scholarly journals Effects of a competency-based professional development training on children's physical activity and staff physical activity promotion in summer day camps

2014 ◽  
Vol 2014 (143) ◽  
pp. 57-78 ◽  
Author(s):  
R. Glenn Weaver ◽  
Michael W. Beets ◽  
Gabrielle Turner-McGrievy ◽  
Collin A. Webster ◽  
Justin Moore
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Physical Activity Promotion ◽  
Activity Promotion ◽  
Professional Development Training ◽  
Competency Based ◽  
Children’S Physical Activity

scholarly journals A Coordinated Comprehensive Professional Development Training’s Effect on Summer Day Camp Staff Healthy Eating and Physical Activity Promoting Behaviors

2014 ◽  
Vol 11 (6) ◽  
pp. 1170-1178 ◽  
Author(s):  
R. Glenn Weaver ◽  
Michael W. Beets ◽  
Ruth P. Saunders ◽  
Aaron Beighle
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Healthy Eating ◽  
Vigorous Physical Activity ◽  
Control Group ◽  
Systematic Observation ◽  
Type Method ◽  
Observation Instruments ◽  
Professional Development Training ◽  
Children’S Physical Activity

Background:The YMCA of USA recently adopted Healthy Eating and Physical Activity (HEPA) Standards for their summerday- camps (SDCs). Standards call for staff to exhibit HEPA promoting behaviors while eliminating HEPA discouraging behaviors. No studies have evaluated training programs to influence policy specified staff behaviors and related changes in child activity in SDCs.Method:Four YMCA SDCs serving approximately 800 children/week participated in this no control group pre/post pilot study. Professional development training founded in the 5 Ms (Mission, Model, Manage, Monitor, Maximize) and LET US Play principles (lines; elimination; team size; uninvolved staff/kids; and space, equipment, and rules) was delivered to staff. Outcomes were staff promotion behaviors and child activity assessed via systematic observation instruments.Results:Twelve of 17 HEPA staff behaviors changed in the appropriate direction from baseline to postassessment with 5 behaviors reaching statistically significant changes. The percentage of girls and boys observed in moderate-to-vigorous physical activity increased from 15.3% to 18.3% (P > .05) and 17.9% to 21.2%, whereas sedentary behavior decreased from 66.8% to 59.8% and 62.3% to 53.6%, respectively.Conclusion:Evidence suggests that the professional development training designed to assist SDCs to meet the HEPA Standards can lead to important changes in staff behaviors and children’s physical activity.

Quantifying and Characterizing Physical Activity among 5- to 6- and 10- to 12-Year-Old Children: The Children’s Leisure Activities Study (CLASS)

2005 ◽  
Vol 17 (3) ◽  
pp. 266-280 ◽  
Author(s):  
Amanda Telford ◽  
Jo Salmon ◽  
Anna Timperio ◽  
David Crawford
Keyword(s):  
Physical Activity ◽  
Leisure Activities ◽  
Physical Activity Promotion ◽  
Older Children ◽  
Activity Promotion ◽  
Intensity Physical Activity ◽  
Type Frequency ◽  
Vigorous Intensity ◽  
Promotion Strategies ◽  
Children’S Physical Activity

The aim of this study was to describe the type, frequency, duration, and intensity of children’s physical activity and to examine differences by sex, age, and SES. Participants consisted of 5- to 6-year-old (n = 291) and 10- to 12-year-old (n = 919) children and their parents taking part in the Children’s Leisure Activities Study (CLASS). Parents completed proxy questionnaires about their child’s activity, and all children wore an accelerometer for 8 days. Accelerometry data showed that younger children accumulated approximately 4 hrs of moderate- to vigorous-intensity physical activity (MVPA) per day, and older children accumulated approximately 2 hrs per day. Fewer than three- quarters of 10- to 12-year-old boys and less than half of 10- to 12-year-old girls recorded 120 min of MVPA per day. Significant differences in the number of activities, as well as the type and frequency of activities performed, were observed by age and sex. The findings indicate that physical activities that appeal to older girls, such as lifestyle, noncompetitive activities, should be considered in the development of physical activity promotion strategies.

scholarly journals Teachers' Perspectives on the Acceptability and Feasibility of Wearable Technology to Inform School-Based Physical Activity Practices

2021 ◽  
Vol 3 ◽  
Author(s):  
Georgina K. Wort ◽  
Gareth Wiltshire ◽  
Oliver Peacock ◽  
Simon Sebire ◽  
Andy Daly-Smith ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Physical Activity Promotion ◽  
Wearable Technology ◽  
School Teachers ◽  
Primary School Teachers ◽  
Wearable Technologies ◽  
Activity Promotion ◽  
Teachers Perspectives ◽  
Children’S Physical Activity

Background: Many children are not engaging in sufficient physical activity and there are substantial between-children physical activity inequalities. In addition to their primary role as educators, teachers are often regarded as being well-placed to make vital contributions to inclusive visions of physical activity promotion. With the dramatic increase in popularity of wearable technologies for physical activity promotion in recent years, there is a need to better understand teachers' perspectives about using such devices, and the data they produce, to support physical activity promotion in schools.Method: Semi-structured interviews were conducted with 26 UK-based primary school teachers, exploring their responses to children's physical activity data and their views about using wearable technologies during the school day. Interview discussions were facilitated by an elicitation technique whereby participants were presented with graphs illustrating children's in-school physical activity obtained from secondary wearable technology data. Interview transcripts were thematically analyzed.Results: Most teachers spoke positively about the use of wearable technologies specifically designed for school use, highlighting potential benefits and considerations. Many teachers were able to understand and critically interpret data showing unequal physical activity patterns both within-and between-schools. Being presented with the data prompted teachers to provide explanations about observable patterns, emotional reactions—particularly about inequalities—and express motivations to change the current situations in schools.Conclusion: These findings suggest that primary school teachers in the UK are open to integrating wearable technology for measuring children's physical activity into their practices and can interpret the data produced by such devices. Visual representations of physical activity elicited strong responses and thus could be used when working with teachers as an effective trigger to inform school practices and policies seeking to address in-school physical inactivity and inequalities.

“You’ve got a Friend in Me” A Case for using Entertainment Education and Gamification Elements in Children’s Physical Activity Sessions: Creating an Immersive Environment to Increase Engagement. (Preprint)

2020 ◽  
Author(s):  
Emily Budzynski-Seymour ◽  
Michelle Jones ◽  
James Steele
Keyword(s):  
Physical Activity ◽  
Focus Groups ◽  
Physical Activity Promotion ◽  
Research Area ◽  
Entertainment Education ◽  
Activity Setting ◽  
Activity Promotion ◽  
The Media ◽  
Immersive Environment ◽  
Children’S Physical Activity

UNSTRUCTURED Engaging children in physical activity is a pertinent research area. The health benefits of physical activity are well known, however it is consistently reported that many children are failing to accumulate the recommended hours. The media may have a role to play in physical activity promotion, however this is a relatively under explored area. This research aims to explore one potential use of the media by investigating children’s preferences for characters, specifically Disney characters, which are present in the media that they are frequently exposed to. Focus groups were conducted, with 27 children (20 girls, 7 boys) aged between seven and ten. In the focus groups children were asked to draw their favourite Disney character and then discuss in the group the reasoning behind the chosen characters. The results were discussed in relation to two areas of research, entertainment education and gamification and how all of this can be incorporated into a physical activity setting. The main findings from the study suggest that if you can create an immersive environment, by incorporating elements such as characters/preferred characteristics of a character which have been identified by this research, you may be able to promote physical activity to children.

Experiences in physical activity promotion in health care settings for primary prevention in the UK

2014 ◽  
Vol 62 (2) ◽  
Keyword(s):  
Physical Activity ◽  
Primary Care ◽  
Health Professionals ◽  
Controlled Trial ◽  
Full Range ◽  
Tertiary Care ◽  
Physical Activity Promotion ◽  
Community Based ◽  
Activity Promotion ◽  
Randomised Controlled

In addition to the delivery of primary care services, recent changes to the NHS in the United Kingdom have placed increasing responsibility on GPs for the commissioning of the full range of health services from prevention through to clinical interventions and rehabilitation. Whilst historically there has always been an expectation that primary care professionals were ideally placed to provide support for prevention as well as treatment, their active engagement in the promotion of physical activity has remained largely superficial. With notable exceptions where individuals have a personal interest or commitment, the majority of health professionals tend to limit themselves to peremptory non-specific advice at best, or frequently don’t broach the subject at all. There are a number of reasons for this including increasing time pressures, a general lack of knowledge, limited evidence and concerns about litigation in the event of an adverse exercise induced event. However in the 1990s there was a surge of interest in the emerging “Exercise on Prescription” model where patients could be referred to community based exercise instructors for a structured “prescription” of exercise in community leisure centres. Despite the continuing popularity of the model there remain problems particularly in getting the active support of health professionals who generally cite the same barriers as previously identified. In an attempt to overcome some of these problems Wales established a national exercise referral scheme with an associated randomised controlled trial. The scheme evaluated well and had subsequently evolved with new developments including integration with secondary and tertiary care pathways, accredited training for exercise instructors and exit routes into alternative community based exercise opportunities.

Design Intervention Assessment of Urban Public Park for Physical Activity Promotion in Bangkok, Thailand

2020 ◽  
Vol 11 (1) ◽  
pp. 4-4
Author(s):  
Sigit Arifwidodo ◽  
Orana Chandrasiri
Keyword(s):  
Physical Activity ◽  
Urban Areas ◽  
Urban Landscape ◽  
Physical Activity Promotion ◽  
Well Being ◽  
Pilot Project ◽  
Public Park ◽  
Activity Promotion ◽  
Wide Range ◽  
Design Intervention

Public Park is considered one of the essential settings for physical activity, especially in urban areas. Parks support physical activity through their accessibility, their provision to facilitate active pursuits; their capacity to provide opportunities to a wide range of users; and their semi-permanent nature. The paper explores the design intervention assessment of Benchakitti Park, which serves as the pilot project for active park and showcase during the past ISPAH 2016 conference. The objective of the paper is to understand the health and well-being benefits of an urban park in increasing PA levels of urban population and promoting a healthy and active lifestyle. Keywords: Public park; physical activity; urban landscape design; public health; SOPARC

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