Physical Activity Programming for Older Adults in Assisted Living: Contextual Factors to Consider

Sedentary behavior may adversely affect physical and cognitive health of older adults in assisted living (AL). Replacing sedentary behavior with light physical activity (PA) could help them maintain functional abilities and independence. We interviewed AL residents to obtain their guidance regarding the implementation of an intervention to reduce sedentary behavior. Here we report the results of a thematic analysis exploring contextual factors that may influence intervention implementation. We interviewed 20 residents (mean age 83.1; 60% women) and identified 7 themes. The first was attitudes and beliefs about PA. Most residents believed PA was important, but some lacked motivation or confidence to perform PA. Another theme was attitudes and beliefs about aging, as some residents felt discouraged about aging and uncertainty about how much PA they could safely perform. Abilities of AL residents was seen as an important consideration. It was noted that residents have a wide range of abilities and this could present challenges in planning a PA program appropriate for all residents. Social influences for PA should be considered, as residents may find encouragement from family or other residents. Space for being active is another factor because it is typically limited within AL. We found that some residents wanted more challenging exercise classes than currently provided by their facility. Finally, residents described limited opportunities for PA due to the nature of the AL environment. This thematic analysis brings attention to important factors that could influence the implementation of PA interventions with the AL population.

Measuring Early Childhood Educators’ Physical Activity and Sedentary Behavior–Related Self-Efficacy: A Systematic Review of Tools

Early childhood educators’ (ECEs) self-efficacy is often predictive of their ability and likelihood of promoting healthy activity behaviors in childcare settings. To date, ECEs’ physical activity and sedentary behavior–related self-efficacy has been measured in a variety of ways in childcare-based research, creating difficulty when comparing across studies. To identify the different approaches ECEs’ self-efficacy is assessed, the current study aimed to compare all existing tools that quantitatively measure physical activity and sedentary behavior–related self-efficacy of pre- and in-service ECEs. Seven online databases were searched for original, peer-reviewed, English-written journal articles. Articles were deemed eligible if they employed a tool which measured physical activity and/or sedentary behavior–related self-efficacy of pre- or in-service ECEs. A total of 16 studies were included in this review, and 13 unique tools were identified. All tools measured task self-efficacy ( n = 13), while only 1 tool measured barrier self-efficacy, and approximately half of the tools ( n = 7; 54%) reported on the validity and reliability. Great variability existed among the self-efficacy items included in the tools; however, common constructs included: teaching/leading physical activity, fundamental movement skill development, and physical activity programming. Very few tools mentioned sedentary behavior ( n = 2) and outdoor/risky play ( n = 2). Given the low number of studies that tested validity and reliability of their self-efficacy tools, the lack of consideration for barrier self-efficacy, and the paucity of tools that fully encompassed physical activity, sedentary behavior, and outdoor play considerations for ECEs, future research is needed to validate a new, reliable tool.

Camp Abilities: Accessibility and Virtual Summer Camps

Youth with disabilities are less likely to participate in community activities than their nondisabled peers (Bedell et al., 2013). For participants with physical disabilities, summer camp can increase knowledge of one’s own abilities (Aggerholm & Moltke Martiny, 2017). Camp Abilities is an international sports camp model that recognizes the ongoing challenges that people with disabilities have with respect to accessing physical activity and living active lifestyles. There are over 25 independent camp programs throughout the world with a mission of providing high quality sport, health, and physical activity programming to youth with visual impairments. In the summer of 2020, the COVID-19 pandemic caused many camps to close their in-person sessions. In order to continue summer camp programming for the youth they serve, the staff at several Camp Abilities programs for youth with visual impairments developed a virtual service delivery model based on collaboration between physical activity and visual impairment processionals. Staff used digital platforms such as YouTube and Zoom, as well as emails, text messages, and video chats to safely create a camp experience despite the pandemic. Both camps had positive responses to the virtual model from children, parents, and staff. Leadership teams at both programs discovered methods that were successful for their participants, as well as some approaches that they would not use again.

Y-PATHS: A Conceptual Framework for Classifying the Timing, How, and Setting of Youth Physical Activity

Background: Multiple models and frameworks exist for the measurement and classification of physical activity in adults that are applied broadly across populations but have limitations when applied to youth. The authors propose a conceptual framework specifically designed for classifying youth physical activity. Methods: The Youth Physical Activity Timing, How, and Setting (Y-PATHS) framework is a conceptualization of the when (timing), how, and where (setting) of children’s and adolescents’ physical activity patterns. The authors developed Y-PATHS using the design thinking process, which includes 3 stages: inspiration, ideation, and implementation. Results: The Y-PATHS includes 3 major components (timing, how, and setting) and 13 subcomponents. Timing subcomponents include (1) school days: in-school, (2) school days: out-of-school, and (3) nonschool days. How subcomponents include: (1) functional, (2) transportation, (3) organized, and (4) free play. Setting subcomponents include: (1) natural areas, (2) schools, (3) home, (4) recreational facilities, (5) shops and services, and (6) travel infrastructure. Conclusions: The Y-PATHS is a comprehensive classification framework that can help researchers, practitioners, and policymakers to better understand youth physical activity. Specifically, Y-PATHS can help to identify the domains of youth physical activity for surveillance and research and to inform the planning/evaluation of more comprehensive physical activity programming.

TOKEN ECONOMY APPROACH AND PHYSICAL ACTIVITY: A SHORT REPORT FOR PATIENTS WITH SCHIZOPHRENIA

The purpose of this study is to provide a short report concerning token economy system application in psychiatry units and connect this approach with physical activity programming, as an effective way to promote psychological benefits, skills and exercise behavior of patients with schizophrenia. Conclusions: Token economy combined with physical activity can be a useful non-pharmaceutical approach that helps patients with schizophrenia to improve psychological aspects and quality of life. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" /></p>

Considerations in Planning Physical Activity for Older Adults in Hot Climates: A Narrative Review

Regular physical activity has multiple health benefits for both the prevention and management of disease, including for older adults. However, additional precautions are needed with ageing given physiological changes and the increasing prevalence of comorbidities. Hot ambient temperatures increase the risks of exercise at any age, but are particularly important given thermoregulatory changes in older people. This narrative review informs planning of physical activity programs for older people living in rural areas with very hot climates for a period of the year. A multi-database search of peer-reviewed literature was undertaken with attention to its relevance to Australia, starting with definitions and standard advice in relation to physical activity programming and the incremental limitations imposed by age, rurality, and extreme heat. The enablers of and barriers to increasing physical activities in older adults and how they can be modified for those living in extreme hot climates is described. We describe multiple considerations in program design to improve safety, adherence and sustaining physical activity, including supervision, simple instructions, provision of reminders, social support, encouraging self-efficacy. Group-based activities may be preferred by some and can accommodate special populations, cultural considerations. Risk management is an important consideration and recommendations are provided to assist program planning.

Stakeholders’ Perspectives on the Effects of a PEP Grant on a District-Wide CSPAP

A Comprehensive School Physical Activity Program (CSPAP) can help children be physically active for 60 min/day. Physical Education for Progress grants provided opportunities to improve physical education and physical activity programming. Purpose: This study explored stakeholders’ perspectives on the effects of a Physical Education for Progress grant on a district-wide CSPAP. Method: Stakeholders included physical educators (n = 10; K–12), administrators (n = 6), and one superintendent. Individual, semistructured interviews were used to examine how the grant affected stakeholders’ perspectives of the CSPAP. Results: The grant affected the CSPAP by providing (a) opportunities for professional development, (b) opportunities to establish a K–12 curriculum map, and (c) access to equipment and resources. Discussion: Framed in social ecological theory, intrapersonal, interpersonal, institutional, and community levels were influenced by the grant. Interactions between levels enabled changes in all CSPAP components, especially quality PE. Conclusion: A Physical Education for Progress grant is a successful mechanism to enhance a district-wide CSPAP.

The Impact of COVID-19 on Women’s Physical Activity Behavior and Mental Well-Being

Background: A global pandemic caused by COVID-19 resulted in restrictions to daily living for Canadians, including social distancing and closure of recreation facilities and provincial parks. Methods: The objective of this study was to assess whether sex differences exist in physical activity and well-being since COVID-19 and to explore how barriers or facilitators to physical activity may explain these differences. Chi-square tests, independent t-tests and one-way ANOVAs were conducted to evaluate data provided by 1098 Canadians—215 men and 871 women. Results: Women were significantly less physically active than men and reported more barriers and fewer facilitators to physical activity and experienced significantly more generalized anxiety than men. Women who were engaged in less physical activity due to COVID-19 reported significantly lower mental health scores, lower social, emotional and psychological well-being, and significantly higher generalized anxiety, while women who engaged in more physical activity had improved mental health scores. Conclusions: Given the challenges that women uniquely face due to restrictions, it is imperative to advocate and provide environmental opportunity and support for physical activity to reduce the mental duress women may be experiencing. Specific physical activity programming that is inclusive of lifestyle physical activity and can engage children is encouraged.