Adolescent physical activity during school lunch breaks : Same thing, different day
- Telford, Amanda, Casey, Meghan, Richards, G., Finch, Caroline
- Authors: Telford, Amanda , Casey, Meghan , Richards, G. , Finch, Caroline
- Date: 2009
- Type: Text , Conference paper
- Relation: Paper presented at 2009 Australia Conference of Science and Medicine in Sport, Seventh National Physical Activity Conference, Sixth National Sports Injury Prevention Conference, Be Active '09, Brisbane, Queensland : 14th-17th October 2009
- Full Text: false
- Description: School settings are an essential source of physical activity for adolescents because they provide curricular, co-curricular opportunities in addition to time during scheduled breaks. There has been limited previous research examining the physical activity behaviour of adolescents during break periods. Purpose: The aim of this study was to investigate the inter-day variability of adolescent's physical activity (PA) during school lunchtime periods. Methods: Participants (n = 40) from yr 8 to 10 (mean age = 14.5 ± 0.8 yrs) wore a SPI-Elite Global Positioning System (GPS) unit during five lunchtimes during a school week. Heart rate (HR), speed, distance, global position, and G force were measured for each participant and reported across a range of play spaces including a cricket net area, grassed oval, quadrangle, basketball/netball court area and seated shaded area for each participant across the five days. Analyses were performed on time periods randomly selected from three days for windows of 20 min+. Time spent within the various play spaces was determined by overlaying GPS data with Google Earth images of the school playground. Results: Independent samples t-tests revealed males (mean = 2.5 ± .97 km) covered a greater distance compared to females (mean = 1.5 ± .73 km) at the p < 0.01 level. Males also displayed significantly higher HR than did females during lunch breaks, at the p < 0.01 level. Students spent significantly more time and covered the greatest distance on the oval (grassed area) when compared to other play spaces (p < 0.01), and girls spent significantly more time in the seated shaded area than did males (p < 0.01). There were no significant differences for inter-day variability of average time, distance, HR, speed or G force within adolescent students’ physical activity during lunchtimes. Conclusions: The results suggest adolescents’ physical activity during lunch breaks is relatively stable across days. There are a number of feasibility issues relating to the use of GPS technology within the context of school settings and these are discussed. Future physical activity interventions targeting adolescents should consider the nature of the play space and may need to be tailored differently for males and females.
- Description: 2003008134
Linking secondary school physical education with community sport and recreation for girls: A process evaluation
- Casey, Meghan, Telford, Amanda, Mooney, Amanda, Harvey, Jack, Eime, Rochelle, Payne, Warren
- Authors: Casey, Meghan , Telford, Amanda , Mooney, Amanda , Harvey, Jack , Eime, Rochelle , Payne, Warren
- Date: 2014
- Type: Text , Journal article
- Relation: BMC Public Health Vol. 14, no. 1039 (2014), p. 1-14
- Full Text:
- Reviewed:
- Description: Background: The purpose of this study was to undertake a process evaluation to examine the reach, adoption and implementation of a school-community linked physical activity (PA) program for girls aged 12 - 15 years (School Years 7 - 9) using the RE-AIM framework. Methods. Various approaches were used to assess 'reach', 'adoption' and implementation: (a) a school environment survey of intervention schools (n = 6); (b) teacher feedback regarding the professional development component (91.1% response rate) and lesson implementation (60.8% response rate); and (c) post-intervention focus group interviews with physical education (PE) teachers (n = 29), students (n = 125), coaches (n = 13) and instructors (n = 8) regarding program experiences. Results: Reach and Adoption: Seven schools (n = 1491 Year 7-9 female student enrolment; 70% adoption rate), five tennis clubs, eight football clubs and five leisure centres participated in the program during 2011. Implementation: Program design and professional development opportunities (training, resource manual and opportunities to work with coaches and instructors during PE classes) supported implementation and student engagement in PA. However, there was a lack of individual and organisational readiness to adopt program principles. For some deliverers there were deeply embedded ideologies that were not aligned with the Game Sense teaching approach upon which the program was based. Further, cognitive components of the program such as self-management were not widely adopted as other components of the program tended to be prioritised. Conclusion: The program design and resources supported the success of the program, however, some aspects were not implemented as intended, which may have affected the likelihood of achieving further positive outcomes. Barriers to program implementation were identified and should be considered when designing school-community linked interventions. In particular, future programs should seek to assess and adjust for organizational readiness within the study design. For example, shared commitment and abilities of program deliverers to implement the program needs to be determined to support program implementation. Trial registration. ACTRN12614000446662. April 30th 2014.
- Authors: Casey, Meghan , Telford, Amanda , Mooney, Amanda , Harvey, Jack , Eime, Rochelle , Payne, Warren
- Date: 2014
- Type: Text , Journal article
- Relation: BMC Public Health Vol. 14, no. 1039 (2014), p. 1-14
- Full Text:
- Reviewed:
- Description: Background: The purpose of this study was to undertake a process evaluation to examine the reach, adoption and implementation of a school-community linked physical activity (PA) program for girls aged 12 - 15 years (School Years 7 - 9) using the RE-AIM framework. Methods. Various approaches were used to assess 'reach', 'adoption' and implementation: (a) a school environment survey of intervention schools (n = 6); (b) teacher feedback regarding the professional development component (91.1% response rate) and lesson implementation (60.8% response rate); and (c) post-intervention focus group interviews with physical education (PE) teachers (n = 29), students (n = 125), coaches (n = 13) and instructors (n = 8) regarding program experiences. Results: Reach and Adoption: Seven schools (n = 1491 Year 7-9 female student enrolment; 70% adoption rate), five tennis clubs, eight football clubs and five leisure centres participated in the program during 2011. Implementation: Program design and professional development opportunities (training, resource manual and opportunities to work with coaches and instructors during PE classes) supported implementation and student engagement in PA. However, there was a lack of individual and organisational readiness to adopt program principles. For some deliverers there were deeply embedded ideologies that were not aligned with the Game Sense teaching approach upon which the program was based. Further, cognitive components of the program such as self-management were not widely adopted as other components of the program tended to be prioritised. Conclusion: The program design and resources supported the success of the program, however, some aspects were not implemented as intended, which may have affected the likelihood of achieving further positive outcomes. Barriers to program implementation were identified and should be considered when designing school-community linked interventions. In particular, future programs should seek to assess and adjust for organizational readiness within the study design. For example, shared commitment and abilities of program deliverers to implement the program needs to be determined to support program implementation. Trial registration. ACTRN12614000446662. April 30th 2014.
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