The Impact of Integrated Movement-Based Activities on Primary School Aged Students in the Classroom

Movement-based activities can have benefits for children from early childhood and into formal education. However, most current research concerns movement-based activities which are a part of physical education classes. Integrated movement-based activities are activities that involve physical movement that is used to teach subjects other than physical education in the primary curriculum. For example, asking students to demonstrate their understanding of the water cycle by using movement to act out the process. The purpose of this study is to outline the impact that integrated movement-based activities such as this can have on primary school-aged students. To answer this research question the study was separated into three phases which were conducted in both lower and upper primary classrooms. The data were collected using student guided self-reflection journals, numeracy tests, self-rating scales of concentration, teacher interviews, and researcher observations and reflections. The data were then analyzed using open-coding methods. It was found that when a supportive classroom environment and structure is established, integrated movement-based activities can impact positively on students\u27 concentration, enjoyment of learning, engagement in learning, and interpersonal relationships

The Impact of Integrated Movement-Based Activities on Primary School Aged Students in the Classroom

Movement-based activities can have benefits for children from informal early childhood settings to more formal education contexts in primary schools. Integrated movement-based activities (IMBAs) are activities involving physical movement that are used to teach subjects other than physical education in the primary school curriculum. The purpose of this study was to investigate the impact that IMBAs have on primary school aged students. The study was conducted in lower and upper primary classrooms. The data was collected from the perspectives of students, teachers and a researcher using self-reflection journals, numeracy tests, self-rating scales of concentration levels, teacher interviews and researcher observations and reflections. The data was then analysed using open-coding methods. The study found that, when a supporting and structured classroom environment is established, IMBAs impact positively on students’ concentration, enjoyment of learning, engagement in learning and interpersonal relationships

Sex and gender differences in caregiving burden experienced by family caregivers of persons with dementia: a systematic review

Objectives Much is known about the demands of caregiving for a person with dementia (PWD) and its effects on family caregivers, however sex and gender aspects have received less attention. We synthesized the evidence on sex and gender distinctions in: (1) the caregiving burden and (2) the impact of caregiving on the physical and mental health of family caregivers of PWD. Design Systematic review. Data sources Medline, Embase, PsycINFO and Cumulative Index to Nursing and Allied Health Literature between January 2007 and October 2019 were searched Eligibility criteria for selecting studies Studies included in the review met the following criteria: (1) Examine experiences and/or impacts of caregiving among family caregivers of individuals with any form of dementia; (2) Report sex and/or gender distribution of study population and/or report results stratified by sex and/or gender, and (3) Include both male and female family caregivers. Data extraction and synthesis Two independent reviewers extracted the data and assessed risk of bias using the Critical Appraisal Skills Programme checklist and National Institutes of Health Quality Assessment Tool for Observational Cohort and Cross-sectional Studies. Data were synthesized using a narrative synthesis approach. Results A total of 22 studies were included. Caregiving burden was measured using various methods. A majority of studies reported higher burden among females. Most studies that did not report a sex and gender difference accounted for confounders. Findings on sex and gender differences on physical and mental health conditions were inconsistent with most studies failing to account for confounding variables in their analyses. Conclusions The current evidence on sex and gender differences in caregiving burden, mental and physical health is limited. Findings suggest the presence of sex and gender differences in caregiving burden. Given the variety of mental and physical health constructs that were examined, further research is required to substantiate the evidence

A scoping review of resilience among transition-age youth with serious mental illness: tensions, knowledge gaps, and future directions

Abstract Introduction The study of resilience among transition-age youth (aged 16–29 years) living with serious mental illness (SMI) has provided a promising new direction for research with the capacity to explore individuals’ strengths and resources. However, variability in how resilience is defined and measured has led to a lack of conceptual clarity. A comprehensive synthesis is needed to understand current trends and gaps in resilience research among this population. The purpose of the current study was to map how resilience has been conceptualized and operationalized among transition-age youth with SMI, explore resilience factors and outcomes that have been studied, and recommend areas for future research. Methods A six-stage scoping review methodology was used to systematically identify relevant empirical literature across multiple databases (MEDLINE, EMBASE, PsycINFO, AMED, CINAHL, Scopus), addressing transition-age youth diagnosed with SMI and resilience. Topic consultation and reaction meetings were conducted to gather feedback from transition-age youth with SMI, researchers, and clinicians during the review process to enhance the applicability of the review findings. A meta-narrative approach was used to organize included studies into research traditions (i.e., paradigms of inquiry with similar storylines, theoretical and methodological orientations). Resilience factors and outcomes, and the consultative meetings, were analyzed using content analysis. Results Twenty-four studies met inclusion criteria (14 quantitative, 9 qualitative, 1 mixed-method). Four research traditions were identified, each contributing a unique storyline which conceptualized and operationalized resilience in slightly different ways: Stress Adaptation, Person-Environment Interactions, Recovery-Focused, and Critical and Cultural Perspectives. Resilience factors and outcomes were most commonly evaluated at the individual-level or within the immediate environment (e.g., personal characteristics, social support networks). Limited research has explored the influence of macro-level systems and health inequalities on resilience processes. Results from the consultative meetings further demonstrated the importance of health services and sociocultural factors in shaping processes of resilience among youth. Conclusion The present results may be used to inform future work, as well as the development of age-appropriate, strengths-based, and resilience-oriented approaches to service delivery. Interdisciplinary and intersectional research that prioritizes community and youth engagement is needed to advance current understandings of resilience among transition-age youth with SMI

Development of depressive symptoms during early community reintegration after traumatic brain injury

The early onset of depression following traumatic brain injury (TBI) is associated with poorer psychosocial outcomes; however, the direction of this relationship is unclear. This study investigated the relationship between progress in resuming preinjury lifestyle (transition events), change in perceived functioning and level of depressive symptoms at discharge and 3-months postdischarge. As part of a prospective longitudinal study of brain injury outcomes, 96 consecutively discharged patients with TBI completed measures of transition events (Sentinel Events Questionnaire) and perceived functioning (Mayo-Portland Adaptability Inventory-4 Ability and Adjustment indices) at discharge and 3-months follow-up. Level of depressive symptoms was assessed at discharge and 3-months follow-up using the Depression Anxiety Stress Scale 21. After controlling for age and discharge depressive symptoms, change in perceived functioning was found to mediate the relationship between total transition events and depressive symptoms at 3-months postdischarge (β reduced from.21 to.14), with a significant indirect effect observed. The present findings indicate that lack of progress in resuming preinjury lifestyle contributes to postdischarge depressive symptoms through an influence on perceived functioning, thus providing an improved conceptualization of reactive depression in the context of brain injury. (JINS, 2011, 17, 112-119