The effect of an 8-week classroom-based physical activity and sedentary behaviour programme on adolescents' motivation and physical activity

We determine the effect of "ActiveChat" - an 8-week classroom-based physical activity (PA) and sedentary behaviour (SB) programme on adolescents' motivation and PA. Results of the feasibility study provides preliminary evidence suggesting that an 8-week teacher-led classroom-based PA and SB programme has the potential to maintain adolescents' motivation towards PA, and increase in-class levels of PA. This indicates that pedagogical methods could be adapted to incorporate more PA within secondary school classrooms

Classroom-based physical activity and sedentary behavior interventions in adolescents : a systematic review and meta-analysis

Background: It is reported that 81% of adolescents are insufficiently active. Schools play a pivotal role in promoting physical activity (PA) and reducing sedentary behavior (SB). The aim of this systematic review and meta-analysis was to evaluate classroom-based PA and SB interventions in adolescents. Methods: A search strategy was developed using the PICOS framework. Articles were screened using strict inclusion criteria. Study quality was assessed using the Effective Public Health Practice Project quality assessment tool ( http://www.ephpp.ca/tools.html ). Outcome data for preintervention and postintervention were extracted, and effect sizes were calculated using Cohen’s d. Results: The strategy yielded 7574 potentially relevant articles. Nine studies were included for review. Study quality was rated as strong for 1 study, moderate for 5 studies, and weak for 3 studies. Five studies were included for meta-analyses, which suggested that the classroom-based interventions had a nonsignificant effect on PA (P=.55, d=0.05) and a small, nonsignificant effect on SB ( P=.16, d=−0.11). Conclusion: Only 9 relevant studies were found, and the effectiveness of the classroom-based PA and SB interventions varied. Based on limited empirical studies, there is not enough evidence to determine the most effective classroom-based methodology to increase PA and SB

The evaluation of ActiveChat : a classroom-based physical activity and sedentary behaviour programme implemented in Scottish secondary schools

This abstract contributes to the Active Scotland Outcomes Framework as it is an evaluation of a classroom-based programme which aimed to educate adolescents on the importance of physical activity and motivate them to become more active. The programme also encouraged adolescents to find their own solutions to being more active, thus enhancing autonomy and competence. Background: Physical activity (PA) of Scottish adolescents is low, with 18% reportedly meeting the guidelines. The school environment can provide opportunities for pupils to be active. ActiveChat is a classroom-based, teacher delivered PA and sedentary behaviour (SB) programme designed to enhance motivation and positive attitudes towards PA, reduce SB, and integrate movement within the classroom. Few classroom-based programmes have been designed and implemented within the secondary school setting. Aim: Evaluation of programmes is important to determine effectiveness, therefore the aim of this study was to evaluate ActiveChat through exploring teacher and pupils’ perceptions of the programme and determine the level of fidelity. Methods: Two teachers (1M, 1F; age range 35-64 years) and 17 pupils (9M, 8F; age range = 11- 14 years) participated in semi-structured interviews and focus groups. Duration of interviews/focus groups were ~15-30 minutes. A concurrent deductive and inductive content analysis was used to identify overall themes. Fidelity was assessed through direct observation, whereby two researchers observed all ActiveChat classes. Results/Findings: Overall themes identified in the interviews with the teachers were: positive overview of the ActiveChat programme; intended outcomes; negative views towards movement outside lesson tasks; perceived benefits of active learning; recommendations to improve the ActiveChat programme; and personal experience and perceptions. Overall themes identified in the pupil focus groups were: positive perceptions of the ActiveChat programme; negative aspects of the ActiveChat programme; recommendations to improve the ActiveChat programme; learning outcomes; and barriers to PA. Good levels of fidelity were reported based on researchers’ observations, with 63% of the programme being implemented as designed. Conclusion: Results of this evaluative study suggested teachers and pupils were receptive to the ActiveChat programme and identified its ability to integrate within the Scottish education system – the Curriculum for Excellence. Key findings from the direct observation and the teacher interviews suggest that movement needs to be integrated as part of the lesson tasks, rather than isolated active breaks. These findings and the recommendations provided by both teachers and pupils will further develop the ActiveChat programme for future research and implementation

ActiveChat : Development of an 8 week school-based intervention to increase motivation for physical activity and reduce sedentary behaviour in secondary school pupils

This poster discusses the development of an 8 week school-based intervention to increase motivation for physical activity and reduce sedentary behaviour in secondary school pupils

Validity of the iPhone M7 Motion Coprocessor to Estimate Physical Activity During Structured and Free-Living Activities in Healthy Adults

Modern smartphones such as the iPhone contain an integrated accelerometer, which can be used to measure body movement and estimate the volume and intensity of physical activity. Objectives: The primary objective was to assess the validity of the iPhone to measure step count and energy expenditure during laboratory-based physical activities. A further objective was to compare free-living estimates of physical activity between the iPhone and the ActiGraph GT3X+ accelerometer. Methods: Twenty healthy adults wore the iPhone 5S and GT3X+ in a waist-mounted pouch during bouts of treadmill walking, jogging, and other physical activities in the laboratory. Step counts were manually counted, and energy expenditure was measured using indirect calorimetry. During two weeks of free-living, participants (n = 17) continuously wore a GT3X+ attached to their waist and were provided with an iPhone 5S to use as they would their own phone. Results: During treadmill walking, iPhone (703 ± 97 steps) and GT3X+ (675 ± 133 steps) provided accurate measurements of step count compared with the criterion method (700 ± 98 steps). Compared with indirect calorimetry (8 ± 3 kcal·min−1), the iPhone (5 ± 1 kcal·min−1) underestimated energy expenditure with poor agreement. During free-living, the iPhone (7,990 ± 4,673 steps·day−1) recorded a significantly lower (p

ActiveChat, the feasibility of a classroom-based physical activity and sedentary behaviour programme in Scottish secondary schools

Introduction: Self- report data suggest 82% of Scottish adolescents are insufficiently active. Schools play a pivotal role in the promotion of physical activity (PA) and reduction in sedentary behaviour (SB). The purpose of this thesis was to develop and trial the ActiveChat programme: a classroom-based PA and SB programme implemented into Scottish secondary schools. This PhD consisted of three studies: i) a systematic review and meta-analysis of classroom-room based PA and SB programmes in adolescents; ii) an evaluative case study to explore teachers' and teacher educators' perceptions of the ActiveChat programme ; iii) a feasibility trial of the ActiveChat programme.;Methods: The feasibility trial of the ActiveChat programme was implemented within a secondary school over eight weeks. Motivation, psychological needs, attitudes, and habitual PA and SB were assessed pre- and post-programme using subjective methods. In-class PA and SB were assessed objectively. Evaluation of the ActiveChat programme was conducted through focus groups/interviews with teachers and pupils, teacher evaluation, and observation.;Results: The meta-analysis demonstrated non-significant results on PA and SB based on limited studies (PA, p = 0.55, d = 0.05; SB, p = 0.16, d = -0.11). Results of the case study suggested the ActiveChat programme met learning outcomes from the areas of health and wellbeing, literacy, and numeracy of the Curriculum for Excellence, and emphasised the programmes place in Personal and Social Education.;Results of the feasibility study demonstrated significantly positive effects of ActiveChat on internalised forms of motivation, competence, relatedness, and attitudes towards SB. In-class PA was significantly higher in the ActiveChat class compared to control (11%). The evaluation demonstrated that pupils and teachers were positively receptive to ActiveChat, and the programme was delivered with good levels of fidelity (63%). Overall, this PhD research determined the feasibility of a teacher-led classroom-based PA and SB programme within secondary schools.Introduction: Self- report data suggest 82% of Scottish adolescents are insufficiently active. Schools play a pivotal role in the promotion of physical activity (PA) and reduction in sedentary behaviour (SB). The purpose of this thesis was to develop and trial the ActiveChat programme: a classroom-based PA and SB programme implemented into Scottish secondary schools. This PhD consisted of three studies: i) a systematic review and meta-analysis of classroom-room based PA and SB programmes in adolescents; ii) an evaluative case study to explore teachers' and teacher educators' perceptions of the ActiveChat programme ; iii) a feasibility trial of the ActiveChat programme.;Methods: The feasibility trial of the ActiveChat programme was implemented within a secondary school over eight weeks. Motivation, psychological needs, attitudes, and habitual PA and SB were assessed pre- and post-programme using subjective methods. In-class PA and SB were assessed objectively. Evaluation of the ActiveChat programme was conducted through focus groups/interviews with teachers and pupils, teacher evaluation, and observation.;Results: The meta-analysis demonstrated non-significant results on PA and SB based on limited studies (PA, p = 0.55, d = 0.05; SB, p = 0.16, d = -0.11). Results of the case study suggested the ActiveChat programme met learning outcomes from the areas of health and wellbeing, literacy, and numeracy of the Curriculum for Excellence, and emphasised the programmes place in Personal and Social Education.;Results of the feasibility study demonstrated significantly positive effects of ActiveChat on internalised forms of motivation, competence, relatedness, and attitudes towards SB. In-class PA was significantly higher in the ActiveChat class compared to control (11%). The evaluation demonstrated that pupils and teachers were positively receptive to ActiveChat, and the programme was delivered with good levels of fidelity (63%). Overall, this PhD research determined the feasibility of a teacher-led classroom-based PA and SB programme within secondary schools

The effects of sedentary behaviour on bone health in older adults : a systematic review

This abstract contributes to the Active Scotland Outcomes Framework as it highlights the potential benefit of reducing sedentary behaviour on bone health in older adults, therefore emphasises the importance of being active. Background: Older adults spend a large proportion of their waking hours in sedentary activities, with literature reporting a mean of 9.4 hours/day. The detrimental effects of sedentary behaviour (SB) on cardiovascular health and mortality have been well established, yet little is known regarding the relationship between SB and bone health (bone mineral density (BMD)) in older adults. Aim: The aim of this review is to determine the effects of SB on BMD in older adults. Methods: Five electronic databases were searched: Web of Science (Core Collection); PubMed; EMBASE; Sports Medicine and Education; and PsycInfo. Inclusion criteria for studies were 1) healthy older adults mean age ≥65 years, 2) measured SB, 3) measured BMD using dual-energy X-ray absorptiometry. Quality was assessed using National Institute of Health Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies. Outcome data from included studies were extracted and presented in an evidence table. Results/Findings: Following the search of databases, 17,811 potential articles were screened. Five studies were included for review based on inclusion criteria (two based on the same population). All studies were observational design: three cross-sectional; two longitudinal. Two studies were rated good and three were rated fair using the quality assessment criteria. Studies varied in the areas of measurement of BMD; these included: femoral neck; lumbar spine; pelvis; legs; arms; total hip; whole body. Results were varied across the studies and differed based on gender. Three studies reported positive associations between SB and BMD at different sites for women, whilst two found the opposite effect (a significant negative association). For men, there was uniformity in results with all three studies that had male participants reporting negative associations between SB and femoral neck, pelvic, whole body and leg BMD. Conclusion: Results suggest differences between men and women when it comes to the effect of SB on BMD, and overall results are varied. This is likely due to the varying anatomical sections examined for BMD, the different methods used to measure SB (self-report vs accelerometer), and the scarcity of published literature. More research is required to determine the relationship between SB and BMD in this population