A systematic review of alcohol education programs for young people : do these programs change behavior?
- Calverley, Hannah, Petrass, Lauren, Blitvich, Jennifer
- Authors: Calverley, Hannah , Petrass, Lauren , Blitvich, Jennifer
- Date: 2021
- Type: Text , Journal article
- Relation: Health education research Vol. 36, no. 1 (2021), p. 87-99
- Full Text:
- Reviewed:
- Description: Numerous education programs have addressed young peoples' alcohol use. To date, no peer-reviewed publication has evaluated the effectiveness of such programs delivered across a range of contexts to change alcohol-related behaviors, attitudes and/or knowledge. This systematic review aimed to identify alcohol education programs addressing young people, and determine whether they changed alcohol-related behavior, knowledge and attitudes; and, ascertain components of successful programs. Studies were identified, guided by the PRISMA review process, from the earliest records until June 2020. Included studies (N = 70) comprised an alcohol education program which focused on young people (15-24 years). Forty programs reported behavior changes, and these programs were the highest quality. Others impacted attitudes and/or knowledge only (n = 12); or reported no impacts (n = 17). Recent programs were more likely than older programs to feature online delivery and report behavior changes. To enhance alcohol education, future programs should include the identified quality criteria, alongside process and long-term outcome evaluations, to better monitor effectiveness. Findings indicated some education programs have capacity to positively change alcohol-related behavior; however, outcome consistency varied even in high-quality programs. Alcohol education programs should be designed alongside health education/promotion models and best-practice recommendations, to improve the likelihood of desirable behavior-related outcomes. © The Author(s) 2020. Published by Oxford University Press. All rights reserved.
- Description: Numerous education programs have addressed young peoples' alcohol use. To date, no peer-reviewed publication has evaluated the effectiveness of such programs delivered across a range of contexts to change alcohol-related behaviors, attitudes and/or knowledge. This systematic review aimed to identify alcohol education programs addressing young people, and determine whether they changed alcohol-related behavior, knowledge and attitudes; and, ascertain components of successful programs. Studies were identified, guided by the PRISMA review process, from the earliest records until June 2020. Included studies (N = 70) comprised an alcohol education program which focused on young people (15-24 years). Forty programs reported behavior changes, and these programs were the highest quality. Others impacted attitudes and/or knowledge only (n = 12); or reported no impacts (n = 17). Recent programs were more likely than older programs to feature online delivery and report behavior changes. To enhance alcohol education, future programs should include the identified quality criteria, alongside process and long-term outcome evaluations, to better monitor effectiveness. Findings indicated some education programs have capacity to positively change alcohol-related behavior; however, outcome consistency varied even in high-quality programs. Alcohol education programs should be designed alongside health education/promotion models and best-practice recommendations, to improve the likelihood of desirable behavior-related outcomes. © The Author(s) 2020. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.
- Authors: Calverley, Hannah , Petrass, Lauren , Blitvich, Jennifer
- Date: 2021
- Type: Text , Journal article
- Relation: Health education research Vol. 36, no. 1 (2021), p. 87-99
- Full Text:
- Reviewed:
- Description: Numerous education programs have addressed young peoples' alcohol use. To date, no peer-reviewed publication has evaluated the effectiveness of such programs delivered across a range of contexts to change alcohol-related behaviors, attitudes and/or knowledge. This systematic review aimed to identify alcohol education programs addressing young people, and determine whether they changed alcohol-related behavior, knowledge and attitudes; and, ascertain components of successful programs. Studies were identified, guided by the PRISMA review process, from the earliest records until June 2020. Included studies (N = 70) comprised an alcohol education program which focused on young people (15-24 years). Forty programs reported behavior changes, and these programs were the highest quality. Others impacted attitudes and/or knowledge only (n = 12); or reported no impacts (n = 17). Recent programs were more likely than older programs to feature online delivery and report behavior changes. To enhance alcohol education, future programs should include the identified quality criteria, alongside process and long-term outcome evaluations, to better monitor effectiveness. Findings indicated some education programs have capacity to positively change alcohol-related behavior; however, outcome consistency varied even in high-quality programs. Alcohol education programs should be designed alongside health education/promotion models and best-practice recommendations, to improve the likelihood of desirable behavior-related outcomes. © The Author(s) 2020. Published by Oxford University Press. All rights reserved.
- Description: Numerous education programs have addressed young peoples' alcohol use. To date, no peer-reviewed publication has evaluated the effectiveness of such programs delivered across a range of contexts to change alcohol-related behaviors, attitudes and/or knowledge. This systematic review aimed to identify alcohol education programs addressing young people, and determine whether they changed alcohol-related behavior, knowledge and attitudes; and, ascertain components of successful programs. Studies were identified, guided by the PRISMA review process, from the earliest records until June 2020. Included studies (N = 70) comprised an alcohol education program which focused on young people (15-24 years). Forty programs reported behavior changes, and these programs were the highest quality. Others impacted attitudes and/or knowledge only (n = 12); or reported no impacts (n = 17). Recent programs were more likely than older programs to feature online delivery and report behavior changes. To enhance alcohol education, future programs should include the identified quality criteria, alongside process and long-term outcome evaluations, to better monitor effectiveness. Findings indicated some education programs have capacity to positively change alcohol-related behavior; however, outcome consistency varied even in high-quality programs. Alcohol education programs should be designed alongside health education/promotion models and best-practice recommendations, to improve the likelihood of desirable behavior-related outcomes. © The Author(s) 2020. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.
Getting in : safe water entry competencies
- Moran, Kevin, Blitvich, Jennifer, Petrass, Lauren, McElroy, Keith
- Authors: Moran, Kevin , Blitvich, Jennifer , Petrass, Lauren , McElroy, Keith
- Date: 2021
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 13, no. 2 (2021), p.
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- Reviewed:
- Description: In high income countries, jumping and diving into water are a small but persistent cause of death and serious injury especially among male youth and young adults. Although water entries maintain a high media profile, little is known about what entry competencies and underlying water safety knowledge youth bring to this practice. Undergraduates enrolled in aquatics (N= 76) completed a survey before attempting 7 entry jumping and diving tasks. While safety attitudes and self-reported behaviours were generally good, considerable variation in practical entry competence was evident. Most completed a deep-water compact jump (87%) and PFD jump (88%) with ease. Many completed a crouch dive (57%) and standing dive (53%) into deep water with ease, but only 33% completed a standing dive from a block/bulkhead (<1m height) with ease. Ways of addressing weaknesses in knowledge, attitudes, and behaviours are discussed and recommendations made to enhance the teaching of safe water entry. © 2021 Human Kinetics Publishers Inc.. All rights reserved.
- Authors: Moran, Kevin , Blitvich, Jennifer , Petrass, Lauren , McElroy, Keith
- Date: 2021
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 13, no. 2 (2021), p.
- Full Text:
- Reviewed:
- Description: In high income countries, jumping and diving into water are a small but persistent cause of death and serious injury especially among male youth and young adults. Although water entries maintain a high media profile, little is known about what entry competencies and underlying water safety knowledge youth bring to this practice. Undergraduates enrolled in aquatics (N= 76) completed a survey before attempting 7 entry jumping and diving tasks. While safety attitudes and self-reported behaviours were generally good, considerable variation in practical entry competence was evident. Most completed a deep-water compact jump (87%) and PFD jump (88%) with ease. Many completed a crouch dive (57%) and standing dive (53%) into deep water with ease, but only 33% completed a standing dive from a block/bulkhead (<1m height) with ease. Ways of addressing weaknesses in knowledge, attitudes, and behaviours are discussed and recommendations made to enhance the teaching of safe water entry. © 2021 Human Kinetics Publishers Inc.. All rights reserved.
Water safety education programs in culturally and linguistically diverse seattle communities : program design and pilot evaluation
- Koon, William, Bennett, Elizabeth, Stempski, Sarah, Blitvich, Jennifer
- Authors: Koon, William , Bennett, Elizabeth , Stempski, Sarah , Blitvich, Jennifer
- Date: 2021
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 13, no. 2 (2021), p.
- Full Text:
- Reviewed:
- Description: Drowning is a public health concern that disproportionally affects children and minorities in Washington State. Community health educators from Seattle Children's Hospital designed a Water Safety Education and Lifejacket Giveaway Program for low-income parents of preschool-aged children from culturally and linguistically diverse backgrounds. The program was interpreted into multiple languages and parents and children in attendance received free lifejackets. The mixed-methods pilot evaluation of this program found statistically significant relationships between language and self-reported parent swim skill level (English-speaker OR 4.6; 95%CI: 1.84 - 11.54); and confidence of keeping one's child safe (English-speaker OR 3.34; 95%CI: 1.10 - 10.4). Additionally, parents who self-reported that they could swim had four times the odds of feeling confident in keeping their children safe around the water (95% CI: 1.21 - 13.28). Qualitative data from follow-up interviews identified that the program boosted parent knowledge and confidence in safe water practices. Multi-lingual delivery and the role of partner preschools was critical to this program's success. Specific programmatic focus on adult parent/caregiver skills and knowledge that reduce risk around the water should be a priority for future efforts to reduce drowning. © 2021 Human Kinetics Publishers Inc.. All rights reserved.
- Authors: Koon, William , Bennett, Elizabeth , Stempski, Sarah , Blitvich, Jennifer
- Date: 2021
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 13, no. 2 (2021), p.
- Full Text:
- Reviewed:
- Description: Drowning is a public health concern that disproportionally affects children and minorities in Washington State. Community health educators from Seattle Children's Hospital designed a Water Safety Education and Lifejacket Giveaway Program for low-income parents of preschool-aged children from culturally and linguistically diverse backgrounds. The program was interpreted into multiple languages and parents and children in attendance received free lifejackets. The mixed-methods pilot evaluation of this program found statistically significant relationships between language and self-reported parent swim skill level (English-speaker OR 4.6; 95%CI: 1.84 - 11.54); and confidence of keeping one's child safe (English-speaker OR 3.34; 95%CI: 1.10 - 10.4). Additionally, parents who self-reported that they could swim had four times the odds of feeling confident in keeping their children safe around the water (95% CI: 1.21 - 13.28). Qualitative data from follow-up interviews identified that the program boosted parent knowledge and confidence in safe water practices. Multi-lingual delivery and the role of partner preschools was critical to this program's success. Specific programmatic focus on adult parent/caregiver skills and knowledge that reduce risk around the water should be a priority for future efforts to reduce drowning. © 2021 Human Kinetics Publishers Inc.. All rights reserved.
Alcohol_focused drowning prevention campaigns : what do we know and what should we do now?
- Calverley, Hannah, Petrass, Lauren, Blitvich, Jennifer
- Authors: Calverley, Hannah , Petrass, Lauren , Blitvich, Jennifer
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 12, no. 2 (2020), p.
- Full Text:
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- Description: Alcohol and drugs have been identified as key risk factors for youth (aged 15-24 years) and adult drownings in high-income countries (HIC). Whilst alcohol specific drowning prevention education programs have been developed and implemented, youth continue to be over-represented in drowning statistics, including those linked with alcohol. Therefore, this project aimed to: (i) review and assess all alcohol themed drowning prevention campaigns within HICs; (ii) determine whether the campaign had undergone evaluation for effectiveness; and (iii) provide recommendations to improve the effectiveness of future interventions. For each of the eighty-one HICs identified for the 2019 fiscal year, searches of peer-reviewed literature (through academic databases) and grey literature (through webpages and emails to organisations) were conducted. Twelve alcohol focused campaigns were identified, with only two providing limited information about program evaluation. For most campaigns identified, there was a dearth of information available and therefore assessment of campaign quality was unfeasible. This brief report highlights a lack of alcohol themed drowning prevention campaigns in HIC, and an absence of evaluations on their effectiveness. Implications associated with a lack of program evaluation are discussed and adoption of the recommendations from this brief report should enhance the quality of future research in this area. © 2020 Human Kinetics Publishers Inc.. All rights reserved.
- Authors: Calverley, Hannah , Petrass, Lauren , Blitvich, Jennifer
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 12, no. 2 (2020), p.
- Full Text:
- Reviewed:
- Description: Alcohol and drugs have been identified as key risk factors for youth (aged 15-24 years) and adult drownings in high-income countries (HIC). Whilst alcohol specific drowning prevention education programs have been developed and implemented, youth continue to be over-represented in drowning statistics, including those linked with alcohol. Therefore, this project aimed to: (i) review and assess all alcohol themed drowning prevention campaigns within HICs; (ii) determine whether the campaign had undergone evaluation for effectiveness; and (iii) provide recommendations to improve the effectiveness of future interventions. For each of the eighty-one HICs identified for the 2019 fiscal year, searches of peer-reviewed literature (through academic databases) and grey literature (through webpages and emails to organisations) were conducted. Twelve alcohol focused campaigns were identified, with only two providing limited information about program evaluation. For most campaigns identified, there was a dearth of information available and therefore assessment of campaign quality was unfeasible. This brief report highlights a lack of alcohol themed drowning prevention campaigns in HIC, and an absence of evaluations on their effectiveness. Implications associated with a lack of program evaluation are discussed and adoption of the recommendations from this brief report should enhance the quality of future research in this area. © 2020 Human Kinetics Publishers Inc.. All rights reserved.
Examining group differences in emotion regulation strategies and the state and trait anxiety of lifeguards and non-lifeguards in a real-world precompetitive situation
- Calverley, Hannah, Davis, Paul, Harvey, Jack, Mesagno, Christopher
- Authors: Calverley, Hannah , Davis, Paul , Harvey, Jack , Mesagno, Christopher
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 12, no. 2 (2020), p.
- Full Text:
- Reviewed:
- Description: The purpose of this study was to investigate differences, between swimmer-lifeguards and swimmer-non-lifeguards, in trait and state anxiety and emotion regulation techniques in a real-life precompetitive situation with a secondary focus on gender differences. The Emotion Regulation Questionnaire, Sport Anxiety Scale - 2 and the Mental Readiness Form - 3 were distributed to 100 participants at university swimming competitions in the United Kingdom. Swimmer-lifeguards displayed significantly lower cognitive (p=.03) and somatic state (p=.05) anxiety and cognitive trait anxiety (p=.02) than swimmer-non-lifeguards. Males reported significantly lower levels of cognitive and somatic trait anxiety (p<.01) than females. There was also a gender-group interaction, with male swimmer-lifeguards showing significantly lower somatic trait anxiety than the other groups (p<.03). Males indicated significantly greater use of reappraisal than females (p=.01); no other effects were observed. These results support previous research regarding lifeguard characteristics, however the nature of these qualities and how they originate require further exploration. © 2020 Human Kinetics Publishers Inc.. All rights reserved.
- Authors: Calverley, Hannah , Davis, Paul , Harvey, Jack , Mesagno, Christopher
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Aquatic Research and Education Vol. 12, no. 2 (2020), p.
- Full Text:
- Reviewed:
- Description: The purpose of this study was to investigate differences, between swimmer-lifeguards and swimmer-non-lifeguards, in trait and state anxiety and emotion regulation techniques in a real-life precompetitive situation with a secondary focus on gender differences. The Emotion Regulation Questionnaire, Sport Anxiety Scale - 2 and the Mental Readiness Form - 3 were distributed to 100 participants at university swimming competitions in the United Kingdom. Swimmer-lifeguards displayed significantly lower cognitive (p=.03) and somatic state (p=.05) anxiety and cognitive trait anxiety (p=.02) than swimmer-non-lifeguards. Males reported significantly lower levels of cognitive and somatic trait anxiety (p<.01) than females. There was also a gender-group interaction, with male swimmer-lifeguards showing significantly lower somatic trait anxiety than the other groups (p<.03). Males indicated significantly greater use of reappraisal than females (p=.01); no other effects were observed. These results support previous research regarding lifeguard characteristics, however the nature of these qualities and how they originate require further exploration. © 2020 Human Kinetics Publishers Inc.. All rights reserved.
Nordic walking for overweight and obese people : a systematic review and meta-analysis
- Sanchez-Lastra, Miguel, Miller, Kyle, Martínez-Lemos, Rodolfo, Giráldez, Antón, Ayán, Carlos
- Authors: Sanchez-Lastra, Miguel , Miller, Kyle , Martínez-Lemos, Rodolfo , Giráldez, Antón , Ayán, Carlos
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Physical Activity and Health Vol. 17, no. 7 (2020), p. 762-772
- Full Text:
- Reviewed:
- Description: Background: Nordic walking (NW) is a potentially beneficial exercise strategy for overweight and obese people. To date, no reviews have synthesized the existing scientific evidence regarding the effects of NW on this population. This systematic review and meta-analysis aimed to identify the characteristics, methodological quality, and results of the investigations that have studied the effects of NW in overweight and obese individuals. Methods: Six electronic databases were searched up to June 2019 for studies that examined the effects of NW on people with a body mass index ≥ 25 kg/m2. The methodological quality of the included randomized controlled trials was retrieved from the physiotherapy evidence database or evaluated using the physiotherapy evidence database scale. Results: Twelve studies were included in the review. The investigations were mostly good-to-fair methodological quality. NW groups had a significant improvement on parameters such as fasting plasma glucose, abdominal adiposity, and body fat compared with the baseline, but no significant improvements were found when compared with control groups. Conclusions: NW can potentially lead to improvements in parameters related to major health outcomes in overweight and obese people. The lack of control for confounding variables in the analyzed studies prevents further elaboration on its potential benefits. © 2020 Human Kinetics, Inc.
- Authors: Sanchez-Lastra, Miguel , Miller, Kyle , Martínez-Lemos, Rodolfo , Giráldez, Antón , Ayán, Carlos
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Physical Activity and Health Vol. 17, no. 7 (2020), p. 762-772
- Full Text:
- Reviewed:
- Description: Background: Nordic walking (NW) is a potentially beneficial exercise strategy for overweight and obese people. To date, no reviews have synthesized the existing scientific evidence regarding the effects of NW on this population. This systematic review and meta-analysis aimed to identify the characteristics, methodological quality, and results of the investigations that have studied the effects of NW in overweight and obese individuals. Methods: Six electronic databases were searched up to June 2019 for studies that examined the effects of NW on people with a body mass index ≥ 25 kg/m2. The methodological quality of the included randomized controlled trials was retrieved from the physiotherapy evidence database or evaluated using the physiotherapy evidence database scale. Results: Twelve studies were included in the review. The investigations were mostly good-to-fair methodological quality. NW groups had a significant improvement on parameters such as fasting plasma glucose, abdominal adiposity, and body fat compared with the baseline, but no significant improvements were found when compared with control groups. Conclusions: NW can potentially lead to improvements in parameters related to major health outcomes in overweight and obese people. The lack of control for confounding variables in the analyzed studies prevents further elaboration on its potential benefits. © 2020 Human Kinetics, Inc.
Exploring young Australian adults’ asthma management to develop an educational video
- Coombs, Nicole, Allen, Louise, Cooper, Simon J., Cant, Robyn, Beauchamp, Alison, Laszcyk, Jacki, Giannis, Anita, Hopmans, Ruben, Bullock, Shane, Waller, Susan, McKenna, Lisa, Peck, Blake
- Authors: Coombs, Nicole , Allen, Louise , Cooper, Simon J. , Cant, Robyn , Beauchamp, Alison , Laszcyk, Jacki , Giannis, Anita , Hopmans, Ruben , Bullock, Shane , Waller, Susan , McKenna, Lisa , Peck, Blake
- Date: 2018
- Type: Text , Journal article
- Relation: Health Education Journal Vol. 77, no. 2 (2018), p. 179-189
- Full Text:
- Reviewed:
- Description: Objective: This study explored young university students’ (aged 18–24 years) health literacy, asthma experiences and help-seeking behaviours to inform the development of a web-based asthma education intervention relevant to this age group. Design: Exploratory mixed-methods design incorporateing a health literacy survey and interviews, plus the development of a web-based educational video. Setting: Participants were students at two universities in the state of Victoria, Australia. Method: In total, 20 asthma sufferers were interviewed by trained pairs of university students. Interpretative phenomenology underpinned the narrative analysis and enabled the description of the participants’ lived experience. A branching e-simulation video was developed. Results: A number of key themes were identified: ‘Life with asthma’, including ‘A life of vigilance’ regarding asthma triggers, lifestyle limitations and heightened sensitivities; ‘Asthma management – call Mum’, a lack of knowledge and support systems with substantial maternal reliance; ‘Health literacy: family and Dr Google’, denoting low health literacy levels with passive reluctant involvement in personal health management; and ‘Information gathering – one size doesn’t fit all’ – in the form of the need for immediate gratification and resource variety. Based on interviewees’ words and terminology, we designed an interactive branching educational video for YouTube portraying a young person (an actor) during an asthma flare-up. Conclusion: Young adults lacked insight into their condition and even after moving away from home, relied on Google searches and/or parents’ advice. To enhance health-seeking behaviours, interactive programmes with smartphone access may be valuable. Our open access programme Help Trent Vent provides an educational resource for young people with asthma and for health education teams, to reinforce asthma knowledge. © 2017, © The Author(s) 2017.
- Authors: Coombs, Nicole , Allen, Louise , Cooper, Simon J. , Cant, Robyn , Beauchamp, Alison , Laszcyk, Jacki , Giannis, Anita , Hopmans, Ruben , Bullock, Shane , Waller, Susan , McKenna, Lisa , Peck, Blake
- Date: 2018
- Type: Text , Journal article
- Relation: Health Education Journal Vol. 77, no. 2 (2018), p. 179-189
- Full Text:
- Reviewed:
- Description: Objective: This study explored young university students’ (aged 18–24 years) health literacy, asthma experiences and help-seeking behaviours to inform the development of a web-based asthma education intervention relevant to this age group. Design: Exploratory mixed-methods design incorporateing a health literacy survey and interviews, plus the development of a web-based educational video. Setting: Participants were students at two universities in the state of Victoria, Australia. Method: In total, 20 asthma sufferers were interviewed by trained pairs of university students. Interpretative phenomenology underpinned the narrative analysis and enabled the description of the participants’ lived experience. A branching e-simulation video was developed. Results: A number of key themes were identified: ‘Life with asthma’, including ‘A life of vigilance’ regarding asthma triggers, lifestyle limitations and heightened sensitivities; ‘Asthma management – call Mum’, a lack of knowledge and support systems with substantial maternal reliance; ‘Health literacy: family and Dr Google’, denoting low health literacy levels with passive reluctant involvement in personal health management; and ‘Information gathering – one size doesn’t fit all’ – in the form of the need for immediate gratification and resource variety. Based on interviewees’ words and terminology, we designed an interactive branching educational video for YouTube portraying a young person (an actor) during an asthma flare-up. Conclusion: Young adults lacked insight into their condition and even after moving away from home, relied on Google searches and/or parents’ advice. To enhance health-seeking behaviours, interactive programmes with smartphone access may be valuable. Our open access programme Help Trent Vent provides an educational resource for young people with asthma and for health education teams, to reinforce asthma knowledge. © 2017, © The Author(s) 2017.
Linking physical education with community sport and recreation : A program for adolescent girls
- Casey, Meghan, Mooney, Amanda, Eime, Rochelle, Harvey, Jack, Smyth, John, Telford, Amanda, Payne, Warren
- Authors: Casey, Meghan , Mooney, Amanda , Eime, Rochelle , Harvey, Jack , Smyth, John , Telford, Amanda , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Health Promotion Practice Vol. 14, no. 5 (2013), p. 721-731
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Full Text:
- Reviewed:
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches. © 2012 Society for Public Health Education.
- Authors: Casey, Meghan , Mooney, Amanda , Eime, Rochelle , Harvey, Jack , Smyth, John , Telford, Amanda , Payne, Warren
- Date: 2013
- Type: Text , Journal article
- Relation: Health Promotion Practice Vol. 14, no. 5 (2013), p. 721-731
- Relation: http://purl.org/au-research/grants/arc/LP0990206
- Full Text:
- Reviewed:
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
- Description: The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches. © 2012 Society for Public Health Education.
The Development of the Lunchtime Enjoyment of Activity and Play Questionnaire
- Hyndman, Brendon, Telford, Amanda, Finch, Caroline, Ullah, Shahid, Benson, Amanda
- Authors: Hyndman, Brendon , Telford, Amanda , Finch, Caroline , Ullah, Shahid , Benson, Amanda
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of School Health Vol. 83, no. 4 (2013), p. 256-264
- Full Text:
- Reviewed:
- Description: Background: Enjoyment of physical activity is as an important determinant of children's participation in physical activity. Despite this, there is an absence of reliable measures for assessing children's enjoyment of play activities during school lunchtime. The purpose of this study was to develop and assess the reliability of the Lunchtime Enjoyment of Activity and Play (LEAP) Questionnaire. Methods: Questionnaire items were categorized employing a social-ecological framework including intrapersonal (20 items), interpersonal (2 items), and physical environment/policy (17 items) components to identify the broader influences on children's enjoyment. An identical questionnaire was administered on 2 occasions, 10days apart, to 176 children aged 8-12years, attending a government elementary school in regional Victoria, Australia. RESULTS: Test-retest reliability confirmed that 35 of 39 LEAP Questionnaire items had at least moderate kappa agreement ranging from .44 to .78. Although 4 individual kappa values were low, median kappa scores for each aggregated social-ecological component reached at least moderate agreement (.44-.60). Conclusions: This study confirms the LEAP Questionnaire to be a reliable, context-specific instrument with sound content, and face validity that employs a social-ecological framework to assess children's enjoyment of school play and lunchtime activities. © 2013, American School Health Association.
- Description: 2003010857
- Authors: Hyndman, Brendon , Telford, Amanda , Finch, Caroline , Ullah, Shahid , Benson, Amanda
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of School Health Vol. 83, no. 4 (2013), p. 256-264
- Full Text:
- Reviewed:
- Description: Background: Enjoyment of physical activity is as an important determinant of children's participation in physical activity. Despite this, there is an absence of reliable measures for assessing children's enjoyment of play activities during school lunchtime. The purpose of this study was to develop and assess the reliability of the Lunchtime Enjoyment of Activity and Play (LEAP) Questionnaire. Methods: Questionnaire items were categorized employing a social-ecological framework including intrapersonal (20 items), interpersonal (2 items), and physical environment/policy (17 items) components to identify the broader influences on children's enjoyment. An identical questionnaire was administered on 2 occasions, 10days apart, to 176 children aged 8-12years, attending a government elementary school in regional Victoria, Australia. RESULTS: Test-retest reliability confirmed that 35 of 39 LEAP Questionnaire items had at least moderate kappa agreement ranging from .44 to .78. Although 4 individual kappa values were low, median kappa scores for each aggregated social-ecological component reached at least moderate agreement (.44-.60). Conclusions: This study confirms the LEAP Questionnaire to be a reliable, context-specific instrument with sound content, and face validity that employs a social-ecological framework to assess children's enjoyment of school play and lunchtime activities. © 2013, American School Health Association.
- Description: 2003010857
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