Associations between different types of physical activity and teachers' perceived mental, physical, and work-related health

Background: The teaching profession is characterized by high levels of stress and physical complaints, which might be improved through regular participation in physical activity (PA). However, the effect of PA on mental and physical health is not always consistent and depends on the type of PA performed. The aim of this study was to examine the mental, physical, and work-related health of Flemish secondary school teachers and identify the impact on those health variables by demographic and teaching-related factors and various types of PA. Methods: This study included an online survey conducted across a representative sample of secondary school teachers (n = 1066, average age 40 years; 68 percent female). Level of PA and sitting time were estimated using the International Physical Activity Questionnaire, and perceived mental health and physical health were estimated using the Short Form 36. Work-related factors such as job satisfaction, occupational stress, and absenteeism were also collected. T-tests, ANOVAs, and linear regression analyses were performed. Results: Flemish secondary school teachers have poorer perceived mental and physical health than a general healthy population. This difference is particularly evident among female teachers, who reported lower perceived health, more occupational stress, and more absent days compared to their male colleagues. Higher participation in leisure-time PA was associated with a more positive perceived health. In contrast, higher levels of occupational PA and sitting time had a negative impact on perceived health. Total amount of PA, total amount of moderate-to-vigorous PA, transportation-related PA, and PA at home were not associated to teachers' perceived health. Conclusion: Because secondary school teachers' levels of perceived health are low, they are an important target group for interventions aiming to improve health. Only leisure-time PA was associated with more positive perceived health. This finding may indicate that teachers performing more exercise during leisure time, or in a more autonomous way, may be more resistant to physical and mental health problems. Future research should verify whether promoting leisure-time PA among teachers has the potential to improve their mental and physical health, and counteract the negative associations between teachers' health and their occupational PA

Temporal patterns of physical activity and sedentary behavior in 10-14 year-old children on weekdays

Background: An important but often ignored aspect of physical activity (PA) and sedentary behavior (SB) is the chronological succession of activities, or temporal pattern. The main purposes of this study were (1) to investigate when certain types of PA and SB compete against each other during the course of the day and (2) compare intensity-and domain-specific activity levels during different day-segments. Methods: The study sample consists of 211 children aged 10-14, recruited from 15 primary and 15 secondary schools. PA was assessed combining the SenseWear Mini Armband (SWM) with an electronic activity diary. The intensity-and domain-specific temporal patterns were plotted and PA differences between different day-segments (i.e., morning, school, early evening and late evening) were examined using repeated-measures ANCOVA models. Results: Physical activity level (PAL) was highest during the early evening (2.51 METSWM) and school hours (2.49 METSWM); the late evening segment was significantly less active (2.21 METSWM) and showed the highest proportion of sedentary time (54 % of total time-use). Throughout the different day-segments, several domains of PA and SB competed with each other. During the critical early-evening segment, screentime (12 % of time-use) and homework (10 %) were dominant compared to activity domains of sports (4 %) and active leisure (3 %). The domain of active travel competed directly with motor travel during the morning (5 % and 6 % respectively) and early-evening segment (both 8 %). Conclusions: Throughout the day, different aspects of PA and SB go in competition with each other, especially during the time period immediately after school. Detailed information on the temporal patterns of PA and SB of children could help health professionals to develop more effective PA interventions and promotion strategies. By making adaptations to the typical day schedule of children (e.g., through the introduction of extra-curricular PA after school hours), their daily activity levels might improve

Brede school met sportaanbod: samenwerken doet bewegen

status: publishe

Conditions for Successfully Increasing Disadvantaged Adolescents’ Engagement in and Development through Volunteering in Community Sport

A considerable number of adolescents in Western societies live in socially vulnerable situations. Approaches to improve this situation ultimately aim to make institutional changes through a focus on individual development. With regard to the latter, there have been high expectations regarding sport volunteering’s contribution to human capital development. Nevertheless, little understanding of the underlying conditions for, and possible outcomes of sport volunteering exists. This study’s aim was twofold: (1) to assess the conditions necessary to develop the human capital of disadvantaged adolescents through volunteering in community sport, and (2) to assess to what extent human capital can be developed. A qualitative research design was used to attain deeper insight into these conditions within eight community sport programs in Flanders (Northern Dutch-speaking region of Belgium), a setting that is not often used for youth developmental practices. Data were collected on repeated occasions over the course of each program through qualitative methods with local sport services and social partner organizations (N = 26) and participating adolescents (N = 26). Inductive analysis identified two categories of necessary conditions, (1) valuing and recognizing adolescents, and (2) informal and experiential learning. Results further showed the achievement of two types of perceived human capital developmental outcome (i.e., personal and interpersonal competences) through the fulfilment of these conditions. Findings also showed that although two of these programs made use of a more critical pedagogical approach to youth development by encouraging participants, not only to reflect on, but also to critically take part in the transformation of their own position within society; critical youth empowerment was not reached in the majority of the programs

Development of a tool for Individual Aquatic Risk Management among children of 6-12 years (IARM-C).

Background: When it comes to children’s competence in, on and around water, their risk management also plays an important role. For an optimal and save participation in aquatic recreation, there is a crucial need to communicate about a realistic perception of potential dangers in relation to one’s own actual and perceived aquatic skills. Goals: The aim of this study was to develop and validate a tool for Individual Aquatic Risk Management for Children (IARM-C) useful in both research and practice regarding water safety for elementary school children and their families, as offered in schools, by local communities and different (water) sport organisations. Method: The IARM-C tool was developed and validated in three subsequent phases: (1) a selection of relevant aquatic situations with possible risks for children based on the literature and discussed with experts, resulting in 10 aquatic situations that were drawn, (2) a pilot study with 22 children to test content (face) validity, and (3) a cross-sectional study with 70 children (6-12 years, 35 girls and 35 boys, 8.9 ± 2.0 years) recruited via convenience sampling in different (swimming) schools in Brussel (Belgium) to test their risk perception, assessment and decision making in these 10 situations. Results: For each of the 10 aquatic risk situations of the IARM-C, data collection was organised in a one-on-one interview in order to assist the child in completing the questionnaire. Six of the 10 pictures resulted in a correct risk perception for > 80% (range between 83-94%) of the children. For one drawn aquatic risk situation in the swimming pool context (i.e. falling on someone else), only 60% of the children gave a correct description of the situation. In the drawn open water aquatic risk situations, three pictures scored quite low (range between 49%-54%): warning flag at sea, dangerous objects and sandbank in the sea. Conclusions: The IARM-C tool, showing pictures of aquatic risk situations followed by three categories of questions (risk perception, assessment and decision making), is a useful instrument for further research and education purposes, especially for the swimming pool cases.Desarrollo de una herramienta para la Gestión individual del riesgo acuático entre los niños de 6 a 12 años (IARM-C) Resumen Antecedentes: Cuando se trata de la competencia de los niños en, sobre y alrededor del agua, su competencia de riesgo también juega un papel importante. Para una participación óptima y segura en la recreación acuática, existe una necesidad crucial de comunicar una percepción realista de los peligros potenciales en relación con las propias habilidades acuáticas reales y percibidas. Objetivos: El objetivo de este estudio fue desarrollar y validar una herramienta para la Gestión Individual de Riesgos Acuáticos para Niños (IARM-C) útil tanto en la investigación como en la práctica en relación con la seguridad en el agua para los niños de la escuela primaria y sus familias, tal y como se ofrece en las escuelas, por las comunidades locales y diferentes organizaciones deportivas (acuáticas). Método: La herramienta IARM-C se desarrolló y validó en tres fases sucesivos: (1) una selección de situaciones acuáticas relevantes con posibles riesgos para los niños, basada en la literatura y discutida con expertos, lo que dio como resultado 10 ilustraciones de situaciones acuáticos, (2) un estudio piloto con 22 niños para comprobar la validez (aparente) del contenido, y (3) un estudio transversal con 70 niños (35 niñas y 35 niños, 6-12 años, 8.9 ± 2.0 años) seleccionados mediante muestreo de conveniencia en diferentes escuelas (de natación) de Bruselas (Bélgica) para comprobar su percepción de los riesgos, su evaluación y su toma de decisiones en estas 10 situaciones. Resultados: Para cada una de las 10 situaciones de riesgo acuático del IARM-C, la recogida de datos se organizó en una entrevista individual para ayudar al niño a rellenar el cuestionario. Seis de los 10 dibujos dieron lugar a una percepción de riesgo correcta para más del 80% (rango entre 83-94%) de los niños. En una de las situaciones de riesgo acuático dibujadas en el contexto de la piscina (es decir, la caída sobre otra persona), sólo el 60% de los niños dio una descripción correcta de la situación. En las situaciones de riesgo acuático dibujadas en aguas abiertas, tres imágenes obtuvieron una puntuación bastante baja (entre el 49% y el 54%): bandera de advertencia en el mar, objetos peligrosos y banco de arena en el mar. Conclusiones: La herramienta IARM-C, que muestra imágenes de situaciones de riesgo acuático seguidas de tres categorías de preguntas (percepción del riesgo, evaluación y toma de decisiones), es un instrumento útil para seguir investigando y educando, especialmente para los casos de piscinas

Convergent and divergent validity between the KTK and MOT 4-6 motor tests in early childhood

The aim of this study was to investigate the convergent and divergent validity between the Body Coordination Test for Children (KTK) and the Motor Proficiency Test for 4- to 6-Year-Old Children (MOT 4-6). A total of 638 children (5-6 yr old) took part in the study. The results showed a moderately positive association between the total scores of both tests (r = .63). Moreover, the KTK total score correlated more highly with the MOT 4-6 gross motor score than with the MOT 4-6 fine motor score (r = .62 vs. .32). Levels of agreement were moderate when identifying children with moderate or severe motor problems and low at best when detecting children with higher motor-competence levels. This study provides evidence of convergent and divergent validity between the KTK and MOT 4-6. However, given the moderate to low levels of agreement, either measurement may lead to possible categorization errors. Children's motor competence should therefore not be judged based on the result of a single test

Evaluation of a workplace intervention to promote commuter cycling: a RE-AIM analysis

BACKGROUND: Originating from the interdisciplinary collaboration between public health and the transportation field a workplace intervention to promote commuter cycling, 'Bike to Work: cyclists are rewarded', was implemented. The intervention consisted of two cycling contests, an online loyalty program based on earning 'cycling points' and the dissemination of information through folders, newsletters, posters and a website. The study purpose was to evaluate the dissemination efforts of the program and to gain insights in whether free participation could persuade small and middle-sized companies to sign up. METHODS: The RE-AIM framework was used to guide the evaluation. Two months after the start of the intervention a questionnaire was send to 4880 employees. At the end of the intervention each company contact person (n = 12) was interviewed to obtain information on adoption, implementation and maintenance. Comparison analyses between employees aware and unaware of the program were conducted using independent-samples t-tests for quantitative data and chi-square tests for qualitative data. Difference in commuter cycling frequency was assessed using an ANOVA test. Non-parametric tests were used for the comparison analyses between the adopting and non-adopting companies. RESULTS: In total seven of the twelve participating companies adopted the program and all adopting companies implemented all intervention components. No significant differences were found in the mean number of employees (p = 0.15) or in the type of business sector (p = 0.92) between adopting and non-adopting companies. Five out of seven companies had the intention to continue the program. At the individual level, a project awareness of 65% was found. Employees aware of the program had a significantly more positive attitude towards cycling and reported significantly more commuter cycling than those unaware of the program (both p < 0.001). Participation was mainly because of health and environmental considerations. CONCLUSIONS: The results of the dissemination study are promising. The adoption and implementation rates indicate that the 'Bike to Work: cyclists are rewarded' program seems to be a feasible workplace intervention. At the individual level, a higher score of commuter cycling was found among the employees aware of the program. Nevertheless, more evidence regarding long term effectiveness and sustainability of the intervention is needed

Personal and social development in physical education and sports : a review study

This review provides an overview of the existing literature on school-aged children's and youth's (i.e. 6- to 18-year-olds) personal and social development within the context of physical education and sports. A total of 4359 non-duplicate articles were retrieved from six databases. After the title, abstract and full text screening, 88 articles met the inclusion criteria and were included for further analysis. Articles had to be published in a peer-reviewed journal between 1 January 2008 and 6 December 2017. The 88 studies used several study designs, methods and instruments to investigate a variety of concepts related to personal and social development. Concepts were grouped into the following 11 themes: work ethic; control and management; goal-setting; decision-making; problem-solving; responsibility; leadership; cooperation; meeting people and making friends; communication; and prosocial behaviour. The main findings for each of the 11 themes are reported, and limitations and implications are provided to guide researchers and practitioners in their future work