Toni A. Hilland

Weekday and weekend patterns of physical activity and sedentary time among Liverpool and Madrid youth

Abstract Levels of physical inactivity and sedentary behaviour among English and Spanish youth are high and vary within different regions of each country. Little though is known about these during specific periods of the day. The purpose of this study was to describe physical activity (PA) and sedentary time during segments of the day and week, and compare these critical contexts between youth in the Liverpool and Madrid areas of England and Spain, respectively. PA was objectively assessed in 235 Liverpool- and 241 Madrid youth (aged 10–14 years) who wore accelerometers for seven consecutive days. Minutes of sedentary time, moderate PA, vigorous PA and moderate-to-vigorous physical activity (MVPA) were calculated for weekdays, weekend days, school time, non-school time and after-school. Between-country differences were analysed using analysis of covariance (ANCOVA). Madrid youth spent significantly more time in sedentary activities than their Liverpool counterparts. Madrid youth engaged in more minutes of moderate intensity physical activity (MPA) than Liverpool youth during weekdays, school time and non-school time (P<0.01). Liverpool children recorded more time in vigorous physical activity (VPA) than Madrid peers during week days and weekend days (P<0.01) and during school time and after-school periods (P <0.01). The MVPA was significantly higher among Madrid youth during non-school time (P<0.01). Around 25% of all youth achieved recommended levels of MVPA. Low levels of MVPA and systematic differences in sedentary time, MPA and VPA exist between Liverpool and Madrid youth. Interventions targeted at the least-active children during weekends, after-school and non-school periods within the cultural contexts common to each city are required.

‘Am I able? Is it worth it?’ Adolescent girls’ motivational predispositions to school physical education: Associations with health-enhancing physical activity:

The study purpose was to investigate predictive associations between adolescent girls’ motivational predispositions to physical education (PE) and habitual physical activity. Two hundred girls (age 13.1 ± 0.6 years) completed the Physical Education Predisposition Scale and the Physical Activity Questionnaire for Older Children. ANCOVAs revealed that girls with the highest Perceived PE Worth and Perceived PE Ability scores were the most habitually active groups (p < .0001). Significant predictors of physical activity identified by hierarchical regression were Perceived PE Ability and body mass index, which accounted for 17% and 3% of variance, respectively. As Perceived PE Ability was strongly associated with physical activity, the correlates of this construct should be further established to inform future school and PE-based interventions.

A school-based intervention incorporating smartphone technology to improve health-related fitness among adolescents: rationale and study protocol for the NEAT and ATLAS 2.0 cluster randomised controlled trial and dissemination study

Introduction Physical inactivity has been described as a global pandemic. Interventions aimed at developing skills in lifelong physical activities may provide the foundation for an active lifestyle into adulthood. In general, school-based physical activity interventions targeting adolescents have produced modest results and few have been designed to be ‘scaled-up’ and disseminated. This study aims to: (1) assess the effectiveness of two physical activity promotion programmes (ie, NEAT and ATLAS) that have been modified for scalability; and (2) evaluate the dissemination of these programmes throughout government funded secondary schools. Methods and analysis The study will be conducted in two phases. In the first phase (cluster randomised controlled trial), 16 schools will be randomly allocated to the intervention or a usual care control condition. In the second phase, the Reach, Effectiveness, Adoption, Implementation and Maintenance (Re-AIM) framework will be used to guide the design and evaluation of programme dissemination throughout New South Wales (NSW), Australia. In both phases, teachers will be trained to deliver the NEAT and ATLAS programmes, which will include: (1) interactive student seminars; (2) structured physical activity programmes; (3) lunch-time fitness sessions; and (4) web-based smartphone apps. In the cluster RCT, study outcomes will be assessed at baseline, 6 months (primary end point) and 12-months. Muscular fitness will be the primary outcome and secondary outcomes will include: objectively measured body composition, cardiorespiratory fitness, flexibility, resistance training skill competency, physical activity, self-reported recreational screen-time, sleep, sugar-sweetened beverage and junk food snack consumption, self-esteem and well-being. Ethics and dissemination This study has received approval from the University of Newcastle (H-2014-0312) and the NSW Department of Education (SERAP: 2012121) human research ethics committees. This study is funded by the Australian Research Council (FT140100399) and the NSW Department of Education. Trial registration number ACTRN12615000360516; Pre-results.

The physical education and school sport environment inventory: Preliminary validation and reliability

The study purpose was to assess preliminary validity and reliability of the Physical Education and School Sport Environment Inventory (PESSEI), which was designed to audit physical education (PE) and school sport spaces and resources. PE teachers from eight English secondary schools completed the PESSEI. Criterion validity was assessed by researcher observations of schools’ spaces and facilities. To measure test–retest reliability, teachers completed the PESSEI twice within 14 days. Pearson’s correlations for teacher and researcher observations ranged from r = .8 through .99. Test–retest reliability was also very high (intraclass correlation coefficients = 0.93 through 1.0). Limits of agreement were acceptable for all variables with the exception of indoor spatial area. Results support the potential of the PESSEI as an objective measure of the school physical environment. To confirm these initial findings, further validity and reliability analyses are required in differing school contexts.

Implementing Resistance Training in Secondary Schools: A Cluster Randomized Controlled Trial

Purpose Guidelines recommend that young people engage in muscle-strengthening activities on at least 3 d·wk−1. The purpose of this study was to examine the effect of a school-based intervention focused on resistance training (RT) for adolescents. Methods The “Resistance Training for Teens” intervention was evaluated using a cluster-randomized, controlled trial with 607 adolescents (50.1% girls; 14.1 ± 0.5 yr) from 16 secondary schools. Teachers were trained to deliver the intervention, which included the following: (i) an interactive student seminar; (ii) a structured physical activity program, focused on RT; (iii) lunchtime fitness sessions; and (iv) Web-based smartphone apps. The primary outcome was muscular fitness (MF) and secondary outcomes included body mass index, RT skill competency, flexibility, physical activity, self-efficacy, and motivation. Assessments were conducted at baseline, 6 months (postprogram; primary end point), and 12 months (follow-up). Outcomes were assessed using linear mixed models, with three potential moderators tested using interaction terms (and subgroup analyses where appropriate). Results For the primary outcome (MF), a group–time effect was observed at 6 months for the upper body (2.0 repetitions; 95% confidence interval (CI), 0.8–3.2), but not the lower body (−1.4 cm; 95% CI, −4.7–1.9). At 6 months, there were intervention effects for RT skill competency and self-efficacy, but no other secondary outcomes. Effects for upper body MF and RT skill competency were sustained at 12 months. Despite overall no effect for body mass index, there was a group–time effect at 12 months among students who were overweight/obese at baseline (−0.55 kg·m−2; 95% CI, −1.01 to −0.08). Conclusions The school-based RT intervention resulted in immediate and sustained improvements in upper body MF and RT skill competency, demonstrating an effective and scalable approach to delivering RT within secondary schools.

Origins of perceived physical education ability and worth among English adolescents

Predisposing factors of perceived physical education (PE) ability and perceived PE worth within the Youth Physical Activity Promotion Model are positively associated with young people’s daily physical activity. The aim of this study was to qualitatively investigate the origins of students’ perceived PE ability (perceived competence and self-esteem) and perceived PE worth (attitude and enjoyment). Fifty-three PE students, aged 12–14 years (mean = 13.18), participated in semi-structured focus group interviews, which were recorded, transcribed and analysed inductively and deductively and represented as pen profiles. Analysis revealed three higher order themes relating to perceived PE ability (external feedback, perceptions of (in)competence and comparison against peers), and three higher order themes underpinning perceived PE worth (PE teachers, expectancy–value relationship and the physical experience of PE). PE should be perceived as interesting, relevant and meaningful by students and provide appropriate opportunities for success so as to influence lifetime physical activity habits.

The physical education predisposition scale: Preliminary tests of reliability and validity in Australian students

ABSTRACT The main aim of this study was to psychometrically test the Physical Education Predisposition Scale (PEPS) with a cohort of Australian students, to assess secondary school students’ perceived PE ability and PE worth. Secondary aims were to explore how the two variables were related and to investigate age and gender differences. Altogether, 266 Year 7, 8, 9 and 10 students (aged 12–16 years), from four schools within the South Eastern region of Melbourne, completed the PEPS at both time points. Principal components analysis revealed the presence of a simple two-factor structure explaining 66.9% of the variance. Factor 1 (labelled perceived PE worth) reflected enjoyment and attitude (α = .91), and factor 2 (labelled perceived PE ability) represented perceptions of competence and self-efficacy (α = .92). Significant positive correlations were observed between the two factors (r = .50–.82, P < .001). Boys scored significantly higher than girls on perceived PE ability (P = .01), and year 7 students scored significantly higher compared to Year 9 students (P = .002). Our results support the potential of the PEPS as a concise measurement tool for use in the PE setting, for both teachers and researchers.

Mixed Methods Research in the Movement Sciences: Case Studies in Sport, Physical Education and Dance

Mixed Methods Research in the Movement Sciences: Case Studies in Sport, Physical Education and Dance Oleguer Camerino, Marta Castaner & M. Teresa Anguera (eds.), 2012 Routledge, Taylor & Francis Group ISBN 9780415673013