CO-ACTIVE LIFE COACHING AS AN INTERVENTION FOR OBESITY AMONG FEMALE UNIVERSITY STUDENTS

Purpose: To assess the impact of Co-active life coaching on obese female university students’ body mass index (BMI), waist circumference (WC), functional health status, and self-esteem, and conjointly to identify the coaching skills and primary agenda topics that facilitate life coaching’s efficacy as an intervention for obesity. Methods: A multiple-baseline single-subject research design was utilized with five full- time female undergraduate students with BMI £ 30kg/m . Two Certified Professional Coactive Coaches (CPCCs) provided an average of nine, 35-minute, one-on-one sessions with participants. Measures included BMI, WC, the previously validated Short-Form 36 (SF-36) Health Survey, and Rosenberg Self-Esteem Scale. Visual inspection was used to analyze changes in BMI and WC. Effect sizes were calculated for the SF-36 and Rosenberg Self-Esteem Scale, and were interpreted using Cohen’s (1988) rule. Statistical interpretations were supplemented with qualitative information from post-intervention interviews to determine whether a clinically significant difference was achieved. Inductive content analysis was conducted on the pre- and post-intervention interview transcripts and on 50% of each participant’s coaching session transcripts. Results\u27. Visual inspection revealed no change in BMI for three, a decrease for one, and a slight increase for one participant. WC decreased for three participants and remained stable for two. A moderate to large increase in self-esteem (Cohen’s d= 0. 79) was found. Qualitatively, two participants spoke specifically of having improved self-esteem at the end of the intervention. A substantial increase in overall health status (Cohen’s d = 0. 90; mental health dimension d= 0.74; physical health dimension d = 0.88) was found. Qualitatively, one participant spoke specifically of having an enhanced overall health in status at the end of the intervention. During their post-intervention interviews, all five participants spoke of experiencing improved self-acceptance. Collectively, the effect sizes and qualitative statements indicate clinically significant changes (i.e., improvements) in participants’ self-esteem, and their physical, mental, and total (overall) health statuses upon completion of the intervention. All participants’ primary agenda topics related to achieving enhanced self-acceptance and an improved relationship with themselves. For all participants, powerful questions was the skill used most frequently by the coaches, and among those participants for whom a reduction in BMI and/or WC was achieved, acknowledgement was the skill used most often. Conclusions\u27. Coaching was associated with a trend towards a decrease in WC, and with clinically significant increases in participants’ self-esteem, and in their mental, physical, and overall health statuses. The predominant coaching skills and primary agenda topics revealed in this study will allow for a future in-depth comparison of similar help by talking techniques

The influence of centre-based childcare on preschoolers\u27 physical activity levels: A cross-sectional study

The childcare environment represents an appropriate avenue to support physical activity among preschoolers. The aim of this study was two-fold: (1) to measure the physical activity levels of a sample of preschoolers during childcare hours; and (2) to assess which attributes (e.g., space, equipment, policies) within centre-based childcare environments influenced physical activity. Thirty-one preschoolers from 5 childcare centres across London, Canada participated. Actical accelerometers were worn by participants for one day during childcare hours to assess activity levels using a 15 second epoch length. The Environment and Policy Assessment and Observation instrument was used to conduct a full-day evaluation of the childcare environment. On average, participants engaged in 1.54 min/h of moderate-to-vigorous physical activity and 17.42 min/h of total physical activity. Sedentary opportunities, portable and fixed play equipment, and staff behaviour accounted for 49.3% of the variability in moderate-to-vigorous physical activity and 14.1% of the variability in total physical activity, with sedentary opportunities, fixed play equipment, and staff behaviours displaying an inverse relationship. Results emphasize the critical role the childcare environment plays in supporting physical activity among preschoolers. © 2014 by the authors; licensee MDPI, Basel, Switzerland

Learning environments’ activity potential for preschoolers (LEAPP): study rationale and design

Background. The purpose of this paper is to provide an overview of the study protocol for the Learning Environments’ Activity Potential for Preschoolers (LEAPP) study, the goal of which is to describe the activity levels of preschoolers attending various early learning venues and explore which attributes of these facilities (e.g. curriculum, policies, equipment, etc.) support activity participation.Design and Methods. This cross-sectional study aimed to recruit approximately 30 early learning environments requesting participation from preschoolers aged 2.5-5 years. Data collection included: Actical accelerometers (MiniMitter, Oregon, USA) to measure the activity levels of children for five consecutive days (15-second epoch length) while in care; the Environment and Policy Assessment and Observation tool to explore the early learning environment’s impact on activity; anthropometric data; the Child Temperament Questionnaire to assess the influence of preschoolers’ temperament on physical activity; and demographic information from parents/guardians and early learning staff. ANOVA and linear regression analyses will be conducted to assess variances in activity levels among preschoolers attending different early learning types and to explore the impact of early learning environments on their activity levels. Independent sample t-tests will be used to examine differences in activity levels based on sex and weight status.Expected impact of the study for public health. This research will provide the first Canadian data to address environmental influences on preschoolers’ activity levels in differing early learning environments. Additionally, this work will highlight the extent to which activity levels vary among preschoolers enrolled in full-day kindergarten, centre-, and home-based childcare

The influence of parents and the home environment on preschoolers' physical activity behaviours: A qualitative investigation of childcare providers' perspectives

<p>Abstract</p> <p>Background</p> <p>Physical activity offers numerous physiological and psychological benefits for young children; however, many preschool-aged children are not engaging in sufficient activity. The home environment, inclusive of parent role modeling, has been identified as influencing preschoolers' physical activity. This study sought to examine childcare providers' perspectives of the importance of parents and the home environment for supporting the physical activity behaviours of preschool-aged children (aged 2.5-5 years) attending childcare.</p> <p>Methods</p> <p>A heterogeneous sample of childcare providers (<it>n </it>= 84; response rate 39%) working at childcare facilities in London, Ontario participated. Thirteen semi-structured focus groups were conducted in London centres between February 2009 and February 2010. Focus groups were audio recorded and transcribed verbatim and inductive content analysis was used to code and classify themes. A number of strategies were used to verify the trustworthiness of the data.</p> <p>Results</p> <p>Childcare providers acknowledged their reliance on parents/guardians to create a home environment that complements the positive physical activity messaging children may receive in childcare. Moreover, childcare staff highlighted the need for positive parent role modeling and parent support to encourage active healthy lifestyles among young children.</p> <p>Conclusion</p> <p>This study's findings highlight the need for increased parent-caregiver partnering in terms of communication and cooperation in service of promoting appropriate amounts of physical activity among London preschoolers.</p

The Influence of Parents and the Home Environment on Preschoolers\u27 Physical Activity Behaviours: A Qualitative Investigation of Childcare Providers\u27 Perspectives

BACKGROUND: Physical activity offers numerous physiological and psychological benefits for young children; however, many preschool-aged children are not engaging in sufficient activity. The home environment, inclusive of parent role modeling, has been identified as influencing preschoolers\u27 physical activity. This study sought to examine childcare providers\u27 perspectives of the importance of parents and the home environment for supporting the physical activity behaviours of preschool-aged children (aged 2.5-5 years) attending childcare. METHODS: A heterogeneous sample of childcare providers (n = 84; response rate 39%) working at childcare facilities in London, Ontario participated. Thirteen semi-structured focus groups were conducted in London centres between February 2009 and February 2010. Focus groups were audio recorded and transcribed verbatim and inductive content analysis was used to code and classify themes. A number of strategies were used to verify the trustworthiness of the data. RESULTS: Childcare providers acknowledged their reliance on parents/guardians to create a home environment that complements the positive physical activity messaging children may receive in childcare. Moreover, childcare staff highlighted the need for positive parent role modeling and parent support to encourage active healthy lifestyles among young children. CONCLUSION: This study\u27s findings highlight the need for increased parent-caregiver partnering in terms of communication and cooperation in service of promoting appropriate amounts of physical activity among London preschoolers

The Influence of Parents and the Home Environment on Preschoolers\u27 Physical Activity Behaviours: A Qualitative Investigation of Childcare Providers\u27 Perspectives

BACKGROUND: Physical activity offers numerous physiological and psychological benefits for young children; however, many preschool-aged children are not engaging in sufficient activity. The home environment, inclusive of parent role modeling, has been identified as influencing preschoolers\u27 physical activity. This study sought to examine childcare providers\u27 perspectives of the importance of parents and the home environment for supporting the physical activity behaviours of preschool-aged children (aged 2.5-5 years) attending childcare. METHODS: A heterogeneous sample of childcare providers (n = 84; response rate 39%) working at childcare facilities in London, Ontario participated. Thirteen semi-structured focus groups were conducted in London centres between February 2009 and February 2010. Focus groups were audio recorded and transcribed verbatim and inductive content analysis was used to code and classify themes. A number of strategies were used to verify the trustworthiness of the data. RESULTS: Childcare providers acknowledged their reliance on parents/guardians to create a home environment that complements the positive physical activity messaging children may receive in childcare. Moreover, childcare staff highlighted the need for positive parent role modeling and parent support to encourage active healthy lifestyles among young children. CONCLUSION: This study\u27s findings highlight the need for increased parent-caregiver partnering in terms of communication and cooperation in service of promoting appropriate amounts of physical activity among London preschoolers

Physical Activity at Daycare: Childcare Providers’ Perspectives for Improvements

In London, Ontario, approximately 45 percent of preschoolers are insufficiently active.With the large number of preschoolers who attend childcare (54%), and the low levels of physical activity among preschool-aged children, daycare centers may be an appropriate avenue to intervene. This study sought to collect childcare providers’ suggestions for improving physical activity during daycare hours and their perspectives regarding the feasibility of meeting the physical activity guidelines currently set out for preschoolers. This qualitative study targeted a heterogeneous sample of childcare providers (n = 54) working at YMCA daycare centers in London, Ontario. Eight focus groups were conducted. Saturation was reached by the fifth focus group; however, three additional focus groups were completed to confirm that the researchers continued hearing the same responses. Focus groups were audio-recorded and transcribed verbatim. Inductive content analysis was used to code and categorize emerging themes. Strategies were incorporated to ensure data trustworthiness. Childcare providers believed the children in their care were quite active and when asked what would be required to increase the physical activity participation among the preschoolers in their care, participants discussed: staff training/workshops; guest physical activity instructors; additional equipment and resources; and increased funds for physical activity. The majority of focus group participants also felt it was feasible for the preschoolers in their care to meet or exceed the preschooler physical activity guidelines. Developing programs and resources that are informed by childcare providers may be an effective way to target sedentary behaviors among the preschool-aged population. Accordingly, childcare providers’ suggestions of how to maximize the opportunities for physical activity during daycare hours should be considered when developing and revising childcare curriculum, resources and policies

Physical Activity at Daycare: Issues, Challenges and Perspectives

This study sought to examine London, Ontario‐based childcare providers’ perspectives of the barriers and facilitators to physical activity participation among preschoolers (i.e. children aged 2.5–5 years) attending daycare. A heterogeneous sample of childcare providers (n = 54; response rate 47%) working at public daycare facilities in London, Ontario participated. Using a qualitative methodology, eight semi‐structured focus groups were conducted between February and March 2009. Focus groups were audio recorded and transcribed verbatim. Inductive content analysis was used to code and categorize emerging themes. When asked to describe the barriers to engaging preschoolers in physical activity while at daycare, participants discussed inadequate equipment, insufficient space, daycare requirements and safety concerns, and weather. When asked to describe the facilitators, participants cited resources, music and the childcare providers themselves. This study’s findings provide contextual and descriptive information with potentially significant implications for childcare directors, parents and researchers to promote and support physical activity participation among preschoolers attending daycare