BREASTS BIOMECHANICS; FROM RESEARCH TO ENTERPRISE TO INDUSTRY TO CONSUMER

The purpose of this initiative was to use published breast biomechanics methods to develop a bra testing service which steamlined funder engagement, generated income and research data. Following the set up of the Bra Testing Unit (2014), testing packages were sold which establish sports bra performance. To do this, appropriately sized volunteers (n=3,612) were recruited to run bare-breasted and in various sports bras (n=301). Breast movement reduction (% support) and subjective measures, were collected and sports bra support compared across all bras tested. This initiative has streamlined engagement, generated income through 48 package sales to 25 companies worldwide (start-ups to global brands) and is self-sustaining, supporting a biomechanics researcher and offering student opportunities. The data have informed publications; supporting impact case studies. This initiative commercialises, industrialises and consumerises biomechanics research

Breast education improves adolescent girls’ breast knowledge, attitudes to breasts and engagement with positive breast habits

Many females experience breast-related issues that are considered to negatively impact health and wellbeing. These include breast cancer, issues related to incorrect bra fit, and issues related to breast movement including an increased incidence of breast pain, breast sag and embarrassment, which can be a barrier to physical activity participation. Knowledge and awareness of these breast issues among females is low. Furthermore, these breast concerns are more prevalent in adolescent girls compared to adult females, with 87% of girls reporting ≥ one breast concern. This study evaluated the short- and longer-term impact of a 50-minute breast education intervention on adolescent girls’ (11 to 14 years) breast knowledge, attitudes to breasts and engagement with positive breast habits. A mixed methods, controlled, longitudinal, cohort design was employed, using two control schools (n: 412; receiving no intervention) and two intervention schools (n: 375; receiving the intervention) from privileged and less privileged areas. Adolescent girls in four schools completed a validated breast survey pre- and immediately post-intervention as well as three- and six-months post-intervention. Additionally, in one intervention school, six focus groups were conducted immediately and four-months after the intervention. The intervention was equally effective in the two intervention schools. Following the intervention, participants in the intervention schools significantly improved their breast knowledge, their attitudes to breasts and their engagement with positive breast habits, compared to participants in the control schools, p < 0.01 (with large effect sizes). These improvements were sustained six months post-intervention. Participants described the session as “informative”, it made them “feel less embarrassed” about their breasts; they also reported wanting to do more exercise and to change their bra purchasing and bra wearing habits. These novel, positive findings provide insight into the benefits of teaching adolescent girls about breasts from a young age and can be used to inform effective breast education in schools. It is recommended that education on multiple breast topics should be introduced in schools, preferably being first introduced in primary schools, with a modular structure and progressive information

Breast education for schoolgirls; why, what, when and how?

Schools are fundamental settings for health education and adolescent females are an important group for promoting positive breast habits. We surveyed 2089 schoolgirls (11-18 years) to provide evidence for, and guidance on, breast education for schoolgirls. 26% reported negative feelings about their breasts and 87% reported ≥ one breast concern. 72% wanted to know more about breast cancer (69% rating this extremely important). >50% wanted to know more about breast sag and breast pain. Preferred delivery format was age eleven (50%), girls only taught sessions (41%) with female teachers (43%). A need for breast education and delivery preferences was identified

Survey Development for Adolescents Aged 11 to 16 Years: A Developmental Science Based Guide

Methodological knowledge on surveying young adolescents is scarce and researchers often rely on theories and methodological studies based on adult respondents. However, young adolescents are in the process of developing their cognitive, psychological, emotional and social skills, therefore present a unique set of considerations. Question characteristics including; question type and format, question difficulty, wording, ambiguity, the number of response options, and the inclusion of a neutral mid-point, play a pivotal role in the response quality of young adolescents. Failure to address these factors is likely to encourage young adolescents to use satisficing techniques. In this article, we provide a science based guide for developing surveys for use with adolescents aged 11 to 16 years. The guide considers the characteristics and developmental stages of adolescents as survey responders and incorporates advice on appropriate question characteristics, survey layout and question sequence, approaches to pre-testing surveys and mode of survey administration. The guide provides recommendations for developmentally appropriate survey design to improve response quality in survey research with young adolescents

Breast education improves adolescent girls’ breast knowledge, attitudes to breasts and engagement with positive breast habits

Many females experience breast-related issues that are considered to negatively impact health and wellbeing. These include breast cancer, issues related to incorrect bra fit, and issues related to breast movement including an increased incidence of breast pain, breast sag and embarrassment, which can be a barrier to physical activity participation. Knowledge and awareness of these breast issues among females is low. Furthermore, these breast concerns are more prevalent in adolescent girls compared to adult females, with 87% of girls reporting ≥ one breast concern. This study evaluated the short‐ and longer‐term impact of a 50‐minute breast education intervention on adolescent girls’ (11 to 14 years) breast knowledge, attitudes to breasts and engagement with positive breast habits. A mixed methods, controlled, longitudinal, cohort design was employed, using two control schools (n: 412; receiving no intervention) and two intervention schools (n: 375; receiving the intervention) from privileged and less privileged areas. Adolescent girls in four schools completed a validated breast survey pre- and immediately post-intervention as well as three- and six-months post-intervention. Additionally, in one intervention school, six focus groups were conducted immediately and four-months after the intervention. The intervention was equally effective in the two intervention schools. Following the intervention, participants in the intervention schools significantly improved their breast knowledge, their attitudes to breasts and their engagement with positive breast habits, compared to participants in the control schools, p < 0.01 (with large effect sizes). These improvements were sustained six months post-intervention. Participants described the session as “informative”, it made them “feel less embarrassed” about their breasts; they also reported wanting to do more exercise and to change their bra purchasing and bra wearing habits. These novel, positive findings provide insight into the benefits of teaching adolescent girls about breasts from a young age and can be used to inform effective breast education in schools. It is recommended that education on multiple breast topics should be introduced in schools, preferably being first introduced in primary schools, with a modular structure and progressive information