The forgotten age group: The need for targeted physical activity and healthy lifestyle promotion for older adolescents

Introduction Globally, limited research has examined healthy lifestyle promotion for older adolescents (16–18 years), yet habitual healthy lifestyles can be developed at this time. Most initiatives have been aimed at adults or younger children and research has highlighted England to be up to ten tears behind other countries in prioritising health education (Berkman et al., 2010). This research aims to examine older adolescents’ knowledge and understanding of healthy lifestyle [nutrition and physical activity (PA)] recommendations and compare these to their self-reported PA, active transportation, active leisure and food intake. It will also ask their experiences of how healthy lifestyles are promoted to them. Method Ninety-three participants (39M; 54F) (M age=16.9, SD=.40 years), from 3 low socio-economic English high schools completed an online questionnaire on their self-reported: (1) daily physical activity (PA); (2) active transportation (AT); (3) active leisure time (AL); (4) food intake; (5) experiences of healthy lifestyles promotion; and (6) perceived healthiness. Questions were merged from both the validated Global Physical Activity Questionnaire (GPAQ) (WHO, 2004) and the Short Form Food Frequency Questionnaire (SFFFQ) (Cleghorn & Cade, 2017). To examine perceived healthiness, participants rated their overall health on a 5-point scale over the past 12 months. Daily PA, active transport, active leisure and how participants felt healthy lifestyles were promoted to them, were asked via open-ended questions. The SFFFQ was used to generate a food group score [via the Diet and Nutrition Tool for Evaluation (Cleghorn & Cade, 2017)], which were then added together to create an overall diet quality score (DQS). Data analysis was undertaken within SPSS 24.0 (IBM Corp, Armok, NY, USA). A multi-variance of statistical analysis (MANOVA) assessed group differences across multiple dependent variables of the food group scores and overall DQS. GPAQ questions were analysed individually according to demographics: sex, and perceived healthiness. Univariate analysis of variance (ANOVA) was then undertaken for each question to assess the group differences per element of PA. Thematic analysis was used to analyse all open-ended questions. Statistical significance was set at <.05. Results Only 60% reached PA recommended guidelines. Yet, 92% (n=86) used active travel for a least 10 mins continuously; of these, 86% (n=80) undertook this at least 5 days per week. Over half (51%, n=47) undertook MVPA as active leisure. However, 66% (n=61) spent ≥5 hours sedentary and only 17% (n=16) met recommended nutritional guidelines for health. Males who rated themselves as having poor health had eaten the recommended intakes of fat (1.00±.00), compared to females who rated themselves as having poor health but ate more than the recommended intakes of fat (2.60±.89). Nearly all participants (90%, n=80) did not report school as a place that promoted healthy lifestyles. Discussion As a public health measure and an educational policy matter, it is recommended schools implement more targeted PA and healthy eating initiatives for older adolescents. Further research is also needed to examine male older adolescents’ health literacy to get a deeper insight into their understanding and application of information relating to their health. References Berkman, N. D., Davis, T. C., & McCormack, L. (2010). Health literacy: what is it? Journal of Health Communication, 15(S2), 9-19. Cleghorn, C., & Cade, J. (2017). Short Form Food Frequency Questionnaire. Available online: https://www.nutritools.org/tools/ World Health Organization (2004). Global Physical Activity Questionnaire (GPAQ). World Health Organization. Geneva, Switzerland

International comparison of children’s knowledge, barriers and reported fluid intake across the school day.

Background To date, no research has explicitly examined children’s knowledge and consumption of fluids at school, particularly during times of exercise (physical education (PE)). Methods Between May and July, 2018, 322 (213 females, 104 males; mean age = 8 years 5 months, SD ± 2 years 1 month) elementary school children from Ireland (n=237) and England (n=85) completed a questionnaire on their understanding of fluid intake and how much they perceived they drank on days when they did/did not participate in PE. Results Younger (<9 years) English children were most thirsty at the end of the school (68%), compared to younger and older (≥9 years) Irish children who were most thirsty after (38% <9 years; 39% ≥9 years) or during (21% < 9 years; 21% ≥9 years) PE. In both countries for <9 year olds, similar amounts were consumed on days when they did, and did not, partake in PE with 41% of all participants reporting intakes below daily guidelines. No child, of any age, was correct at predicting what their fluid intake should be on days when they took part in PE. Conclusion Young children in England and Ireland do not understand fluid recommendations, especially the increased need for fluid on days when they partake in PE. Further objective research is needed to ascertain whether actual fluid intake in children matches perceived intakes and whether the structure of the school day, and intensity levels of PE lessons, influence these intakes. Additional research needs to gauge the importance of the teacher and how they are a key influencer in supporting children in their learning of how, why and when to drink

'Drive to drink!'

This paper will examine children’s understanding of when to drink. The Natural Hydration Council (2017) proposed that children do not always recognise the early stages of thirst and this can mean that they are vulnerable to becoming dehydrated. Kenney and Chiu (2001) earlier found that children rarely exhibit voluntary dehydration for activities lasting 45 minutes or less. Therefore, it could be proposed that children will not often exhibit the ‘drive to drink’ or express themselves as wanting a drink after physical education lessons, as most physical education lessons in England and Ireland last approximately 40-45 minutes. Previous research has considered what children are drinking at mealtimes, (UK National Diet and Nutrition Survey) and focused on the water consumption of children during secondary aged children. A study in France (Bonnet et al. 2012) suggested that more than two-thirds of children aged 9-11 years were not drinking enough. This paper focuses on young children, and their understanding of when to drink in relationship to physical activity and physical education classes. It is hypothesised in this paper that children do not understand when to drink to remain hydrated, before, within and after physical education classes. This paper will examine the children’s understanding and make comparisons to how much children should drink according to the total amount of fluids recommended for the different ages according to the European Food Safety Authority (EFSA). The results will also make comparisons between ages, gender and location of the children and analyse if there are similarities or differences between the two countries. The paper will offer innovative perspectives on children’s understanding of when they are driven to drink or not and help practitioners and teachers to support the children’s physical activity, health and wellbeing allowing them to stay hydrated within, before and after physical education and physical activity

Teachers' perceptions and understanding of children's fluid intake

No public health data exists on elementary teachers’ perceptions of both their own fluid intake and of their elementary school aged children’s fluid intake. A total of 271 (20 males, 251 females) teachers in developed areas of Australia, Belgium, England, Ireland, United Arab Emirates, and the United States of America completed an online questionnaire (Feb–Mar 2019) on: (i) their fluid intake, (ii) their perception and understanding of children’s fluid intake and (iii) barriers in the school day that they felt prevented school children consuming fluids. Overall, the data indicated that teachers consume considerably lower amounts than recommended themselves, but have a good awareness of children’s fluid intake and estimate children drink approximately half (1 litre (34% n = 93)) of what is recommended per day. The results were also similar to those reported by children previously. Yet, the data highlighted a lack of active encouragement of drinking water throughout the school day by teachers, with only 11% (n = 29) suggesting they actively encourage children to drink and 45% (n = 123) reporting no active encouragement at all. It is recommended as a public health measure that all school children consume an extra cup of water during lunch times in those schools where water intake was recognized as sub optimal. Furthermore, depending on weather conditions, a cup of water before, during and after Physical Education lessons should be encouraged by teachers. Water coolers or bottles may be used as a supplementary resource, provided that hygiene is maintained. From an educational perspective, more professional development needs to be provided to teachers on the importance of regular water consumption, and more time dedicated across the elementary curriculum to educational understanding of fluid consumption

Children's perceived and actual physical activity levels within the elementary school setting

To date, little research has longitudinally examined young children’s physical activity (PA) during school hours, nor questioned children’s perceptions of their own PA behaviours. This study investigated 20 children’s actual physical activity levels (APA) and their perceived physical activity levels (PPA) (10 infants, mean age 6.6 years; 10 juniors, mean age 9.5 years). APA was evaluated using accelerometers across 36 whole school days (371 min per day); 18 days included Physical Education (PE) lessons and 18 did not. A repeated-measures three-factor ANOVA analysed: type of day; age phase; parts of the day and sex. PPA was collected by an interactive handset and an adapted version of the PA Questionnaire for Children (PAQ-C). Participants undertook 10 more minutes of moderate to vigorous PA (MVPA) on PE days (53 ± 19 min) compared to non-PE days (43 ± 15 min) (F = 92.32, p < 0.05) and only junior boys reached daily MVPA recommendations (60 ± 13 min) on PE days. Juniors over-estimated, and infants under-estimated, their APA levels. Educators need more support to teach and embed different PA intensities into the school day to enable children to better understand the health benefits associated with varying the intensity of their PA during school hours

Project Spraoi: Dietary Intake, Nutritional Knowledge, Cardiorespiratory Fitness and Health Markers of Irish Primary School Children

Objective: Examine dietary intake (DI), anthropometric measures, cardiorespiratory fitness (CRF) and nutritional knowledge (NK) of school children.Design: Cross-sectional study. Food Diary, NK questionnaire and 550m walk/run test were used to assess DI, NK and CRF respectively. Blood pressure (BP) was also taken and body mass index (BMI) and waist to height ratio (WHtR) were calculated.Setting: Two primary schools, Cork, Ireland. Subjects: Six (n = 49, age 5.9 ± 0.6 years) and ten (n = 52, age 9.8 ± 0.5 years) year olds.Results: Intakes of fruit and vegetables, fibre, calcium and iron were sub-optimal. Unhealthy snacks and saturated fat intakes were higher than recommended. A total of 24.4% of six year olds and 35.4% of ten year olds were classified as ‘fast’. Furthermore, 45.9% of six and ten year olds had high-normal BP and 27.9% had high BP. NK was negatively correlated with sugar intake (r = -0.321, p = 0.044) in ten year olds. WHtR was negatively correlated with servings of vegetables in six year olds (r = -0.377, p = 0.014). For ten year olds, there was a positive correlation between WHtR and run score (r = 0.350, p = 0.014) and BMI and run score (r = 0.482, p = 0.001).Conclusion: This study highlights, for the first time, DI, NK, CRF, BP and anthropometric data for Irish children and their potential combined effect on overall health. Study results suggest preventive initiatives are needed, in children as young as 6 years of age

Project Energize: intervention development and 10 years of progress in preventing childhood obesity

Prevention of childhood obesity is a global priority. The school setting offers access to large numbers of children and the ability to provide supportive environments for quality physical activity and nutrition. This article describes Project Energize, a through-school physical activity and nutrition programme that celebrated its 10-year anniversary in 2015 so that it might serve as a model for similar practices, initiatives and policies elsewhere. The programme was envisaged and financed by the Waikato District Health Board of New Zealand in 2004 and delivered by Sport Waikato to 124 primary schools as a randomised controlled trial from 2005 to 2006. The programme has since expanded to include all 242 primary schools in the Waikato region and 70 schools in other regions, including 53,000 children. Ongoing evaluation and development of Project Energize has shown it to be sustainable (ongoing for >10 years), both effective (lower obesity, higher physical fitness) and cost effective (one health related cost quality adjusted life year between $18,000 and$30,000) and efficient ($45/child/year) as a childhood 'health' programme. The programme's unique community-based approach is inclusive of all children, serving a population that is 42 % Ma¯ori, the indigenous people of New Zealand. While the original nine healthy eating and seven quality physical activity goals have not changed, the delivery and assessment processes has been refined and the health service adapted over the 10 years of the programme existence, as well as adapted over time to other settings including early childhood education and schools in Cork in Ireland. Evaluation and research associated with the programme delivery and outcomes are ongoing. The dissemination of findings to politicians and collaboration with other service providers are both regarded as priorities

Resistivity due to a Domain Wall in Ferromagnetic Metal

The resistivity due to a domain wall in ferromagnetic metallic wire is calculated based on the linear response theory. The interaction between conduction electrons and the wall is expressed in terms of a classical gauge field which is introduced by the local gauge transformation in the electron spin space. It is shown that the wall contributes to the decoherence of electrons and that this quantum correction can dominate over the Boltzmann resisitivity, leading to a decrease of resisitivity by nucleation of a wall. The conductance fluctuation due to the motion of the wall is also investigated. The results are compared with recent experiments.Comment: 9 pages, 3 figure

Noise Probe of the Dynamic Phase Separation in La2/3Ca1/3MnO3

Giant Random Telegraph Noise (RTN) in the resistance fluctuation of a macroscopic film of perovskite-type manganese oxide La2/3Ca1/3MnO3 has been observed at various temperatures ranging from 4K to 170K, well below the Curie temperature (TC = 210K). The amplitudes of the two-level-fluctuations (TLF) vary from 0.01% to 0.2%. We use a statistical analysis of the life-times of the TLF to gain insight into the microscopic electronic and magnetic state of this manganite. At low temperature (below 30K) The TLF is well described by a thermally activated two-level model. An estimate of the energy difference between the two states is inferred. At higher temperature (between 60K and 170K) we observed critical effects of the temperature on the life-times of the TLF. We discuss this peculiar temperature dependence in terms of a sharp change in the free energy functional of the fluctuators. We attribute the origin of the RTN to be a dynamic mixed-phase percolative conduction process, where manganese clusters switch back and forth between two phases that differ in their conductivity and magnetization.Comment: 15 pages, PDF only, Phys. Rev. Lett. (in press

Quantum Relaxation of Magnetisation in Magnetic Particles

At temperatures below the magnetic anisotropy energy, monodomain magnetic systems (small particles, nanomagnetic devices, etc.) must relax quantum mechanically. This quantum relaxation must be mediated by the coupling to both nuclear spins and phonons (and electrons if either particle or substrate is conducting. We analyze the effect of each of these couplings, and then combine them. Conducting systems can be modelled by a "giant Kondo" Hamiltonian, with nuclear spins added in as well. At low temperatures, even microscopic particles on a conducting substrate (containing only $10-50$ spins) will have their magnetisation frozen over millenia by a combination of electronic dissipation and the "degeneracy blocking" caused by nuclear spins. Raising the temperature leads to a sudden unblocking of the spin dynamics at a well defined temperature. Insulating systems are quite different. The relaxation is strongly enhanced by the coupling to nuclear spins. At short times the magnetisation of an ensemble of particles relaxes logarithmically in time, after an initial very fast decay; this relaxation proceeds entirely via the nuclear spins. At longer times phonons take over, but the decay rate is still governed by the temperature-dependent nuclear bias field acting on the particles - decay may be exponential or power-law depending on the temperature. The most surprising feature of the results is the pivotal role played by the nuclear spins. The results are relevant to any experiments on magnetic particles in which interparticle dipolar interactions are unimportant. They are also relevant to future magnetic device technology.Comment: 30 pages, RevTex, e:mail , Submitted to J.Low Temp.Phys. on 1 Nov. 199