757 research outputs found

    DNA-microarrays and food-biotechnology

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    Children’s perceptions of factors that influence PE enjoyment: A qualitative investigation

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    Background. Physical education (PE) is a key setting for children to engage in health-enhancing physical activity (PA). Factors influencing PE enjoyment in secondary schools are well researched. Less is known, however, about the factors children in elementary schools perceive to be important in promoting enjoyment, and how the current PE delivery framework in UK primary schools (combining specialist external coaches and generalist teachers) impacts on children’s motivational experiences. According to self-determination theory (SDT), enjoyment of activities is an intrinsic motivator for sustained engagement. Understanding children’s perceptions of PE is therefore critical if PE instructors are to increase enjoyment and the promotion of PA within and beyond PE. Purpose. To investigate children’s perceptions of factors that influence PE enjoyment, and interpret findings in the context of SDT and the promotion of autonomous motivation. Participants. Primary school pupils recruited from a cluster of four schools within a socio-economically deprived area of a large city in the North-West of England. Data collection and analysis. Eight focus groups were conducted with 47 children (23 boys) aged 7-11. Mixed gender focus groups included 4-6 children clustered by school years 3-4 (ages 7-9 years) and 5-6 (ages 9-11 years). Children were asked about their PE experiences and factors that influenced their perceived PE enjoyment. Transcripts were transcribed verbatim and analysed thematically using NVivo10 analysis software. Findings. Factors reported to influence children’s perceived PE enjoyment included 1) individual preferences, 2) peer behaviour, 3) instructor behaviour. Findings were interpreted in relation to SDT, and recommendations are given to help instructors and schools create a PE environment that enhances children’s enjoyment of PE. Conclusions. PE instructors and peers are important in creating an environment that supports children’s psychological needs for autonomy, competence and relatedness, which influence PE enjoyment. To consistently provide children with enjoyable PE lessons, primary schools are advised to support the ongoing development of generalist teachers and facilitate better working relationships between generalist teachers and specialist coaches. SDT can be used by instructors to guide practice that enhances children’s enjoyment of PE

    Educator perspectives on factors influencing children’s school-based physical activity

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    Formative research is an important first step in the design and development of children’s school-based physical activity (PA) interventions. Exploration of educator (headteacher and PE-coordinator) perceptions toward the promotion of school-based PA, including physical education (PE) delivery has however been limited. This study took a socio-ecological approach to explore the barriers and facilitators of children’s school-based PA from the perspective of school educators. Interviews were conducted with headteachers (n=4), PE-coordinators (n=4) and a deputy headteacher (n=1) and data thematically analysed using Nvivo software (version 10). Findings suggested that, at an organisational level headteachers were the predominant driving force in the promotion of PA opportunities, yet institutional barriers including low priority for PA and PE were perceived to negate delivery. At an interpersonal level, strategies to increase the delivery of school-based PA were developed, however poor teacher-coach relationships and significant others reduced PA promotion opportunities. Child PA was further negated through intrapersonal factors, including lack of PE-specific teacher training and varying teacher interest in PA and sport. To increase primary school children’s school-based PA, barriers and facilitators at the organisational, interpersonal and intrapersonal level must be considered and targeted, and researchers and schools should work in partnership to develop future interventions

    Activation of Ventral Tegmental Area 5-HT2C Receptors Reduces Incentive Motivation

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    FUNDING AND DISCLOSURE The research was funded by Wellcome Trust (WT098012) to LKH; and National Institute of Health (DK056731) and the Marilyn H. Vincent Foundation to MGM. The University of Michigan Transgenic Core facility is partially supported by the NIH-funded University of Michigan Center for Gastrointestinal Research (DK034933). The remaining authors declare no conflict of interest. ACKNOWLEDGMENTS We thank Dr Celine Cansell, Ms Raffaella Chianese and the staff of the Medical Research Facility for technical assistance. We thank Dr Vladimir OrduĂąa for the scientific advice and technical assistance.Peer reviewedPublisher PD

    Clinical exercise provision in the UK: comparison of staff job titles, roles and qualifications across five specialised exercise services

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    Objectives: In the UK, the NHS long-term plan advocates exercise as a key component of clinical services, but there is no clearly defined workforce to deliver the plan. We aimed to provide an overview of current UK clinical exercise services, focusing on exercise staff job titles, roles, and qualifications across cardiovascular, respiratory, stroke, falls, and cancer services. Methods: Clinical exercise services were identified electronically between May 2020 and September 2020 using publicly available information from clinical commissioning groups (CCG), national health boards and published audit data. Data relating to staff job titles, roles, qualifications and exercise delivery were collected via electronic records and telephone/e-mail contact with service providers. Results: Data were obtained for 731 of 890 eligible clinical services (216 cardiac, 162 respiratory, 129 stroke, 117 falls, 107 cancer). Cardiac rehabilitation services provided both clinical (phase III) and community (phase IV) exercise interventions delivered by physiotherapists, exercise physiologists (exercise specific BSc/MSc) and exercise instructors (vocationally qualified with or without BSc/MSc). Respiratory, stroke and falls services provided a clinical exercise intervention only, mostly delivered by physiotherapists and occupational therapists. Cancer services provided a community exercise service only, delivered by vocationally qualified exercise instructors. Job titles of “exercise physiologists” (n=115) bore little alignment to their qualifications, with a large heterogeneity across services. Conclusion: In the UK, clinical exercise services job titles, roles and qualifications were inconsistent. Regulation of exercise job titles and roles is required to remove the current disparities in this area
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