screen time, and 3 physical activity attributes: muscular strength, cardiorespiratory endurance (CRE), and fundamental movement skills. Methods : Cross-sectional survey of 2734 children in years 2 and 4 and 3671 adolescents in years 6, 8, and 10. Total sitting time, 6 screen time behaviors, and physical activity were measured by self-report. Muscular strength was assessed by standing broad jump CRE by 20-m shuttle run test and fundamental movement skills by process-oriented checklists. Associations between incremental sitting and screen time (in hours) and meeting the healthy zone of physical activity attributes were examined using logistic regression. Results : After adjusting for covariates and physical activity, children had lower odds of achieving the healthy zone for muscular strength and CRE for each hour of week (but not weekend) screen time. For adolescents, each hour of screen time per day was associated with lower odds of achieving the healthy fitness zone for CRE, locomotor skills, and overall healthy zone, and each hour of weekend screen time was associated with lower odds of achieving the healthy zone for most attributes and overall healthy zone. The associations were slightly stronger among adolescent girls than boys. The findings were similar for total sitting time. Conclusions : Screen time was associated with a lower likelihood to achieve healthy zones of physical activity attributes, and the effect was more consistent and slightly stronger among adolescents than children. This may suggest that the negative effects of screen time are incremental, emerging during adolescence.
Publisher: BMJ
Date: 06-2016
Publisher: American Medical Association (AMA)
Date: 03-05-2021
Publisher: Paris Scholar Publishing
Date: 10-2020
DOI: 10.14485/HBPR.7.5.1
Publisher: Informa UK Limited
Date: 24-01-2019
Publisher: Springer Science and Business Media LLC
Date: 20-04-2018
Publisher: BMJ
Date: 09-10-2017
DOI: 10.1136/BJSPORTS-2017-097904
Abstract: Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents’ motivation towards PE and PA. A two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7–8 months after baseline) and maintenance (14–15 months). Secondary outcomes included observed PE teachers’ behaviour during lessons, students’ leisure-time PA and students’ motivation. Students (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students’ MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p .001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p .001, approximately 2 min/lesson). The intervention had positive effects on teachers’ behaviour, but did not impact students’ motivation. AMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions. ACTRN12614000184673.
Publisher: Human Kinetics
Date: 2021
Abstract: Background : Studies have acknowledged the limitations of short-term service-learning programs. This highlights the importance of examining the influence of evidence-informed sustainable service-learning programs on preservice teachers’ learning outcomes. Purpose : To explore the short-term influence of a sustainable service-learning program on first-year physical education teacher education (PETE) preservice teachers. Methods : Written reflections from 15 students (73% women and 27% men) in the first year of a PETE course were analyzed using Butin’s conceptual model. Results : The service-learning experiences allowed first-year PETE preservice teachers to extend and refine their general pedagogical content, curriculum, and policy knowledge. However, PETE preservice teachers’ learning was limited in terms of cultural, political, and postmodern perspectives. Discussion : This study provides recommendations for improving preservice teachers’ learning in a sustainable service-learning program embedded in a PETE course.
Publisher: Springer Science and Business Media LLC
Date: 21-06-2017
Publisher: Scientific Research Publishing, Inc.
Date: 2014
Publisher: Oxford University Press (OUP)
Date: 11-11-2022
Abstract: Food literacy (FL) refers to the knowledge, skills, and behaviours associated with healthy eating. Schools are recognised as an important setting for FL promotion during childhood. HealthLit4Kids is an Australian primary school intervention that engages students, families, and educators to promote health literacy. This study aimed to assess the promotion of FL, a subtype of health literacy, in primary school classrooms across five schools. Teachers planned and implemented classroom activities over a 12-month period. Researchers examined lesson plans created by teachers and ‘artefacts’ (e.g. drawings, models) created by students during activities. Most classroom activities considered the nutritional knowledge and interpersonal communication skills associated with healthy eating, whereas fewer activities addressed students’ ability to critically analyse and apply information relating to food. The FL themes considered most frequently in classroom activities were ‘food and health choices’, ‘knowledge’, and ‘skills and behaviour’. Whereas the FL themes considered less frequently were ‘food systems’, ‘emotion’, and ‘culture’. The delivery of classroom activities was supported by the integration of other curriculum areas (e.g. The Arts and English). Future studies are required to understand how school-based interventions can promote the areas of FL that were less frequently addressed in this intervention in the classroom and beyond.
Publisher: Elsevier BV
Date: 02-2013
DOI: 10.1016/J.YPMED.2012.12.004
Abstract: Physical education (PE) that allows students to engage in moderate-to-vigorous physical activity (MVPA) can play an important role in health promotion. Unfortunately, MVPA levels in PE lessons are often very low. In this review, we aimed to determine the effectiveness of interventions designed to increase the proportion of PE lesson time that students spend in MVPA. In March 2012, we searched electronic databases for intervention studies that were conducted in primary or secondary schools and measured the proportion of lesson time students spent in MVPA. We assessed risk of bias, extracted data, and conducted meta-analyses to determine intervention effectiveness. From an initial pool of 12,124 non-duplicate records, 14 studies met the inclusion criteria. Students in intervention conditions spent 24% more lesson time in MVPA compared with students in usual practice conditions (standardized mean difference=0.62). Given the small number of studies, moderate-to-high risk of bias, and the heterogeneity of results, caution is warranted regarding the strength of available evidence. However, this review indicates that interventions can increase the proportion of time students spend in MVPA during PE lessons. As most children and adolescents participate in PE, these interventions could lead to substantial public health benefits.
Publisher: Elsevier BV
Date: 10-2018
DOI: 10.1016/J.JSAMS.2018.04.005
Abstract: Muscular strength is an important component of fitness that enables the execution of a range of daily activities across the lifespan including sport participation. The purpose of this study was to examine changes in children's standing broad jump, an indicator of muscular strength, between 1985 and 2015. Two representative cross-sectional population surveys of Australian children age 9-15 years (n=7051). In 1985 and 2015 children's standing broad jump (SBJ cm) and anthropometry were measured by trained field teams. General linear regression examined the temporal change in SBJ by sex and age adjusting for height, weight, socioeconomic status, and linguistic background. Over a 30-year period, the height, weight, and BMI of children significantly increased and muscular strength decreased. Among boys, the adjusted SBJ distance declined -4.5cms (95%CI -8.8, -0.10) in 9-11 year olds and 7.6cms (95%CI -12.5, -2.7) in 12-15 year olds. Among girls, the adjusted SBJ distance declined 8.5cms (95%CI -12.9, -4.2) in 9-11 year olds and 9.3cms (95%CI -14.1, -4.6) in 12-15 year olds. Larger declines in the distance jumped were observed among children and adolescents from non-English speaking backgrounds, than English speaking peers and children from low socioeconomic neighbourhoods than the declines among children from high SES neighbourhoods. Overall, the distance children and adolescents jumped in 2015 was lower than the distance their peers jumped in 1985. The declines differed by sex and sociodemographic characteristics, which suggests targeted sub-population interventions to improve children's muscular strength should be considered.
Publisher: SAGE Publications
Date: 17-10-2021
Abstract: Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE teachers’ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others’ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.
Publisher: SAGE Publications
Date: 21-12-2018
Publisher: Informa UK Limited
Date: 30-11-2015
Publisher: Springer Science and Business Media LLC
Date: 10-09-2018
Publisher: Oxford University Press (OUP)
Date: 11-11-2022
Abstract: Health literacy is a critical asset for adolescents to develop given its positive impact on health outcomes. The few studies that have targeted teacher knowledge and attitudes show that teachers themselves find it difficult to: navigate the multi-modal nature of health information critically evaluate the different modes and texts and apply health-related information in a variety of contexts. This research study aimed to address this issue through developing and implementing a teacher professional development (PD) programme for three Australian secondary schools and nine Health and Physical Education (HPE) teachers to improve health literacy, particularly critical health literacy, content and pedagogies embedded in current HPE programmes. Fifteen HPE programmes were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: HPE outcomes and content, with this analysis informing a personalized PD programme. To evaluate how teachers experienced the personalized PD programme, interviews conducted at the completion of the PD programme were analysed using Braun and Clarke’s thematic approach. According to the teachers, the PD had improved their knowledge and understanding of the three levels of HL, including how to implement it into their practice. The personalized nature was a key strength of the PD programme as it allowed for changes to be made in a time-efficient manner, a known challenge for teachers. Teachers recommended the provision of additional resources that foster students’ critical health literacy levels and an additional session to ensure sustainable changes in planning and teaching practices.
Publisher: MDPI AG
Date: 06-2021
Abstract: Physical activity levels tend to decrease as adolescents’ transition to adulthood. University course-based interventions utilising technology are a promising idea to combat this decrease. This review aims to systematically identify, critically appraise, and summarise the best available evidence regarding technology-supported university courses that aim to increase student’s physical activity levels. The second aim is to create initial design principles that will inform future practice in the area. Data Sources: CINAHL, ERIC, MEDLINE, ProQuest, PsycINFO, Scopus, SPORTDiscus, Web of Science. Search dates from January 2010 to December 2020. Study Inclusion: RCT or non-RCT or quasi-experimental studies describing university course-based interventions using technology that aim to increase the physical activity levels of university students. Data Extraction: Source (country), methods, participants, interventions, theoretical frameworks and type of technologies, outcome and measurement instrument, and results. Data Synthesis: Systematic review. Result: A total of 1939 articles were identified through databases. Six studies met the inclusion criteria. Conclusion: Four of the six included studies reported significant increases in university students’ physical activity levels. An analysis of the six included studies identified four design principles that future course designers could utilise as they develop technology-supported university courses that aim to increase the physical activity levels of university students. Further work is required to test the effectiveness of these four design principles.
Publisher: Wiley
Date: 04-04-2019
DOI: 10.1111/JOSH.12761
Abstract: Authorities recommend that youth undertake at least 60 minutes of daily moderate-to-vigorous physical activity (MVPA), with young people having the opportunity to undertake at least half of this MVPA during school hours. In this study, we examined the influence of school-level socioeconomic status (SES) on children's PA, fitness and fundamental movement skill (FMS) levels, and the barriers and enablers of children's PA in 86 Australian schools (41 primary, 45 secondary). School-level SES was based on an Index of Community Socio-Educational Advantage (ICSEA). School representatives reported potential barriers and enablers for children's PA. We used subjective and objectives measures of PA, fitness, and FMS levels. Multiple logistic regression examined the associations of ICSEA category (low or high) with barriers and enablers, and PA outcomes, adjusting for children's language background and residence. Children from high SES schools were more likely to achieve the healthy fitness zone for cardiorespiratory fitness those from low SES schools consistently reported more barriers and fewer enablers than their high SES counterparts. Extra efforts may be required to address school-level barriers and enablers to enhance PA, fitness, and FMS levels for schools in disadvantaged areas.
Publisher: Wiley
Date: 03-04-2016
DOI: 10.1111/JOSH.12382
Abstract: School-based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self-efficacy, and skills to effectively deliver nutrition education. The purpose of this review was to understand the availability and quality of resources that are accessible for elementary school teachers to use to support curriculum delivery or nutrition education programs. The review included 32 resources from 4 countries in the final analysis from 1989 to 2014. The 32 resources exhibited 8 dominant teaching strategies: curriculum approaches cross-curricular approaches parental involvement experiential learning approaches contingent reinforcement approaches literary abstraction approaches games-based approaches and web-based approaches. The resources were accessible to elementary school teachers, with all the resources embedding curriculum approaches, and most of the resources embedding parental involvement strategies. Resources were less likely to embed cross-curricular and experiential learning approaches, as well as contingent reinforcement approaches, despite recent research suggesting that the most effective evidence-based strategies for improving healthy eating in elementary school children are cross-curricular and experiential learning approaches.
Publisher: Springer Science and Business Media LLC
Date: 22-03-2023
DOI: 10.1007/S10389-023-01874-9
Abstract: This study examined the psychosocial (psychological distress, job-specific wellbeing, burnout) health of a large s le of teachers in New South Wales (NSW), Australia, specifically the association between psychosocial health, work-related factors, and lifestyle behaviours. An online survey collected lifestyle behaviours, work-related factors, and socio-demographics from primary and secondary school teachers in NSW from February to October 2021. Associations between work-related factors, lifestyle behaviours, and psychosocial health were modelled using logistic regression in R and adjusted for gender, age, and geographic location. In our s le ( n = 1136), 75% were women and 28% of the s le worked in rural or remote areas. Women reported higher levels of psychological distress (51%), compared with men (42%), and over 30% of teachers reported high levels of burnout. Teachers who engaged in three or more positive health-related behaviours had lower odds of psychological distress and burnout as well as higher odds of job-specific wellbeing. Multiple work-related factors such as hours worked, teaching load, teaching experience, teacher type, and teacher role were associated with one or more aspects of psychosocial health after adjusting for socio-demographic variables. More is needed to support the psychosocial health of teachers in NSW. Future lifestyle programs for this population should include psychosocial outcomes to further explore the relationship between teachers’ health-related behaviour and their psychosocial health.
Publisher: Informa UK Limited
Date: 07-11-2015
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.
Publisher: Elsevier BV
Date: 12-2020
Publisher: Informa UK Limited
Date: 2018
Publisher: Informa UK Limited
Date: 19-10-2023
Publisher: Springer Science and Business Media LLC
Date: 19-08-2011
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 12-2018
DOI: 10.1249/MSS.0000000000001730
Abstract: The primary aim of this study was to test the effect of a school-based physical activity intervention on adolescents’ performance in mathematics. A secondary aim was to explore potential mechanisms that might explain the intervention effect. The Activity and Motivation in Physical EDucation intervention was evaluated using a two-arm cluster randomized controlled trial in 14 secondary schools located in low socioeconomic areas of Western Sydney, Australia. Study participants ( n = 1173) were grade 8 students (mean age = 12.94 yr, SD = 0.54). The multicomponent intervention was designed to help teachers maximize students’ opportunities for moderate-to-vigorous physical activity (MVPA) during physical education (PE) and enhance students’ motivation toward PE. Mathematics performance was assessed as part of national testing in grade 7, which was the year before the trial began and then again in grade 9. Potential mediators were: (i) proportion of PE lesson time that students spent in MVPA and leisure time MVPA (%), measured using Actigraph GT3X+ accelerometers, and (ii) students’ self-reported engagement (behavioral, emotional, and cognitive) during mathematics lessons. Mediators were assessed at baseline (grade 8) and follow-up (grade 9, 14–15 months after baseline). The effect of the intervention on mathematics performance was small-to-medium (β = 0.16, P 0.001). An intervention effect was observed for MVPA% in PE (β = 0.59, P 0.001), but not for leisure time MVPA or any of the engagement mediators. There were no significant associations between changes in potential mediators and mathematics performance. The Activity and Motivation in Physical EDucation intervention had a significant positive effect on mathematics performance in adolescents. However, findings should be interpreted with caution as the effect was small and not associated with changes in hypothesized mediators.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 25-02-2015
Publisher: Wiley
Date: 02-12-2022
DOI: 10.1002/HPJA.561
Abstract: Many postpartum women often do not achieve recommendations of at least 150 minutes moderate‐to‐vigorous physical activity (MVPA) each week. Previous qualitative work has focused on postpartum women's barriers and challenges to being active, with recent research starting to explore the characteristics of PA programs and women who are active during the postpartum period. Yet, little research has focused on the characteristics of key stakeholders and community organisations that support women to sustain their PA engagement during the postpartum period. This research generates practice‐based evidence to provide essential insights for effective implementation, strategies and actions of community group‐based PA programs that recruit and retain postpartum women to ensure future interventions are scalable and sustainable. Ten participants (90% female), ranging in age from 34 to 40 years, were recruited from nine community organisations/businesses. The ten participants engaged in semi‐structured interviews for an average length of 31 minutes. Inductive thematic analysis revealed four overarching themes (i) effective practitioners have a history of, and passion for women's health and PA (ii) low‐cost, connected approaches attract postpartum women into community group‐based PA programs (iii) inclusive, flexible, varied, and holistic approaches sustain postpartum women's participation and (iv) utilise connections to overcome barriers to community group‐based PA programs. These four themes were informed by twelve sub‐themes relating to the background of stakeholders and practitioners and the approaches that they use to attract and sustain postpartum women in community group‐based PA programs. Practice‐based findings should inform future practices and the development of future real‐world group‐based PA interventions for postpartum women. Specifically, interventions will need to be designed and implemented by practitioners who have a history of, and passion for women's health and PA, be low‐cost, connected approaches, that are inclusive, flexible, varied, and holistic that prioritise physical, emotional, and social wellbeing.
Publisher: Springer Science and Business Media LLC
Date: 24-08-2016
Publisher: SAGE Publications
Date: 21-12-2022
DOI: 10.1177/00178969211062701
Abstract: Teachers face high levels of occupational stress, which can influence their mental well-being and contribute to teacher burnout. Healthy levels of exercise, a good diet and adequate sleep can reduce stress and improve mental well-being outcomes. This study explores the characteristics and effectiveness of lifestyle interventions on teachers’ mental well-being, including burnout discusses directions for future programmes and aims to identify the nature of evidence and gaps in the research field. A scoping review was conducted in May 2020 via ERIC, Medline, Embase, PsycINFO, Education Source, CINAHL, SPORTDiscus and Scopus databases. The search included relevant peer-reviewed articles on physical activity, nutrition and sleep interventions reporting teachers’ mental well-being outcomes. A quality assessment tool was used to appraise the quality and risk of bias of the included studies. Sixteen intervention studies met the inclusion criteria. All studies incorporated physical activity into the intervention however, only four included aspects of nutrition or sleep. No studies reported only nutrition or sleep interventions alone. The heterogeneity of interventions and their reported outcomes makes comparisons difficult. In general, the quality of the included studies was low due to small s le sizes, poor study design and incomplete reporting of information. Preliminary evidence suggests lifestyle interventions can improve mental well-being outcomes for teachers however good-quality research is needed to improve the evidence base. Future interventions should have stronger research designs and larger s le sizes and use established measurements for assessing outcomes.
Publisher: Informa UK Limited
Date: 11-07-2017
Publisher: Springer Science and Business Media LLC
Date: 17-02-2022
DOI: 10.1007/S12529-022-10062-0
Abstract: Many mothers with young children often do not achieve recommendations of at least 150-min moderate-to-vigorous physical activity (MVPA) each week. Previous qualitative work has generally focused on getting inactive mothers with young children to be active, so the characteristics of women who are active during early postpartum period are not well understood. This research set out to capture the characteristics of mothers with young children who engage in MVPA and how these women manage barriers and harness enablers to sustain in engagement in physical activity (PA) over an extended period. Thirty-two participants ranging in age from 27 to 42 years (35.2 ± 4.8), with age of their youngest child ranging from 6 weeks old to 5 years, participated in semi-structured interviews. Inductive thematic analysis revealed three overarching themes and fourteen sub-themes relating to the characteristics of active mothers with young children and the engagement and maintenance factors that recruit and sustain these women in group-based physical activity programs. Specifically, mothers with young children relish a welcoming and supportive environment that accommodates babies and young children, is affordable and convenient, focuses on building strength and functionality, and is non-judgmental. These findings advance knowledge by providing considerations and recommendations that support intervention and program designers to be able to develop group-based physical activity programs for mothers with young children.
Publisher: Springer Science and Business Media LLC
Date: 04-03-2014
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.
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.
Publisher: SAGE Publications
Date: 07-04-2021
DOI: 10.1177/00178969211003600
Abstract: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Single setting case study. A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.
Publisher: SAGE Publications
Date: 04-07-2017
Abstract: Health literacy research for adolescents and young people has been growing in importance. However, conceptualisation has been largely limited to concepts of adult health literacy in healthcare and disease prevention settings. The challenge for the future lies in developing a coherent concept that combines adolescent development, educational theory, whole school action and change, and critical health literacy. Such an approach needs to be both enabling and positive for students currently, and should also help facilitate health literacy outcomes in the future. This paper describes the process used to develop a conceptualisation of adolescent health literacy and to summarise what is known about health literacy in schools. Guided by an international expert panel, we identified, reviewed, summarised and re-constructed key literature and resources to identify key components and principles necessary for adolescent health literacy in schools. The proposed conceptualisation of adolescent health literacy initially had three areas of focus: adolescent development, whole school change and health literacy. The concepts of adolescent learning, health-literate organisation and critical health literacy emerged from the review as key components for health literacy in school settings. Pedagogy was found to be the crucial mechanism for health literacy development in the school setting and the resultant concept of adolescent health literacy. The focus on health-literate organisations, critical health literacy and pedagogy in the school setting distinguishes this conceptualisation from other health literacy work.
Publisher: Informa UK Limited
Date: 05-2012
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.
Start Date: 01-2013
End Date: 01-2016
Amount: $484,000.00
Funder: Australian Research Council
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