Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children

This study explores the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty teachers from eight schools received training in play-based pedagogies and follow-up support visits from programme staff (inter-vention group); four matched schools served as the control group. Grade-appropriate tests were administered to all students in two consecutive school terms. A total of 859 students (458 females, 401 males) and 832 students (477 females, 355 males) completed maths tests in term 1 and 2, respectively. Results revealed that the intervention group attained higher test scores than the control group in both terms (P < 0.01). Furthermore, in term 2 an interaction effect between group and gender was found (P < 0.05), with girls in the intervention group achieving the highest scores. Our finding suggest that play-based learning approaches may enhance academic achievement

Exploring teacher educators’ perspectives of play-based learning: A mixed method approach

Background: This study examined teacher educators’ perceptions of play-based learning in the context of university-based teacher education programmes in Palestine. Methods: Using a cross-sectional, multi-method design, we explored factors relating to teacher educators’ capability, opportunity and motivation to incorporate play-based learning into their practice. Thirty-six staff from four Palestinian universities completed an online survey and 17 were interviewed. Results: Teacher educators recognise the value of play-based learning and are motivated to apply this pedagogical approach. However, attempts to incorporate play-based learning into their practices is affected by insufficient knowledge and skills to apply play-based learning in practical contexts. Further-more, social cues, cultural norms and physical challenges currently limit their opportunity to adopt play-based approaches. Conclusion: Our findings highlight that Palestinian teacher educators are motivated to embrace play-based learning as a pedagogical approach and recognise the importance of using play-based learning in educational practices. The findings can inform future professional development programs for teacher educators

Measurement and prevalence of adult physical activity levels in Arab countries

Objectives: This study aims to examine the reported prevalence of sufficient physical activity among adults in Arab countries and to determine the use of validated instruments for assessing physical activity. Study design: This is a systematic literature review. Methods: This review follows recommendations outlined in the Meta-Analysis of Observational Studies in Epidemiology guidelines. The protocol for this study was preregistered with PROSPERO. Cross-sectional, cohort and intervention studies with a minimum of 300 adults aged 18 years assessing physical activity using a questionnaire or other self-report measure in the Arabic language were identified from seven electronic databases (MEDLINE, Embase, Cochrane Database of Systematic Reviews, CINAHL, PsycINFO, SPORTDiscu and PubMed). Databases were searched from 1st January 2008 to 17th September 2018. Descriptive analysis was performed using frequency and percentages. The prevalence of physical activity was calculated as the average prevalence for the reported percentages from the studies with similar tools. Results: Fifty studies involving 298,242 participants were included in this review. The mean (range) sample size was 5964.8.1 (323e197,681). Data were collected from participants in 16 of the 22 Arab countries. Great variation exists across the studies in determining whether adults were sufficiently active or not. Twenty studies reported usable data from the Global Physical Activity Questionnaire and the International Physical Activity Questionnaire (moderate & high categories). In these studies, prevalence of physical activity ranged from 34.2 to 96.9%. It was not possible to compare the other studies owing to variation in instruments used to assess physical activity and in the case definition used for ‘physically active’. Conclusions: This study highlights the need for wider reporting of physical activity and the adoption of valid and reliable instruments to support the development of evidence-informed policy and programmes at both country and regional level. International tools need to be correctly validated, or context-specific tools must be developed to accurately measure physical activit

The clustering of physical activity and screen time behaviours in early childhood and impact on future health-related behaviours: a longitudinal analysis of children aged 3 to 8 years

Background: Meeting physical activity and screen time guidelines has been associated with improved health in children. Research has shown that lifestyle behaviours happen in combination and can be tracked into later life. Thus, a complex approach is needed to identify the effects of physical activity and screen time altogether. This study aims to identify clusters of both behaviours in a cohort of Irish 3-year-old children (n=8833) and determine the association with sociodemographic characteristics and behaviours at age 5 and 7-8. Methods: Data from the “Growing Up in Ireland” study collected between 2010 and 2016 was used in this study. Two-step cluster analysis was used to understand how physical activity and recreational screen time behaviours group together among 3-year-old children. Binary logistic regressions were conducted to examine if cluster place‑ ment at age 3 determined physical activity and recreational screen time behaviours at age 5 and 7-8 years, while controlling for gender of child, gender, age and employment status of the primary caregiver. Results: Six clusters were identified in 9771 (49.3% female) 3-year-old children with the majority falling into a “High Active & Mixed Screen Time” (23.2%). Those in the “High Active & Mixed Screen Time” cluster at age 3 were more likely to engage in all physical activities reported at age 5 (p<0.01) and age 7-8 (p<0.01) when compared to a “Low Active & Screen Time Exceed” cluster. Children categorised in a “Moderate Active & Screen Time Below” and “Moderate Active & Screen Time Exceed” were more likely to engage in the same physical activities at age 5 and 7-8 (p<0.05 - p<0.01). However, children in the latter cluster were also more likely (p<0.05) to play on a computer or tablet device. Conclusions: This paper highlights the importance of establishing positive health-related behaviours during early childhood, as this predicts future engagement in health-promoting activities. Regardless of screen time level, being part of a cluster with moderate or high levels of physical activity positively influences a child’s future physical activity at age 5 and again at age 7 -8 years. The multiple layers of influence on a child’s development should be leveraged to support the adoption of health-enhancing behaviours

Outdoor walking speeds of apparently healthy adults: A systematic review and meta‑analysis

Background Walking outdoors can be used by many individuals to meet public health guidelines for moderate-to-vigorous intensity physical activity. The speed at which adults walk may be a proxy for intensity. Traditional estimates of indoor walking speed are unlikely to reflect self-selected usual or other instructed paces of outdoor walking speed. Objective To inform estimates of pace-based walking speed of apparently healthy adults in outdoor settings. Methods We searched four electronic databases for articles published in English between January 1970 and March 2019. Studies that reported walking speed (m/s), cadence (steps/min), or intensity(mL/kg/min) of ambulatory, apparently healthy, and community-dwelling adults (> 18 years) were included. Walking speed categories were defined according to the description provided in each study. Meta-analysis was used to synthesise speed, cadence, and intensity data by slow, usual, medium, fast, and maximal pace (where reported). Results Thirty-five studies, representing 14,015 participants (6808 women, 5135 men, and 2072 sex not specified), were identified. The mean (95% CI) walking speed for slow, usual, medium, fast, and maximal pace was 0.82 (0.77–0.86), 1.31 (1.27–1.35), 1.47 (1.44–1.49), 1.72 (1.64–1.81), and 1.62 (1.45–1.79) m/s, respectively. Mean cadence (95% CI) for usual and fast paces were 116.65 (114.95–118.35) and 126.75 (121.87–131.63) steps/min, respectively. The mean oxygen consumption (95% CI) for the usual and medium paces was 11.97 (11.69–12.25) and 13.34 (12.94–13.73) mL/kg/min, respectively. Conclusion These findings provide greater clarity with regard to how various indicators of enacted walking pace, speed, and intensity overlap and how each can be best communicated in the real-world setting to optimise health-related outcomes. Pace-based instructions can be used to support walking in outdoor settings within public health guidelines

Ten years of ‘Flying the Flag’: An overview and retrospective consideration of the active school flag physical activity initiative for children—design, development & evaluation

Whole-school physical activity (PA) promotion programmes are recommended to increase youth PA. Evaluation of programmes is essential to ensure practice is guided by evidence. This paper evaluates the Active School Flag (ASF), a whole-school PA promotion programme in Ireland, using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. ASF was evaluated across three levels—(1) administration, (2) application, (3) outcomes—using a mixed-methods case study design. Existing data sources were reviewed, the programme coordinator was interviewed, and a pilot study was conducted to investigate impact on 3rd and 5th class students (3 schools, n = 126 students, age range 8–12 years). In-school Moderate to Vigorous Physical Activity (MVPA; by accelerometery), motivation for PA (BREQ), PA self-efficacy (PASES), school affect and peer social support (Kidscreen27) were measured pre-programme (0 months), post-programme (8 months), and at retention (12 months). Teacher perceptions of classroom behaviour (CBAST) were also measured pre- and post-programme. ASF has been successful in engaging 46% of primary schools nationally. Students’ in-school moderate–vigorous PA increased in all pilot-study schools from pre-programme to retention (η 2 = 0.68–0.84). ASF programme design facilitates implementation fidelity, adoption and maintenance through buy in from schools and government stakeholders. ASF presents as an effective PA promotion programme in the short-to-medium term for primary schools. This RE-AIM evaluation provides evidence of ASF effectiveness, alongside valuable findings that could support programme improvement, and inform future similar programmes

The influence of role models on the sedentary behaviour patterns of primary school-aged children and associations with psychosocial aspects of health

Background: High levels of sedentary behaviour(SB)are associated with poor health outcomes in children,but the effects on mental health are less clear.This study explored the relationship between SB and psychosocial aspects of health in children, and what influence key role models, including parents and schoolteachers, have on the SB levels of children. Methods: Physical activity (PA) and SB were measured using accelerometery in 101 children, 113 parents and 9 teachers. Children were aged 9 or 10 years old and in fourth grade. Child psychosocial outcomes were assessed using the Rosenberg Self-Esteem Scale and the Strengths and Difficulties Questionnaire. Results: Children engaged in a high volume of SB (9.6 h/day) but interrupted SB often. They accumulated less than 11,000 steps per day, and thus, many may not meet the recommended daily levels of PA. No associations were found between child SB and teacher SB during the school day or child SB and parent SB during the after-school period. No association was found between SB and self-esteem, although children with a higher body mass index had a higher number of emotional and behavioural difficulties. SB was linked to that of parents and teachers, or that SB was associated with self-esteem or behavioural problems, school children were highly sedentary and insufficiently physically active. Therefore, there is a need to explore school practices and curriculum delivery methods,as well as school and home environments,to reduce the volume of SB children engage in

A new curriculum model for second-level physical education: Y-PATH PE4Me

In Ireland, physical education (PE) in the first three years of second level (12–15 years) is taught within the broader program area of Wellbeing, which necessarily influences the aims and objectives which need to be achieved. Within this context, Y-PATH PE4Me is proposed as an underpinning curriculum model to serve as an appropriate and valuable guide to aid delivery of second-level PE. Y-PATH PE4Me aims to enable every student to lead a sustained physically active life. This proposed curriculum model is facilitated by (i) utilising pedagogical strategies to foster an autonomous motivational climate, and (ii) maintaining a consistent focus on core learning outcomes, which emphasise the development of positive attitudes and motivation towards physical activity, health-related knowledge and awareness, and core movement skills. Y-PATH PE4Me offers a structured model to guide well-aligned pedagogical decisions towards the goals and philosophy of wellbeing-aligned PE

Prevalence and correlates of physical inactivity in community-dwelling older adults in Ireland

The public health challenges associated with rapid population ageing are likely to be exacerbated by poor physical activity levels. The purpose of this study was to identify correlates of physical inactivity in a population-representative sample of older adults in Ireland. This paper reports a secondary analysis of data from 4892 adults aged 60+ from the Irish Longitudinal Study on Ageing (TILDA). TILDA includes an assessment of the mental and physical health, and social and financial circumstances of participants assessed in a home interview and self-completion questionnaire. Chi squared statistics and forced entry logistic regression were used to identify factors associated with physical inactivity. Females were over twice as likely to be inactive as their male counterparts (Odds Ratio 2.2). Increasing old age was associated with inactivity among males and females. Those who reported above secondary level education, no reported falls in the last year and no fear of falling were less likely to be physically inactive. While older adults who noted poor/fair self-reported health, that they did not look after grandchildren, did not own a car or did not attend a course were also more likely to be inactive than those who reported positively for these items. Gender displayed a strong but often contrasting influence on factors that affect physical activity among older adults. Among females, living alone or in a rural area, retirement, fair/poor emotional health and activity being limited by illness were all significantly associated with inactivity. While cohabiting, being employed and residing in an urban area were related to low levels of activity in males. Our findings identify specific groups of the older Irish population who may be at particular risk of physical inactivity and thereby the associated physiological and psychological hazards. These results can support the development of tailored interventions to promote healthy ageing

Global matrix 3.0 physical activity report card for children and youth: a comparison across Europe

The Global Matrix of report card grades on physical activity serves as a public health awareness tool by summarising the status of child and youth physical activity prevalence and action. The objectives were to: (1) provide a detailed examination of the evidence informing the ‘School’ and ‘Community and Environment’ indicators across all participating European Global Matrix 3.0 countries; (2) explore the comparability of the grades for these two indicators across Europe; (3) detail any limitations or issues with the methods used to assign grades; and (4) provide suggestions on how future grading of the indicators could be improved. Study design A comparative review of published methods on the grading of Global Matrix 3.0 indicators across European countries. Methods Key documents relating to the European countries involved in the 2018 Global Matrix 3.0 were collated and a template used to extract data for both the ‘School’ and ‘Community and Environment’ indicators. Results Seventeen of the 20 European Report Card countries (85%) had a grade for schools, and 15 countries (75%) had a grade for community and environment. All countries considered between one and five factors when assigning the grade for these indicators. There were wide disparities in the number and sources of evidence used to assign the grades for both indicators, limiting the comparability of the evidence between different countries. Conclusion To enable comparability, the authors recommend moving towards an agreed standardised set of metrics for grading each indicator. Furthermore, it would be useful to develop and share common tools, methods and instruments to collect data in a uniform way across countries, where possible. Such action will ultimately make the Global Matrix a more robust and useful tool for the future