Supporting public health priorities: recommendations for physical education and physical activity promotion in schools

Physical activity (PA) provides numerous physiological and psychosocial benefits. However, lifestyle changes, including reduced PA opportunities in multiple settings, have resulted in an escalation of overweight and obesity and related health problems. Poor physical and mental health, including metabolic and cardiovascular problems is seen in progressively younger ages, and the systematic decline in school PA has contributed to this trend. Of note, the crowded school curriculum with an intense focus on academic achievement, lack of school leadership support, funding and resources, plus poor quality teaching are barriers to PA promotion in schools. The school setting and physical educators in particular, must embrace their role in public health by adopting a comprehensive school PA program. We provide an overview of key issues and challenges in the area plus best bets and recommendations for physical education and PA promotion in the school system moving forward

Psychometric Properties of the Iranian Version of the Behavioral Regulation in Exercise Questionnaire-2 (BREQ-2)

Background: The Behavioral Regulation in Exercise Questionnaire (BREQ) and the BREQ-2 are the most commonly used measures of behavioural regulation in exercise psychology. The purpose of the study was to assess the validity and reliability of the Iranian version of the BREQ-2 on a sample of university students.Methods: The BREQ-2 was translated into Persian by qualified experts and the psychometric properties of the instrument were assessed. Content validity was established, using a panel of 12 Iranian experts in the areas of health education, psychology, and exercise. Construct validity was assessed via confirmatory factor analysis (CFA), using LISREL 8.80 (N = 418). The reliability of the BREQ-2 was assessed, using a 2-week test-retest to establish its stability and Cronbach’s Alpha to estimate its internal consistency.Results: The Iranian version of the BREQ-2 was slightly modified to improve content validity. Primary results of confirmatory factor analysis did not fully support the 5-factor uncorrelated model. The model was modified; and the fit indices indicated that the 5-factor correlated model was the best fit. The scale was found to have acceptable internal consistency (α > 0.7) and test-retest reliability (intra-class correlation coefficient [ICC] > 0.80).Conclusion: The Iranian BREQ-2 has acceptable validity and reliability in the study sample and may be used in relevant studies to assess behavioural regulation in similar samples

A reverse pathway? Actual and perceived skill proficiency and physical activity

Purpose: Motor skills are considered a prerequisite to physical activity, yet the relationship may be reciprocal and perceived sports competence might mediate associations.Methods: In 2006/2007, 215 adolescents completed motor skill proficiency (Get Skilled Get Active), perceived sport competence (Physical Self-Perception Profile) and physical activity assessments (Adolescent Physical Activity Recall Questionnaire) as part of the Physical Activity and Skills Study. Using AMOS (Version 7.0), reciprocal relationships were examined between motor skill (object control and locomotor) and moderate to vigorous physical activity (MVPA). Both models were then run in different versions to understand the role of perceived sports competence as a potential mediator. Results: Mean age was 16.4 yr (SD = 0.6), 51.6% (111/215) were females. A reciprocal relationship between object control and MVPA and a one-way relationship from MVPA to locomotor skill was found. When perceived sports competence was examined as a mediator, the best-fitting model versions explained 16% (R&sup2; = 0.16)MVPA variation, and 30% object control (R&sup2; = 0.30), and 12% locomotor skill variation (R&sup2; = 0.12) (reverse relationship). Perceived sports competence partially mediates the relationship between object control proficiency and physical activity for both directions and fully mediates the relationship between physical activity and locomotor skill; but only when locomotor skill is the outcome.Conclusions: If the relationship between object control skill and physical activity is viewed as a &lsquo;&lsquo;positive feedback loop,&rsquo;&rsquo; skill development and increasing physical activity should simultaneously be targeted in physical activity interventions. Increasing perceived sport competence should also be an intervention focus.<br /

The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education

Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers’ interpersonal style should be considered as consisting of three dimensions: autonomy-support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study was to test the effects of a training program for three physical education newly qualified teachers on the aforementioned teachers’ overt behaviors and students’ psychological needs satisfaction, self-determined motivation and engagement in sport-based physical education. After a baseline period of four lessons, the teachers attended an informational session on adaptive student motivation and how to support it. The training program also included individualized guidance during the last four lessons of the cycle. Results revealed that from pre- to post-intervention: (1) teachers managed to improve their teaching style in terms of all three dimensions, and (2) students were receptive to these changes, as shown by increases in their reported need satisfaction, self-determined motivation and engagement in the class

A school-based intervention incorporating smartphone technology to improve health-related fitness among adolescents: Rationale and study protocol for the NEAT and ATLAS 2.0 cluster randomised controlled trial and dissemination study

Introduction Physical inactivity has been described as a global pandemic. Interventions aimed at developing skills in lifelong physical activities may provide the foundation for an active lifestyle into adulthood. In general, school-based physical activity interventions targeting adolescents have produced modest results and few have been designed to be \u27scaled-up\u27 and disseminated. This study aims to: (1) assess the effectiveness of two physical activity promotion programmes (ie, NEAT and ATLAS) that have been modified for scalability; and (2) evaluate the dissemination of these programmes throughout government funded secondary schools. Methods and analysis The study will be conducted in two phases. In the first phase (cluster randomised controlled trial), 16 schools will be randomly allocated to the intervention or a usual care control condition. In the second phase, the Reach, Effectiveness, Adoption, Implementation and Maintenance (Re-AIM) framework will be used to guide the design and evaluation of programme dissemination throughout New South Wales (NSW), Australia. In both phases, teachers will be trained to deliver the NEAT and ATLAS programmes, which will include: (1) interactive student seminars; (2) structured physical activity programmes; (3) lunch-time fitness sessions; and (4) web-based smartphone apps. In the cluster RCT, study outcomes will be assessed at baseline, 6 months (primary end point) and 12-months. Muscular fitness will be the primary outcome and secondary outcomes will include: objectively measured body composition, cardiorespiratory fitness, flexibility, resistance training skill competency, physical activity, self-reported recreational screen-time, sleep, sugar-sweetened beverage and junk food snack consumption, self-esteem and well-being

Walk well:a randomised controlled trial of a walking intervention for adults with intellectual disabilities: study protocol

Background - Walking interventions have been shown to have a positive impact on physical activity (PA) levels, health and wellbeing for adult and older adult populations. There has been very little work carried out to explore the effectiveness of walking interventions for adults with intellectual disabilities. This paper will provide details of the Walk Well intervention, designed for adults with intellectual disabilities, and a randomised controlled trial (RCT) to test its effectiveness. Methods/design - This study will adopt a RCT design, with participants allocated to the walking intervention group or a waiting list control group. The intervention consists of three PA consultations (baseline, six weeks and 12 weeks) and an individualised 12 week walking programme. A range of measures will be completed by participants at baseline, post intervention (three months from baseline) and at follow up (three months post intervention and six months from baseline). All outcome measures will be collected by a researcher who will be blinded to the study groups. The primary outcome will be steps walked per day, measured using accelerometers. Secondary outcome measures will include time spent in PA per day (across various intensity levels), time spent in sedentary behaviour per day, quality of life, self-efficacy and anthropometric measures to monitor weight change. Discussion - Since there are currently no published RCTs of walking interventions for adults with intellectual disabilities, this RCT will examine if a walking intervention can successfully increase PA, health and wellbeing of adults with intellectual disabilities

Real world, real people: Can we assess walking on a treadmill to establish step count recommendations in adolescents?

Background: Currently, it is not known how much walking should be advocated for good health in an adolescent population. Step count recommendations for minimum time inmoderate-intensity activity have been translated predominantly from treadmill walking. Purpose: To compare the energy cost of walking on a treadmill with overground walking in adolescent girls. Methods: A total of 26 adolescent girls undertook resting metabolic measurements for individual determination of 1 metabolic equivalent using indirect calorimetry. Energy expenditure was subsequently assessed during treadmill and overground walking at slow, moderate, and fast walking speeds for 4 to 6 minutes. Treadmill step rates were matched overground using ametronome. Results: The energy cost of treadmill walking was found to be significantly greater than and not equivalent to overground walking at 133 steps per minute; (equivalent to the fast walking pace): VO 2 3.90 (2.78-5.01), P &lt; .001, mean absolute percentage error (MAPE) = 18.18%, and metabolic equivalent 0.77 (0.54-1.00), P &lt; .001, MAPE = 18.16%. The oxygen cost per step (V? O2 mL·step -1) was significantly greater and not equivalent on the treadmill at 120 and 133 steps per minute: 0.43 (0.12-0.56), P &lt; .05, MAPE = 10.12% versus 1.40 (1.01-1.76), P &lt; .001,MAPE = 17.64%, respectively. Conclusion: The results suggest that there is a difference in energy cost per step of walking on a treadmill and overground at the same step rate. This should be considered when utilizing the treadmill in energy expenditure studies. Studies which aim to provide step recommendations should focus on overground walking where most walking activity is adopted. </p

Fundamental movement skills in relation to weekday and weekend physical activity in preschool children.

OBJECTIVES: To examine associations between fundamental movement skills and weekday and weekend physical activity among preschool children living in deprived communities. DESIGN: Cross-sectional observation study. METHODS: Six locomotor skills and 6 object-control skills were video-assessed using The Children's Activity and Movement in Preschool Study Motor Skills Protocol. Physical activity was measured via hip-mounted accelerometry. A total of 99 children (53% boys) aged 3-5 years (M 4.6, SD 0.5) completed all assessments. Multilevel mixed regression models were used to examine associations between fundamental movement skills and physical activity. Models were adjusted for clustering, age, sex, standardised body mass index and accelerometer wear time. RESULTS: Boys were more active than girls and had higher object-control skill competency. Total skill score was positively associated with weekend moderate-to-vigorous physical activity (p=0.034) but not weekday physical activity categories (p>0.05). When subdomains of skills were examined, object-control skills was positively associated with light physical activity on weekdays (p=0.008) and with light (p=0.033), moderate-to-vigorous (p=0.028) and light- and moderate-to-vigorous (p=0.008) physical activity at weekends. Locomotor skill competency was positively associated with moderate-to-vigorous physical activity on weekdays (p=0.016) and light physical activity during the weekend (p=0.035). CONCLUSIONS: The findings suggest that developing competence in both locomotor and object-control skills may be an important element in promoting an active lifestyle in young children during weekdays and at weekends

Longitudinal associations between weather, season, and mode of commuting to school amongst Spanish youths

Aim: To study the associations of weather conditions with the travel mode choice for commuting to and from school.  Methods: A total of 6,979 Spanish youths aged 7 to 18 years old (80% adolescents aged 12‐18 years old, 51% male) completed a 5‐day survey of mode of commuting to school in autumn, winter, and spring. Weather data from the nearest weather station to each school was registered. We used Google Maps™ to calculate the distance from home to school. Multilevel logistic regression models were used to estimate odds of active travel based on weather and season.  Results: We analysed a total of 163,846 discrete journeys. In winter, children (aged 7 to 11 years old) were less likely to choose an active mode of commuting to school (OR: 0.72, 95% CI: 0.59‐0.89, p=0.003). In spring, adolescents were more likely to choose an active mode of commuting to school (OR: 1.43, 95% CI: 1.19‐1.73, p<0.001). With higher mean temperatures, adolescents were more likely to choose an active mode of commuting from school (OR: 1.02, 95% CI: 1.00‐1.04, p=0.029).  Conclusion: Certain weather conditions seem to influence the travel mode choice for commuting to and from school in youth, including season and temperature