ORCID Profile
0000-0002-6563-8203
Current Organisation
University of Queensland
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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)
Curriculum and Pedagogy | Psychology | Learning Sciences | Mathematics and Numeracy Curriculum and Pedagogy | Computer Vision | Physical Education and Development Curriculum and Pedagogy | Educational Psychology | Developmental Psychology and Ageing
ANZSRC Socio-Economic Objective (SEO)
Pedagogy | Learner Development | Teacher and Instructor Development | Behaviour and Health | Expanding Knowledge in Psychology and Cognitive 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.
Evaluating the reach, effectiveness, adoption, implementation and maintenance of the Resistance Training for Teens program
Publisher: Springer Science and Business Media LLC
Date: 08-09-2021
DOI: 10.1186/S12966-021-01195-8
Abstract: Physical activity guidelines recommend young people engage in regular muscle-strengthening activities (e.g., resistance training [RT]). However, few school-based physical activity interventions have been delivered at-scale or promoted RT. The aim of this study was to evaluate the reach, effectiveness, adoption, implementation and maintenance of the Resistance Training for Teens ( RT for Teens ) program. Data were collected between August 2015 and October 2020. RE-AIM was operationalized as: (i) Reach : number and characteristics of students estimated to be exposed to the program (ii) Effectiveness: impact of the program on student-level outcomes measured in a subs le of 750 students from 17 schools (iii) Adoption: number and representativeness of schools with one or more teachers trained to deliver the program (iv) Implementation: extent to which the program was delivered as intended and (v) Maintenance: extent to which the program was sustained in schools. The estimated program reach was ~ 10,000 students, out of a total student population of ~ 200,000 (~ 5%). Students were from erse socioeconomic and ethnic backgrounds. Improvements in muscular fitness, RT self-efficacy, perceived cardiorespiratory fitness and flexibility, and participation in muscle-strengthening physical activities were documented. A total of 30 workshops were delivered, involving 468 teachers from 249 schools from erse geographical regions. Implementation varied considerably, with teachers adapting the program to suit the context of their school and student cohorts. However, RT skill development and the promotion of muscular fitness were the session components delivered most during sessions. Teachers’ adherence to the SAAFE (Supportive, Active, Autonomous, Fair and Enjoyable) teaching principles was high. Approximately 30% of teachers (144/476) registered to use the RT for Teens app. At the school-level, 37% (93/249) of schools had at least one registered user (teacher and/or student). A total of 2,336 workouts and 3,116 fitness tests were completed by registered users. Of the 249 schools represented, 51 (20.5%) sent an additional (previously untrained) teacher to a second workshop. The RT for Teens program had broad reach and adoption. However, intervention delivery varied considerably across schools and additional support strategies are required to optimize intervention implementation and maintain program delivery over time. Future studies will benefit from the utilization of accepted frameworks, recommendations and guidelines for implementation research. Australian New Zealand Clinical Trials Registry (ACTRN12621000352808), retrospectively registered 1 st February 2021.
Using genetic algorithms to abbreviate the Mindfulness Inventory for Sport: A substantive-methodological synthesis
Publisher: Elsevier BV
Date: 11-2019
Information Safety Assurances Increase Intentions to Use COVID-19 Contact Tracing Applications, Regardless of Autonomy-Supportive or Controlling Message Framing
Publisher: Frontiers Media SA
Date: 07-01-2021
DOI: 10.3389/FPSYG.2020.591638
Abstract: Promoting the use of contact tracing technology will be an important step in global recovery from the COVID-19 pandemic. Across two studies, we assessed two messaging strategies as motivators of intended contact tracing uptake. In one s le of 1117 Australian adults and one s le of 888 American adults, we examined autonomy-supportive and controlling message framing and the presence or absence of information safety as predictors of intended contact tracing application uptake, using an online randomized 2 × 2 experimental design. The results suggested that the provision of data safety assurances may be key in affecting people’s intentions to use contact tracing technology, an effect we found in both s les regardless of whether messages were framed as autonomy-supportive or controlling. Those in high information safety conditions consistently reported higher intended uptake and more positive perceptions of the application than those in low information safety conditions. In Study 2, we also found that perceptions of government legitimacy related positively to intended application uptake, as did political affiliation. In sum, in iduals appeared more willing to assent to authority regarding contact tracing insofar as their data safety can be assured. Yet, public messaging strategies alone may be insufficient to initiate intentions to change behavior, even in these unprecedented circumstances.
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 (
Effect of a Scalable School-Based Intervention on Cardiorespiratory Fitness in Children
Publisher: American Medical Association (AMA)
Date: 03-05-2021
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
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.
Publisher: American Psychological Association (APA)
Date: 18-05-2023
DOI: 10.1037/EDU0000783
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.
Evaluating remote facilitation intensity for multi-national translation of nurse-initiated stroke protocols (QASC Australasia): a protocol for a cluster randomised controlled trial
Publisher: Springer Science and Business Media LLC
Date: 26-01-2023
DOI: 10.1186/S13012-023-01260-9
Abstract: Facilitated implementation of nurse-initiated protocols to manage fever, hyperglycaemia (sugar) and swallowing difficulties (FeSS Protocols) in 19 Australian stroke units resulted in reduced death and dependency for stroke patients. However, a significant gap remains in translating this evidence-based care bundle protocol into standard practice in Australia and New Zealand. Facilitation is a key component for increasing implementation. However, its contribution to evidence translation initiatives requires further investigation. We aim to evaluate two levels of intensity of external remote facilitation as part of a multifaceted intervention to improve FeSS Protocol uptake and quality of care for patients with stroke in Australian and New Zealand acute care hospitals. A three-arm cluster randomised controlled trial with a process evaluation and economic evaluation. Australian and New Zealand hospitals with a stroke unit or service will be recruited and randomised in blocks of five to one of the three study arms—high- or low-intensity external remote facilitation or a no facilitation control group—in a 2:2:1 ratio. The multicomponent implementation strategy will incorporate implementation science frameworks (Theoretical Domains Framework, Capability, Opportunity, Motivation – Behaviour Model and the Consolidated Framework for Implementation Research) and include an online education package, audit and feedback reports, local clinical ch ions, barrier and enabler assessments, action plans, reminders and external remote facilitation. The primary outcome is implementation effectiveness using a composite measure comprising six monitoring and treatment elements of the FeSS Protocols. Secondary outcome measures are as follows: composite outcome of adherence to each of the combined monitoring and treatment elements for (i) fever ( n =5) (ii) hyperglycaemia ( n =6) and (iii) swallowing protocols ( n =7) adherence to the in idual elements that make up each of these protocols comparison for composite outcomes between (i) metropolitan and rural/remote hospitals and (ii) stroke units and stroke services. A process evaluation will examine contextual factors influencing intervention uptake. An economic evaluation will describe cost differences relative to each intervention and study outcomes. We will generate new evidence on the most effective facilitation intensity to support implementation of nurse-initiated stroke protocols nationwide, reducing geographical barriers for those in rural and remote areas. ACTRN12622000028707. Registered 14 January, 2022.
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.
The Intersection of Gender, Social Class, and Cultural Context: a Meta-Analysis
Publisher: Springer Science and Business Media LLC
Date: 10-07-2019
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.
Prediction Versus Explanation in Educational Psychology: a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education
Publisher: Springer Science and Business Media LLC
Date: 03-07-2023
DOI: 10.1007/S10648-023-09786-6
Abstract: Educational psychology usually focuses on explaining phenomena. As a result, researchers seldom explore how well their models predict the outcomes they care about using best-practice approaches to predictive statistics. In this paper, we focus less on explanation and more on prediction, showing how both are important for advancing the field. We apply predictive models to the role of teachers on student engagement, i.e. the thoughts, attitudes, and behaviours, that translate motivation into progress. We integrate the suggestions from four prominent motivational theories (self-determination theory, achievement goal theory, growth mindset theory, and transformational leadership theory), and aim to identify those most critical behaviours for predicting changes in students’ engagement in physical education. Students ( N = 1324 all from year 7, 52% girls) from 17 low socio-economic status schools rated their teacher’s demonstration of 71 behaviours in the middle of the school year. We also assessed students’ engagement at the beginning and end of the year. We trained elastic-net regression models on 70% of the data and then assessed their predictive validity on the held-out data (30%). The models showed that teacher behaviours predicted 4.39% of the variance in students’ change in engagement. Some behaviours that were most consistently associated with a positive change in engagement were being good role models (β = 0.046), taking interest in students’ lives outside of class (β = 0.033), and allowing students to make choices (β = 0.029). The influential behaviours did not neatly fit within any single motivational theory. These findings support arguments for integrating different theoretical approaches, and suggest practitioners may want to consider multiple theories when designing interventions. More generally, we argue that researchers in educational psychology should more frequently test how well their models not just explain, but predict the outcomes they care about.
Time-efficient physical activity intervention for older adolescents with disability: rationale and study protocol for the Burn 2 Learn adapted (B2La) cluster randomised controlled trial
Publisher: BMJ
Date: 08-2022
DOI: 10.1136/BMJOPEN-2022-065321
Abstract: Physical activity declines during adolescence, with the lowest levels of activity observed among those with disability. Schools are ideal settings to address this issue however, few school-based interventions have been specifically designed for older adolescents with disability. Our aim is to investigate the effects of a school-based physical activity programme, involving high-intensity interval training (HIIT), on physical, mental and cognitive health in older adolescents with disability. We will evaluate the Burn 2 Learn adapted (B2La) intervention using a two-arm, parallel group, cluster randomised controlled trial with allocation occurring at the school level (treatment or waitlist control). Secondary schools will be recruited in two cohorts from New South Wales, Australia. We will aim to recruit 300 older adolescents (aged 15–19 years) with disability from 30 secondary schools (10 in cohort 1 and 20 in cohort 2). Schools allocated to the intervention group will deliver two HIIT sessions per week during scheduled specialist support classes. The sessions will include foundational aerobic and muscle strengthening exercises tailored to meet student needs. We will provide teachers with training, resources, and support to facilitate the delivery of the B2La programme. Study outcomes will be assessed at baseline, 6 months (primary endpoint), and 9 months. Our primary outcome is functional capacity assessed using the 6 min walk ush test. Secondary outcomes include physical activity, muscular fitness, body composition, cognitive function, quality of life, physical literacy, and on-task behaviour in the classroom. We will also conduct economic and process evaluations to determine cost-effectiveness, programme acceptability, implementation, adaptability, and sustainability in schools. This study has received approval from the University of Newcastle (H-2021–0262) and the New South Wales Department of Education (SERAP: 2021257) human research ethics committees. Findings will be published in peer-reviewed journals, and key stakeholders will be provided with a detailed report following the study. Australian New Zealand Clinical Trials Registry Number: ACTRN12621000884808.
Feasibility and preliminary efficacy of a teacher-facilitated high-intensity interval training intervention for older adolescents
Publisher: Human Kinetics
Date: 02-2019
Abstract: Purpose : This study was designed to assess the feasibility and preliminary efficacy of a teacher-facilitated high-intensity interval training intervention for older adolescents (ie, 16–18 y). Methods : Two secondary schools from New South Wales, Australia were recruited, and participants (ie, grade 11 students 16.2 [0.4] y) were randomized at the school level to the Burn 2 Learn intervention (n = 38), or a wait-list control group (n = 30). Teachers were trained to facilitate the delivery of the novel high-intensity interval training program, which involved 3 sessions per week (∼12–20 min) for 14 weeks. A range of process measures were used to assess intervention feasibility (ie, recruitment, retention, attendance, and program satisfaction). Primary (cardiorespiratory fitness, determined using the progressive aerobic cardiovascular endurance run shuttle run test) and secondary outcomes were assessed at baseline and posttest (14-wk). Results : Sixty-eight grade 11 students were recruited at baseline (85% of target s le), 61 participants completed posttest assessments (90% retention) and on average, participants performed 1.9 sessions per week. Overall, teachers (4.0/5) and students (4.0/5) were satisfied with the Burn 2 Learn program. Group by time effects were observed for cardiorespiratory fitness (8.9 laps 95% confidence intervals, 1.7–16.2) and a selection of secondary outcomes. Conclusion : This study provides evidence for the feasibility and preliminary efficacy of a teacher-facilitated high-intensity interval training intervention for older adolescents.
Teacher facilitated high-intensity interval training intervention for older adolescents: The ‘Burn 2 Learn’ pilot randomised controlled trial
Publisher: Elsevier BV
Date: 11-2018
The effects of vigorous intensity exercise in the third trimester of pregnancy: a systematic review and meta-analysis
Publisher: Springer Science and Business Media LLC
Date: 07-08-2019
School-based physical activity intervention for older adolescents: Rationale and study protocol for the Burn 2 Learn cluster randomised controlled trial
Publisher: BMJ
Date: 05-2019
DOI: 10.1136/BMJOPEN-2018-026029
Abstract: This trial aims to investigate the impact of a school-based physical activity programme, involving high-intensity interval training (HIIT), on the physical, mental and cognitive health of senior school students. The Burn 2 Learn (B2L) intervention will be evaluated using a two-arm parallel group cluster randomised controlled trial with allocation occurring at the school level (to treatment or wait-list control). Schools will be recruited in two cohorts from New South Wales, Australia. The trial will aim to recruit ~720 senior school students (aged 16–18 years) from 20 secondary schools (ie, 10 schools per cohort). A range of implementation strategies will be provided to teachers (eg, training, equipment and support) to facilitate the delivery of HIIT sessions during scheduled classes. In phase I and II (3 months each), teachers will facilitate the delivery of at least two HIIT sessions/week during lesson-time. In phase III (6 months), students will be encouraged to complete sessions outside of lesson-time (teachers may continue to facilitate the delivery of B2L sessions during lesson-time). Study outcomes will be assessed at baseline, 6 months (primary end point) and 12 months. Cardiorespiratory fitness (shuttle run test) is the primary outcome. Secondary outcomes include: vigorous physical activity, muscular fitness, cognition and mental health. A subs le of students will (i) provide hair s les to determine their accumulated exposure to stressful events and (ii) undergo multimodal MRI to examine brain structure and function. A process evaluation will be conducted (ie, recruitment, retention, attendance and programme satisfaction). This study has received approval from the University of Newcastle (H-2016–0424) and the NSW Department of Education (SERAP: 2017116) human research ethics committees. ACTRN12618000293268 Pre-results.
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
Exercise to treat psychopathology and other clinical outcomes in schizophrenia: A systematic review and meta-analysis
Publisher: Royal College of Psychiatrists
Date: 2023
Abstract: Psychopathology and side effects of antipsychotic drugs contribute to worsening physical health and long-term disability, and increasing the risk of mortality in these patients. The efficacy of exercise on these factors is not fully understood, and this lack of knowledge may h er the routine application of physical activity as part of the clinical care of schizophrenia. To determine the effect of exercise on psychopathology and other clinical markers in patients with schizophrenia. We also looked at several moderators. MEDLINE, Web of Science, Scopus, CINAHL, SPORTDiscus, PsycINFO, and Cochrane Library databases were systematically searched from inception to October 2022. Randomized controlled trials of exercise interventions in patients 18–65 years old diagnosed with schizophrenia disorder were included. A multilevel random-effects meta-analysis was conducted to pool the data. Heterogeneity at each level of the meta-analysis was estimated via Cochran’s Q , I 2 , and R 2 . Pooled effect estimates from 28 included studies (1,460 patients) showed that exercise is effective to improve schizophrenia psychopathology (Hedges’ g = 0.28, [95% CI 0.14, 0.42]). Exercise presented stronger effects in outpatients than inpatients. We also found exercise is effective to improve muscle strength and self-reported disability. Our meta-analysis demonstrated that exercise could be an important part in the management and treatment of schizophrenia. Considering the current evidence, aerobic and high-intensity interval training exercises may provide superior benefits over other modalities. However, more studies are warranted to determine the optimal type and dose of exercise to improve clinical outcomes in people with schizophrenia.
Correction to: Evaluating the reach, effectiveness, adoption, implementation and maintenance of the Resistance Training for Teens program
Publisher: Springer Science and Business Media LLC
Date: 30-11-2021
Development and Evaluation of the High-Intensity Interval Training Self-Efficacy Questionnaire
Publisher: Human Kinetics
Date: 04-2020
Abstract: This study involved the design and evaluation of the High-Intensity Interval Training Self-Efficacy Questionnaire (HIIT-SQ). Phase 1: Questionnaire items were developed. Phase 2: Australian adolescents ( N = 389, 16.0 ± 0.4 years, 41.10% female) completed the HIIT-SQ, and factorial validity of the measurement model was explored. Phase 3: Adolescents ( N = 100, age 12–14 years, 44% female) completed the HIIT-SQ twice (1 week apart) to evaluate test–retest reliability. Confirmatory factor analysis of the final six items (mean = 3.43–6.73, SD = 0.99–25.30) revealed adequate fit, χ 2 (21) = 21, p = .01, comparative fit index = .99, Tucker–Lewis index = .99, root mean square of approximation = .07, 90% confidence interval [.04, .11]. Factor loading estimates showed that all items were highly related to the factor (estimates range: 0.81–0.90). Intraclass coefficients and typical error values were .99 (95% confidence interval [.99, 1.00]) and .22, respectively. This study provides preliminary evidence for the validity and reliability of scores derived from the HIIT-SQ in adolescents.
Mindfulness and acceptance approaches to sporting performance enhancement: a systematic review
Publisher: Informa UK Limited
Date: 08-11-2019
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.
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
Time-efficient intervention to improve older adolescents' cardiorespiratory fitness: Findings from the a € Burn 2 Learn' cluster randomised controlled trial
Publisher: BMJ
Date: 21-12-2021
DOI: 10.1136/BJSPORTS-2020-103277
Abstract: Cardiorespiratory fitness (CRF) is an important marker of current and future health status. The primary aim of our study was to evaluate the impact of a time-efficient school-based intervention on older adolescents’ CRF. Two-arm cluster randomised controlled trial conducted in two cohorts (February 2018 to February 2019 and February 2019 to February 2020) in New South Wales, Australia. Participants (N=670, 44.6% women, 16.0±0.43 years) from 20 secondary schools: 10 schools (337 participants) were randomised to the Burn 2 Learn (B2L) intervention and 10 schools (333 participants) to the control. Teachers in schools allocated to the B2L intervention were provided with training, resources, and support to facilitate the delivery of high-intensity interval training (HIIT) activity breaks during curriculum time. Teachers and students in the control group continued their usual practice. The primary outcome was CRF (20 m multi-stage fitness test). Secondary outcomes were muscular fitness, physical activity, hair cortisol concentrations, mental health and cognitive function. Outcomes were assessed at baseline, 6 months (primary end-point) and 12 months. Effects were estimated using mixed models accounting for clustering. We observed a group-by-time effect for CRF (difference=4.1 laps, 95% CI 1.8 to 6.4) at the primary end-point (6 months), but not at 12 months. At 6 months, group-by-time effects were found for muscular fitness, steps during school hours and cortisol. Implementing HIIT during curricular time improved adolescents’ CRF and several secondary outcomes. Our findings suggest B2L is unlikely to be an effective approach unless teachers embed sessions within the school day. Australian New Zealand Clinical Trials Registry (ACTRN12618000293268).
The Impact of Physical Activity on Brain Structure and Function in Youth: A Systematic Review
Publisher: American Academy of Pediatrics (AAP)
Date: 10-2019
Abstract: Advances in neuroimaging techniques have resulted in an exponential increase in the number of studies investigating the effects of physical activity on brain structure and function. Authors of studies have linked physical activity and fitness with brain regions and networks integral to cognitive function and scholastic performance in children and adolescents but findings have not been synthesized. To conduct a systematic review of studies in which the impact of physical activity on brain structure and function in children and adolescents is examined. Six electronic databases (PubMed, PsychINFO, Scopus, Ovid Medline, SportDiscus, and Embase) were systematically searched for experimental studies published between 2002 and March 1, 2019. Two reviewers independently screened studies for inclusion according to predetermined criteria. Two reviewers independently extracted data for key variables and synthesized findings qualitatively. Nine studies were included (task-based functional MRI [n = 4], diffusion tensor imaging [n = 3], arterial spin labeling [n = 1], and resting-state functional MRI [n = 1]) in which results for 5 distinct and 4 similar study s les aged 8.7 ± 0.6 to 10.2 ± 1.0 years and typically of relatively low socioeconomic status were reported. Effects were reported for 12 regions, including frontal lobe (n = 3), parietal lobe (n = 3), anterior cingulate cortex (n = 2), hippoc us (n = 1), and several white matter tracts and functional networks. Findings need to be interpreted with caution as quantitative syntheses were not possible because of study heterogeneity. There is evidence from randomized controlled trials that participation in physical activity may modify white matter integrity and activation of regions key to cognitive processes. Additional larger hypothesis-driven studies are needed to replicate findings.
The effects of the Australian bushfires on physical activity in children
Publisher: Elsevier BV
Date: 2021
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.
Optimal dose and type of physical activity to improve functional capacity and minimise adverse events in acutely hospitalised older adults: a systematic review with dose-response network meta-analysis
Publisher: BMJ
Date: 03-08-2023
DOI: 10.1136/BJSPORTS-2022-106409
Abstract: To identify the optimal dose and type of physical activity to improve functional capacity and reduce adverse events in acutely hospitalised older adults. Systematic review and Bayesian model-based network meta-analysis. Four databases were searched from inception to 20 June 2022. Randomised controlled trials that assessed the effectiveness of a physical activity-based intervention on at least one functional outcome in people aged ≥50 years hospitalised due to an acute medical condition were included. Pooled effect estimates (ie, standardised mean differences for functional capacity and the ratio of means for adverse events) were calculated using random treatment effects network meta-analysis models. Nineteen studies (3842 participants) met the inclusion criteria. Approximately 100 Metabolic Equivalents of Task per day (METs-min/day) (~40 min/day of light effort or ~25 min/day of moderate effort activities) was the minimal dose to improve the functional capacity of acute hospitalised older adults (standardised mean difference (SMD)=0.28, 95% credible interval (CrI) 0.01 to 0.55). The optimal dose was estimated at 159 METs-min/day (~70 min/day of light effort or ~40 min/day of moderate effort activities SMD=0.41, 95% CrI 0.08 to 0.72). Ambulation was deemed the most efficient intervention, and the optimal dose was reached at 143 METs-min/day (~50 min/day of slow-paced walking SMD=0.76, 95% CrI 0.35 to 1.16), showing a high evidential power (87.68%). The minimal effective ambulation dose was estimated at 74 METs-min/day (~25 min/day of slow-paced walking SMD=0.25, 95% CrI 0.01 to 0.41). Physical activity interventions resulted in a decrease in the rate of adverse events compared with usual care at discharge (ratio of means=0.96, 95% CrI 0.95 to 0.97 median time 7 days). This meta-analysis yielded low to moderate evidence supporting the use of in-hospital supervised physical activity programmes in acutely hospitalised older adults. As little as ~25 min/day of slow-paced walking is sufficient to improve functional capacity and minimise adverse events in this population. PROSPERO CRD42021271999.
Erratum to: 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) clus
Publisher: Springer Science and Business Media LLC
Date: 30-09-2016
Paths to the light and dark sides of human nature: A meta-analytic review of the prosocial benefits of autonomy and the antisocial costs of control.
Publisher: American Psychological Association (APA)
Date: 09-2021
DOI: 10.1037/BUL0000338
Optimal dose and type of exercise to improve cognitive function in older adults: A systematic review and bayesian model-based network meta-analysis of RCTs
Publisher: Elsevier BV
Date: 04-2022
DOI: 10.1016/J.ARR.2022.101591
Abstract: To examine the dose-response relationship between overall and specific types of exercise with cognitive function in older adults. Systematic Review and Bayesian Model-Based Network Meta-Analysis. Systematic search of MEDLINE, Web of Science, Scopus, PsycINFO and SPORTDiscus. Randomized controlled trials of exercise interventions in participants aged 50 years or over, and that reported on at least one global cognition outcome. The search returned 1998 records, of which 44 studies (4793 participants 102 different effect sizes) were included in this review with meta-analysis. There was a non-linear, dose-response association between overall exercise and cognition. We found no minimal threshold for the beneficial effect of exercise on cognition. The estimated minimal exercise dose associated with clinically relevant changes in cognition was 724 METs-min per week, and doses beyond 1200 METs-min per week provided less clear benefits. We also found that the dose-response association was exercise type dependent, and our results show that clinically important effects may occur at lower doses for many types of exercise. Our findings also highlighted the superior effects of resistance exercises over other modalities. If provided with the most potent modalities, older adults can get clinical meaningful benefits with lower doses than the WHO guidelines. Findings support the WHO recommendations to emphasise resistance training as a critical component of interventions for older adults.
Impact of the “Thinking while Moving in English” intervention on primary school children's academic outcomes and physical activity: A cluster randomised controlled trial
Publisher: Elsevier BV
Date: 2020
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