Increasing physical activity among young children from disadvantaged communities: Study protocol of a group randomised controlled effectiveness trial

Background: Participation in regular physical activity (PA) during the early years helps children achieve healthy body weight and can substantially improve motor development, bone health, psychosocial health and cognitive development. Despite common assumptions that young children are naturally active, evidence shows that they are insufficiently active for health and developmental benefits. Exploring strategies to increase physical activity in young children is a public health and research priority. Methods: Jump Start is a multi-component, multi-setting PA and gross motor skill intervention for young children aged 3–5 years in disadvantaged areas of New South Wales, Australia. The intervention will be evaluated using a two-arm, parallel group, randomised cluster trial. The Jump Start protocol was based on Social Cognitive Theory and includes five components: a structured gross motor skill lesson (Jump In); unstructured outdoor PA and gross motor skill time (Jump Out); energy breaks (Jump Up); activities connecting movement to learning experiences (Jump Through); and a home-based family component to promote PA and gross motor skill (Jump Home). Early childhood education and care centres will be demographically matched and randomised to Jump Start (intervention) or usual practice (comparison) group. The intervention group receive Jump Start professional development, program resources, monthly newsletters and ongoing intervention support. Outcomes include change in total PA (accelerometers) within centre hours, gross motor skill development (Test of Gross Motor Development-2), weight status (body mass index), bone strength (Sunlight MiniOmni Ultrasound Bone Sonometer), self-regulation (Heads-Toes-Knees-Shoulders, executive function tasks, and proxy-report Temperament and Approaches to learning scales), and educator and parent self-efficacy. Extensive quantitative and qualitative process evaluation and a cost-effectiveness evaluation will be conducted. Discussion: The Jump Start intervention is a unique program to address low levels of PA and gross motor skill proficiency, and support healthy lifestyle behaviours among young children in disadvantaged communities. If shown to be efficacious, the Jump Start approach can be expected to have implications for early childhood education and care policies and practices, and ultimately a positive effect on the health and development across the life course

\u27Jump start\u27 childcare-based intervention to promote physical activity in pre-schoolers: six-month findings from a cluster randomised trial

BACKGROUND: Participation in adequate levels of physical activity during the early years is important for health and development. We report the 6-month effects of an 18-month multicomponent intervention on physical activity in early childhood education and care (ECEC) settings in low-income communities. METHODS: A cluster randomised controlled trial was conducted in 43 ECEC settings in disadvantaged areas of New South Wales, Australia. Three-year-old children were recruited and assessed in the first half of 2015 with follow-up 6 months later. The intervention was guided by Social Cognitive Theory and included five components. The primary outcome was minutes per hour in total physical activity during ECEC hours measured using Actigraph accelerometers. Intention-to-treat analysis of the primary outcome was conducted using a generalized linear mixed model. RESULTS: A total of 658 children were assessed at baseline. Of these, 558 (85%) had valid accelerometer data (mean age 3.38y, 52% boys) and 508 (77%) had valid accelerometry data at 6-month follow-up. Implementation of the intervention components ranged from 38 to 72%. There were no significant intervention effects on mins/hr. spent in physical activity (adjusted difference = - 0.17 mins/hr., 95% CI (- 1.30 to 0.97), p = 0.78). A priori sub-group analyses showed a greater effect among overweight/obese children in the control group compared with the intervention group for mins/hr. of physical activity (2.35mins/hr., [0.28 to 4.43], p = 0.036). CONCLUSIONS: After six-months the Jump Start intervention had no effect on physical activity levels during ECEC. This was largely due to low levels of implementation. Increasing fidelity may result in higher levels of physical activity when outcomes are assessed at 18-months

Digitized narratives of sexual violence: Making sexual violence felt and known through digital disclosures

In this article, we argue that social media platforms like Tumblr and Twitter have facilitated an emergence of “digitized narratives” of sexual violence. These narratives are rooted in historical ways in which feminists have discursively articulated sexual violence, yet are shaped by distinctive “platform vernacular” or the conventions, affordances, and restrictions of the platforms in which they appear. Drawing on a qualitative content and critical discourse analysis of 450 texts from the Tumblr site Who Needs Feminism? and the hashtag #BeenRapedNeverReported, we argue that digital platforms such as Tumblr and Twitter produce new vernacular practices which shape how “digitized narratives” of sexual violence are not only disclosed and known, but felt and experienced across digital networks

Online Harassment: Assessing Harms and Remedies

Online harassment refers to a wide range of harmful behaviors, including hate speech, insults, doxxing, and non-consensual image sharing. Social media platforms have developed complex processes to try to detect and manage content that may violate community guidelines; however, less work has examined the types of harms associated with online harassment or preferred remedies to that harassment. We conducted three online surveys with US adult Internet users measuring perceived harms and preferred remedies associated with online harassment. Study 1 found greater perceived harm associated with non-consensual photo sharing, doxxing, and reputational damage compared to other types of harassment. Study 2 found greater perceived harm with repeated harassment compared to one-time harassment, but no difference between individual and group harassment. Study 3 found variance in remedy preferences by harassment type; for example, banning users is rated highly in general, but is rated lower for non-consensual photo sharing and doxxing compared to harassing family and friends and damaging reputation. Our findings highlight that remedies should be responsive to harassment type and potential for harm. Remedies are also not necessarily correlated with harassment severity—expanding remedies may allow for more contextually appropriate and effective responses to harassment

“The Question Exists, but You Don’t Exist With It”: Strategic Anonymity in the Social Lives of Adolescents

Anonymous interactions may have important implications for adolescents’ social and psychological development. In this article, we use semi-structured interview data collected from US adolescents aged 13–18 years ( N  = 22) to explore how the specific affordances of an online platform that enables selective anonymity shape adolescents’ practices and perceptions. We contribute to scholarship on the effects of anonymous interaction online by surfacing positive outcomes for young adults who choose to interact in anonymous contexts—specifically, a question-and-answer site popular with teenagers ( Ask.fm )—and explicating the ways in which these interactions assist in key developmental tasks during adolescence. We identify five primary themes: (1) perceived authenticity, (2) circumventing social expectations, (3) learning about the self, (4) managing identity and self-presentation, and (5) initiating and developing relationships. Across these themes, we find that users strategically employ anonymity to achieve their social goals. Use of the site was often deeply embedded in offline social structures, such that the platform was used to circumvent rigid norms around socialization (who can talk to whom) and information-seeking (who can ask what), enforced in educational institutions and elsewhere. We conclude that the strategic use of selective anonymity has the potential to scaffold social processes through which adolescents work toward critical developmental goals