The ‘good mother’ discourse in ‘success stories’ of Australian weight loss centres: a critical discourses analysis

The ‘good mother’ discourse is concerned with the sociocultural construction of motherhood and is visible in many social contexts, such as the workplace, sport, family, and in particular, health-related contexts such as weight loss. This paper explores the ‘good mother’ discourse within constructs of weight created in and through engagement in Australian weight loss centres. Of the 108 success stories collected, Critical Discourse Analysis (CDA) was applied to eighty-six (n = 86) success stories across three Australian weight loss centres (Weight Watchers, Lite n’ Easy, and Michelle Bridges’ 12 Week Body Transformation). These success stories were published on each of their weight loss centres’ websites and were accessed on Thursday 20 August 2015 for the purpose of analysis. Findings show that there was a dynamic and complex relationship between women losing weight and wanting to maintain the ‘good mother’ status. Mothers felt a strong need to justify losing weight, through benefits for their family rather than for themselves, and were ‘allowed’ (and therefore given ‘permission’) to join and participate in the weight loss centres. The process supporting the development of becoming a ‘better’ mother. Insight into these processes helps us to examine the role weight loss centres play in constructing ideals surrounding gender, motherhood, the body, and in particular for the discursive messages that shape understandings of ‘success’ and being a ‘good mother’

The barriers to and facilitators of physical activity and sport for Oceania with Non-European, Non-Asian (ONENA) ancestry children and adolescents : A mixed studies systematic review

Background: Participation in sport and physical activity (PA) leads to better overall health, increased life expectancy, and decreased mortality rates across the lifespan; however, there may be a range of individual, family, and community factors that influence PA participation among ONENA children and adolescents residing in the 22 Pacific Island Countries and Territories (PICT) and Australia. This review aimed to synthesise existing quantitative and qualitative literature regarding barriers to and facilitators of PA and sport among ONENA youth. Methods: The literature was systematically searched to include studies reporting barriers to and facilitators of PA and sports participation among ONENA children and adolescents aged 0–18 years residing in the 22 PICT and Australia. Using a pre-established taxonomy based on the social-ecological model, a deductive analysis was performed. Quality appraisal was performed using the mixed methods appraisal tool. Results: Of 1388 articles, 14 studies were included, with 128 ONENA children and adolescent participants across the four qualitative studies; 156,581 ONENA children and adolescents across the seven quantitative studies; 801 parents, children, and adolescents in one quantitative study; and 642 parents in two quantitative studies. Of the 14 included studies, none were based in Australia and only 10 of the 22 PICT were reported as the participants’ residence: Palau, New Zealand, Tonga, Cook Islands, Kiribati, Samoa, Solomon Islands, Tuvalu, Vanuatu, and Fiji. Four studies reported barriers, and another four studies reported facilitators of PA and sport, with the remaining studies reporting both barriers and facilitators. Overall, there were more barriers reported (30 in total) than facilitators (27 in total). Conclusions: Research in this area is lacking, with ONENA youth living in Australia and 12 PICT not represented. Overall, there were a larger number of facilitators experienced at individual and interpersonal levels, while barriers were highest at the community level, with the policy level having facilitators and barriers equally represented. Programs that offer PA and sport participation options with embedded SDT-informed strategies for all family members; that are accessible through existing transport and related social, cultural, and physical infrastructure; and that are committed to communities through formal co-design partnerships are needed, to enhance the PA and sport participation of ONENA youth residing in PICT

Does physical activity mediate the associations between blue space and mental health? : a cross-sectional study in Australia

Background Research has begun to examine whether blue space is beneficial to mental health. While results are promising, it is difficult to know which aspects of mental health or mental ill-health may benefit most. Physical activity has been proposed as one potential mechanism via which blue space may be associated with better mental health. However, very few studies have examined mechanisms. We examined associations between blue space proximity and a range of mental health outcomes and examined which of these associations were mediated by physical activity. Methods 350 participants (M=38.74, SD=14.92, 70% female) self-reported their weekly physical activity and completed measures of depression, anxiety, and psychological wellbeing. We then used GIS software to calculate blue space proximity (i.e., coastal and inland), and structural equation modelling with mediation paths to determine the role of physical activity in the associations between bluespace and mental health. Results Physical activity partially mediated the associations between coastal proximity and depression (β=0.02, 95% CI=0.001, 0.05), anxiety (β=0.03, 95% CI=0.01, 0.06), and wellbeing (β = −0.03, 95% CI=−0.08, −0.01), and fully mediated the associations between inland water proximity and depression (β=0.02, 95% CI=0.003, 0.05), anxiety (β=0.03, 95% CI=0.01, 0.07), and wellbeing (β = −0.03, 95% CI=−0.07, −0.01). Conclusion While physical activity appears to explain associations between inland blue space and mental health outcomes, it only partially explains the association between coastal blue space and mental health, suggesting other mechanisms may play a role and even inactive exposure may be beneficial

EL PAPEL DEL DOCENTE FRENTE A LAS NUEVAS FORMAS DE APRENDIZAJE: UBICUO, FLEXIBLE Y ABIERTO

The new information and communication technologies, ICTs play an important role in these learning strategies, since they support students to take their courses in the place that is most accessible to them and at the time that is provided to their students, agenda needs. Teachers are supported in the way of interacting with their students and the way of sharing updated and accessible content.   The teacher identifies and selects the technological tools that will facilitate the creation of flexible learning environments for the creation of their courses or educational spaces. It is at this time when educational technology creates digital or virtual learning environments to host online courses, classroom and online courses, and digital educational resources that enable flexibility in learning.   The role of the teacher changes, to be an advisor and learning guide, this gives the student the opportunity to receive personalized attention, with a wide response time and above all the management of endless resources and digital educational materials to share with students. In addition, this flexibility allows sharing with academic communities among other members of other universities, and there is greater time management for academic and administrative activities.Las nuevas tecnologías de información y comunicación, las TIC’s juegan un papel importante en estas estrategias de aprendizaje, ya que ellas apoyan a los estudiantes a que pueda tomar sus cursos en el lugar que les sea más accesible y a la hora que se les facilite a sus necesidades de agenda. A los docentes los apoyan en la forma de interactuar con sus estudiantes y la manera de como compartir contenidos actualizados y de forma accesible.  El profesor identifica y selecciona las herramientas tecnológicas que le facilitarán la creación de los ambientes de aprendizajes flexibles, para la creación de sus cursos o espacios educativos. Es en este momento cuando la tecnología educativa crea ambientes de aprendizaje digitales o virtuales para hospedar cursos en línea, cursos presenciales y recursos educativos digitales que habiliten la flexibilidad en el aprendizaje.  El rol del profesor cambia, a ser un asesor y guía de aprendizaje, esto le brinda la oportunidad al estudiante a que se le dedique una atención personalizada, con un horario amplio de respuesta y sobretodo el manejo de un sinfín de recursos y materiales educativos digitales, para compartir con los estudiantes. Además, esta flexibilidad permite compartir con comunidades académicas entre otros miembros de otras universidades, y existe un mayor manejo del tiempo para las actividades académicas y administrativas

School physical activity intervention effect on adolescents' performance in mathematics

Purpose: The primary aim of this study was to test the effect of a school-based physical activity intervention on adolescents’ performance in mathematics. A secondary aim was to explore potential mechanisms that might explain the intervention effect. Methods: The Activity and Motivation in Physical EDucation intervention was evaluated using a two-arm cluster randomized controlled trial in 14 secondary schools located in low socioeconomic areas of Western Sydney, Australia. Study participants (n = 1173) were grade 8 students (mean age = 12.94 yr, SD = 0.54). The multicomponent intervention was designed to help teachers maximize students’ opportunities for moderate-to-vigorous physical activity (MVPA) during physical education (PE) and enhance students’ motivation toward PE. Mathematics performance was assessed as part of national testing in grade 7, which was the year before the trial began and then again in grade 9. Potential mediators were: (i) proportion of PE lesson time that students spent in MVPA and leisure time MVPA (%), measured using Actigraph GT3X+ accelerometers, and (ii) students’ self-reported engagement (behavioral, emotional, and cognitive) during mathematics lessons. Mediators were assessed at baseline (grade 8) and follow-up (grade 9, 14–15 months after baseline). Results: The effect of the intervention on mathematics performance was small-to-medium (β = 0.16, P < 0.001). An intervention effect was observed for MVPA% in PE (β = 0.59, P < 0.001), but not for leisure time MVPA or any of the engagement mediators. There were no significant associations between changes in potential mediators and mathematics performance. Conclusions: The Activity and Motivation in Physical EDucation intervention had a significant positive effect on mathematics performance in adolescents. However, findings should be interpreted with caution as the effect was small and not associated with changes in hypothesized mediators

A school-based intervention to promote physical activity among adolescent girls: Rationale, design, and baseline data from the Girls in Sport group randomised controlled trial

Background: Physical activity levels decline markedly among girls during adolescence. School-based interventions that are multi-component in nature, simultaneously targeting curricular, school environment and policy, and community links, are a promising approach for promoting physical activity. This report describes the rationale, design and baseline data from the Girls in Sport group randomised trial, which aims to prevent the decline in moderate-to-vigorous intensity physical activity (MVPA) among adolescent girls. Methods/design: A community-based participatory research approach and action learning framework are used with measurements at baseline and 18-month follow-up. Within each intervention school, a committee develops an action plan aimed at meeting the primary objective (preventing the decline in accelerometer-derived MVPA). Academic partners and the State Department of Education and Training act as critical friends. Control schools continue with their usual school programming. 24 schools were matched then randomized into intervention (n = 12) and control (n = 12) groups. A total of 1518 girls (771 intervention and 747 control) completed baseline assessments (86% response rate). Useable accelerometer data (≥ 10 hrs/day on at least 3 days) were obtained from 79% of this sample (n = 1199). Randomisation resulted in no differences between intervention and control groups on any of the outcomes. The mean age (SE) of the sample was 13.6 (± 0.02) years and they spent less than 5% of their waking hours in MVPA (4.85 ± 0.06). Discussion: Girls in Sport will test the effectiveness of schools working towards the same goal, but developing individual, targeted interventions that bring about changes in curriculum, school environment and policy, and community links. By using community-based participatory research and an action learning framework in a secondary school setting, it aims to add to the body of literature on effective school-based interventions through promoting and sustaining increased physical activity participation among adolescent girls

Group-based physical activity interventions for postpartum women with children aged 0–5 years old: a systematic review of randomized controlled trials

Background: It is estimated that less than one third of women (28%) worldwide, are not sufficiently active, and there is evidence indicating physical activity (PA) participation is lower during pregnancy and the postpartum period. Despite the importance of educating and encouraging postpartum women to engage in PA, existing systematic reviews have only focused on examining the impact of individually tailored PA interventions and on specific postpartum populations such as women who are inactive (i.e., do not meet PA recommendations) or women at risk of gestational diabetes mellitus or postnatal depression. This review aims to fill this gap by examining the impact of group-based PA interventions on postpartum women’s PA levels or other health behavior outcomes. Methods: A systematic literature search was conducted using four electronic databases (MEDLINE, CINAHL, EMBASE and PsychInfo) of published studies between 1st January 2000 and 31st October 2020. Studies were included if they targeted postpartum women with no current health conditions, had children aged 0–5 years, and engaged postpartum women in a group-based PA program that reported PA or other health behavior outcomes. Out of a total of 1091 articles that were initially identified, six were included. Results: Group-based PA interventions were moderately successful in changing or increasing postpartum women’s self-reported PA levels and psychological wellbeing in the first 2 years of their offspring’s life. Overall, group-based PA interventions were not successful in changing or increasing postpartum women’s objectively measured PA levels, but only one study objectively measured postpartum women’s PA levels. Narrative synthesis highlights the heterogeneity of the outcomes and methodologies used, and the low to medium risk of bias in the included studies. Conclusion: To strengthen the evidence-base for group-based PA programs with postpartum women there is an on-going need for more rigorous randomised controlled trials of appropriate length (at least 3 months in duration) with an adequate dose of group-based PA sessions per week (to meet PA guidelines), and that utilise objective measures of PA. In addition, future PA interventions for this population should include, at the very least, fidelity and process data to capture the characteristics or design features that appeal most to postpartum women

An active learning approach to home heating in the smart grid

A key issue for the realization of the smart grid vision is the implementation of effective demand-side management. One possible approach involves exposing dynamic energy prices to end-users. In this paper, we consider a resulting problem on the user’s side: how to adaptively heat a home given dynamic prices. The user faces the challenge of having to react to dynamic prices in real time, trading off his comfort with the costs of heating his home to a certain temperature. We propose an active learning approach to adjust the home temperature in a semiautomatic way. Our algorithm learns the user’s preferences over time and automatically adjusts the temperature in real-time as prices change. In addition, the algorithm asks the user for feedback once a day. To find the best query time, the algorithm solves an optimal stopping problem. Via simulations, we show that our algorithm learns users’ preferences quickly, and that using the expected utility loss as the query criterion outperforms standard approaches from the active learning literature

School-based interventions modestly increase physical activity and cardiorespiratory fitness but are least effective for youth who need them most: an individual participant pooled analysis of 20 controlled trials

Objectives: To determine if subpopulations of students benefit equally from school-based physical activity interventions in terms of cardiorespiratory fitness and physical activity. To examine if physical activity intensity mediates improvements in cardiorespiratory fitness.Design: Pooled analysis of individual participant data from controlled trials that assessed the impact of school-based physical activity interventions on cardiorespiratory fitness and device-measured physical activity.Participants: Data for 6621 children and adolescents aged 4–18 years from 20 trials were included.Main outcome measures: Peak oxygen consumption (VO2Peak mL/kg/min) and minutes of moderate and vigorous physical activity.Results: Interventions modestly improved students’ cardiorespiratory fitness by 0.47 mL/kg/min (95% CI 0.33 to 0.61), but the effects were not distributed equally across subpopulations. Girls and older students benefited less than boys and younger students, respectively. Students with lower levels of initial fitness, and those with higher levels of baseline physical activity benefitted more than those who were initially fitter and less active, respectively. Interventions had a modest positive effect on physical activity with approximately one additional minute per day of both moderate and vigorous physical activity. Changes in vigorous, but not moderate intensity, physical activity explained a small amount (~5%) of the intervention effect on cardiorespiratory fitness.Conclusions: Future interventions should include targeted strategies to address the needs of girls and older students. Interventions may also be improved by promoting more vigorous intensity physical activity. Interventions could mitigate declining youth cardiorespiratory fitness, increase physical activity and promote cardiovascular health if they can be delivered equitably and their effects sustained at the population level