Amanda Telford

Perceptions of local neighbourhood environments and their relationship to childhood overweight and obesity

OBJECTIVES:To examine associations between parent and child perceptions of the local neighbourhood and overweight/obesity among children aged 5–6 and 10–12 y.DESIGN:Cross-sectional survey.SUBJECTS:In total, 291 families of 5–6-y-old and 919 families of 10–12-y-old children.MEASURES:Parents perceptions of local neighbourhood and perceived child access to eight local destinations within walking distance of home; 10–12-y-old childrens perception of local neighbourhood; socio-demographic characteristics (survey). Childrens height and weight (measured).RESULTS:No perceptions of the local neighbourhood were associated with weight status among 5–6-y-old children. Among 10–12-y-old children, those whose parents agreed that there was heavy traffic in their local streets were more likely to be overweight or obese (OR=1.4, 95% CI=1.0–1.8), and those whose parents agreed that road safety was a concern were more likely to be obese (OR=3.9, 95% CI=1.0–15.2), compared to those whose parents disagreed with these statements.CONCLUSIONS:This study suggests that parental perceptions of heavy traffic on local streets and concern about road safety may be indirect influences on overweight and obesity among 10–12-y-old children. Future work should also consider perceptions of the neighbourhood related to food choice.

Parental concerns about childhood obesity and the strategies employed to prevent unhealthy weight gain in children.

OBJECTIVES To describe parental concerns about their childs weight, to determine the proportion of parents taking preventive action to avoid obesity in their children and the predictors of taking preventive action, and to describe the strategies adopted by parents. DESIGN A cross-sectional survey was conducted. Childrens heights and weights were measured, and parents completed a questionnaire that included measures of their own weight status, perceptions of their childs weight, concerns about their childs current weight and future weight as an adolescent and adult, and the strategies used to prevent obesity. SETTING The study was conducted in Melbourne, Australia. SUBJECTS A total of 291 families of children aged 5-6 years and 919 families of children aged 10-12 years participated. RESULTS Eighty-nine per cent of parents of overweight 5-6-year-olds and 63% of parents of overweight 10-12-year-olds were unaware their child was overweight. Seventy-one per cent of parents of overweight 5-6-year-olds and 43% of parents of overweight 10-12-year-olds were not concerned about their childs current weight. Although 31% of parents of 5-6-year-olds and 43% of parents of 10-12-year-olds were taking action to prevent unhealthy weight gain in their children, less-educated parents were less likely to do so. CONCLUSIONS Public health programmes are required to raise parental recognition of childhood overweight and of related risk behaviours, and to provide parents with practical strategies to prevent unhealthy weight gain in their children.

Does Weight Status Influence Associations Between Children's Fundamental Movement Skills and Physical Activity?

This study sought to determine whether weight status influences the association among childrens fundamental movement skills (FMS) and physical activity (PA). Two hundred forty-eight children ages 9–12 years participated. Proficiency in three object-control skills and two locomotor skills was examined. Accelerometers objectively assessed physical activity. Body mass index was calculated to determine weight status. Correlations between physical activity and FMS proficiency were evident among boys and girls. No significant interaction was apparent when examining FMS proficiency scores, PA variables, and weight status. Future studies should examine a broader range of skills and types of activities to better characterize this relationship and to inform the promotion of movement skill proficiency and PA.

Family physical activity and sedentary environments and weight change in children

OBJECTIVE To examine associations between family physical activity and sedentary environment and changes in body mass index (BMI) z-scores among 10-12-year-old children over three years. METHOD Design. Longitudinal (three-year follow-up). Subjects. In total, 152 boys and 192 girls aged 10-12 years at baseline. MEASUREMENTS Measured height and weight at baseline and follow-up (weight status, BMI z-scores); aspects of the family physical activity and sedentary environment (parental and sibling modelling, reinforcement, social support, family-related barriers, rules/restrictions, home physical environment) measured with a questionnaire completed by parents at baseline. RESULTS At baseline, 29.6% of boys and 21.9% of girls were overweight or obese, and mean (standard deviation, SD) BMI z-scores were 0.44 (0.99) and 0.28 (0.89), respectively. There was a significant change in BMI z-score among girls (mean change = 0.19, SD = 0.55, p < 0.001), but not boys. Among boys, the number of items at home able to be used for sedentary behaviour (B = 0.11, p = 0.037) was associated with relatively greater increases in BMI z-score. Among girls, sibling engagement in physical activity at least three times/wk (B = -0.17, p = 0.010) and the number of physical activity equipment items at home (B = -0.05, p = 0.018) were associated with relatively greater decreases in BMI z-score. CONCLUSION Sibling physical activity and environmental stimuli for sedentary behaviours and physical activity within the home may be important targets for prevention of weight gain during the transition from childhood to adolescence.

Effectiveness of a school-community linked program on physical activity levels and health-related quality of life for adolescent girls

BackgroundThis study evaluated the effectiveness of a school-community program on Health-Related Quality of Life (HRQoL; the primary outcome), physical activity (PA), and potential mediators of PA among adolescent girls living in low-socioeconomic rural/regional settings.MethodThe study was a cluster-randomized controlled trial. Twelve communities with the requisite sports clubs and facilities were paired according to relevant criteria; one of each pair was randomly assigned to the intervention or control condition. Eight schools per condition were randomly selected from these communities and the intervention was conducted over one school year (2011). Female students in grades 7–9 in intervention schools participated in two 6-session PA units – a sport unit (football or tennis) and a recreational unit (leisure centre-based). These were incorporated into physical education (PE) curriculum and linked to PA opportunities for participation outside school. Students were surveyed at baseline and endpoint, self-reporting impact on primary and secondary outcome measures (HRQoL, PA) and PA mediators (e.g. self-efficacy). Linear mixed models for two-group (intervention, control) and three-group (completers, non-completers, control) analyses were conducted with baseline value, age and BMI as covariates, group as a fixed effect and school as random cluster effect.ResultsParticipants completing baseline and endpoint measures included: 358 intervention (baseline response rate 33.7%, retention rate 61.3%) and 256 control (14.1% and 84.0%). Adjustment for age and BMI made no substantive difference to outcomes, and there were no cluster effects. For HRQoL, after adjustment for baseline scores, the intervention group showed significantly higher scores on all three PedsQL scores (physical functioning: M ± SE = 83.9 ± 0.7, p = .005; psychosocial: 79.9 ± 0.8, p = .001; total score: 81.3 ± 0.7, p = .001) than the control group (80.9 ± 0.8; 76.1 ± 0.9 and 77.8 ± 0.8). The three-group analysis found intervention non-completers had significantly higher PedsQL scores (84.0 ± 0.8, p = .021; 80.4 ± 0.9, p = .003; 81.7 ± 0.8, p = .002;) than controls (80.9 ± 0.8, 76.1 ± 0.9 and 77.8 ± 0.8). There were no significant differences for any PA measure. Intervention completers had significantly higher scores than non-completers and controls for some mediator variables (e.g. self-efficacy, behavioural control).ConclusionPositive outcomes were achieved from a modest school-community linked intervention. The school component contributed to maintaining HRQoL; students who completed the community component derived a range of intra-personal and inter-personal benefits.Trial registrationACTRN12614000446662. April 30th 2014.

The development of the lunchtime enjoyment of activity and play questionnaire

BACKGROUND Enjoyment of physical activity is as an important determinant of childrens participation in physical activity. Despite this, there is an absence of reliable measures for assessing childrens 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 childrens enjoyment. An identical questionnaire was administered on 2 occasions, 10  days apart, to 176 children aged 8-12  years, 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 childrens enjoyment of school play and lunchtime activities.

Linking Physical Education With Community Sport and Recreation A Program for Adolescent Girls

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.

Do parents’ and children's concerns about sports safety and injury risk relate to how much physical activity children do?

Objective To see whether concerns about injury risk relate to childrens physical activity (PA). Methods Two cohorts were recruited from 19 Australian schools and assessed in 2001 (T1), 2004 (T2) and 2006 (T3). The younger (n=162) was assessed at 6, 9 and 11years old, and the older (n=259) at 11, 14 and 16 years old. At T1 and T2, parents of the younger cohort reported on fear of child being injured, and whether child would be at risk of injury if they played organised sport; the older cohort self-reported injury fear. Accelerometers assessed PA at each time point. Linear regression models examined cross-sectional associations, and also associations between T1 injury fear and risk and T2 PA, and T2 injury fear and risk and T3 PA. Results In the younger cohort at T2 (9 years), fear and risk were both negatively associated with moderate to vigorous PA (MVPA) (β=−0.17, 95% CI −0.30 to −0.03 and β=−0.26, 95% CI −0.41 to −0.10) and also vigorous PA (VPA). Fear was also associated with moderate PA (MPA). For the older cohort at T1, injury fear was negatively associated with MVPA (β=−0.21, 95% CI −0.35 to −0.07) and also MPA and VPA. Parental perception of risk at T1 (6 years) was negatively associated with childrens MPA at T2 (9 years) (β=−0.17, 95% CI −0.32 to −0.02). Sex did not moderate any association. Conclusions Younger children and their parents need to know which sports have low injury risks. Some children may need increased confidence to participate. .

Patterns of time use among regional and rural adolescent girls: Associations with correlates of physical activity and health-related quality of life.

OBJECTIVES To describe patterns of time use among regional and rural adolescent girls and compare identified clusters with respect to correlates of physical activity (PA) and health-related quality of life (HRQoL). DESIGN Cross-sectional PA and lifestyle survey. METHODS Data were from Year 7-9 adolescent girls (aged 12-15 years) from 16 schools involved in a cluster-randomised trial in regional and rural Victoria, Australia (n=494). Time use data were collected using 24-h Previous Day Physical Activity Recall (PDPAR-24) questionnaire, collapsed into 17 categories of time use. Differences between time use clusters with regard to demographics, correlates of PA and HRQoL measured using PedsQL 4.0 Generic Core Scales, were investigated. RESULTS Two time use clusters were identified and were associated with correlates of PA and HRQoL. Girls who spent significantly more time in teams sports, non-team sports, school classes, watching TV and sleeping had higher levels of positively aligned PA correlates (e.g. self-efficacy, perceived sports competence) and HRQoL than girls characterised with high levels of computer use and video gaming. CONCLUSIONS These findings highlight how different activity patterns of regional and rural girls affect HRQoL and can inform future intervention strategies to improve PA levels and HRQoL. Clusters characterised by low levels of PA and high computer use and video gaming require targeted interventions to address barriers to their participation.

Student Performance in High-Stakes Examinations Based on Content Area in Senior Secondary (VCE) Physical Education.

ABSTRACT Background: Senior secondary physical education courses for certification continue to evolve with curricula reform occurring to ensure content is contemporary, student learning outcomes are maximised and assessment practices are valid for determining certification of students. The content of examinable senior secondary physical education courses privilege theoretical concepts over student physical performance of motor skills and this is reflected in the use of written assessment of cognitive outcomes in many courses internationally. Purpose: Student examination data were analysed from the year 12 (exit year) written examination of Victorian Certificate of Education (VCE) Physical Education to determine if student performance varied by Area of Study (content). Additionally, it investigated whether there was a relationship between student performance in each of the four Areas of Study examined and overall examination performance and considered the alignment of curriculum, assessment and pedagogy and the implications the findings may have on the teaching of VCE Physical Education in the future. Methods: A secondary data analysis of student results from the 2011 (n = 9323; M = 5212, F = 4111) and 2012 (n = 8781; M = 5011, F = 3770) VCE Physical Education (Victoria, Australia) examinations were conducted. Examination questions were categorised by content, and means and standard deviations (SD) for discrete and continuous data were calculated, and categorical variables were presented as percentages. Regression analysis was also performed to establish the relationship between student cohort size and examination scores. An independent sample t-test was used to explore the examination scores and each Area of Study scores across 2011 and 2012. A one-way ANOVA were performed to investigate the differences of each Area of Study scores between examination grades from UG to A+. Results: The results showed a positive correlation between VCE Physical Education student cohort size in a school and examination score in 2011 and 2012. Student performance differed across both years (2011 and 2012) and across Areas of Study within each of the years analysed. Students performed significantly lower on questions relating to the ‘planning, implementing and evaluating a training program’ Area of Study in 8 of the 11 possible grades (2011) and 10 of the possible 11 grades (2012) than in each of the other Areas of Study. Discussion and conclusions: This study reveals that student performance on the external VCE Physical Education examination is not consistent across all content areas (Areas of Study). This may suggest that student difficulties in answering questions based on content in ‘planning, implementing and evaluating a training program’ result from topic or content difficulty rather than process or question difficulty. From these findings, implications for teaching examinable physical education effectively include the use of experiential learning and practical experiences to provide students with experiences from which they can draw knowledge when completing written assessment tasks. Additionally, the importance of having the required content knowledge to teach examinable physical education confidently for pre-service and in-service teachers is discussed.