Creating a Scalable Physical Activity Breaks Resource Through the Multisensory Multilevel Health Education Model: H.Y.P.E. The Breaks!

Swierad, Ewelina M.; Benson, Lori Rose; Williams, Olajide

doi:10.1177/1524839921996348

Cited by 7 publications

(5 citation statements)

References 35 publications

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“…framework was built-and previous SEL literature [93]. The multisensory modes of teaching discussed in the model has been successfully applied to various health behavioral domain such as stroke [24], physical activity [26], and nutrition. Recognizing these diverse multisensory learning modes in SEL is essential, as it highlights the need for flexible educational approaches that can adapt to children's needs, strengths, and goals [94].…”

Section: Discussionmentioning

confidence: 99%

“…The model provides a framework for integrating Art, Science, and Culture into multiple levels of influence of the Socio-Ecological Model (SEM) (intrapersonal, interpersonal, organizational, community, and policy) [25]. MMHEM has been successfully applied to a range of health domains, including stroke [24], physical activity [26], nutrition, SEL for preschoolers (i.e., Rhythm & Move Early Childhood Movement), and COVID-19 resources.…”

Section: Be My Friend Framework: Description Multimedia Components An...mentioning

confidence: 99%

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Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework

Swierad,

Williams

2023

Education Sciences

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Despite the known benefits of social-emotional learning (SEL) for children, evidence-based, culturally sensitive, and multisensory SEL programs are limited. To address existing challenges in SEL for underprivileged youth, we developed the multicomponent B.E. M.Y. F.R.I.E.N.D. (BMF) framework that capitalizes on (1) cultural tailoring to foster acceptability, (2) tools and strategies to build healthy habits, (3) parental engagement using the Child-Mediated Health Communication Model, (4) social engagement of teachers via peer interaction during learning experiences, and (5) multisensory learning. Each letter (component) of the BMF stands for a unique SEL skill. To test the BMF framework, we developed a proof of concept (POC) focused on one component of the BMF—mindfulness and gratitude SEL (M-letter). The POC includes a description of immersive and interactive multimedia modules with tailor-made music, digital games, cartoons, and booster activities. The outcomes from the POC will inform the development of fully powered randomized studies of each component of BMF and, ultimately, the implementation and dissemination of the entire BMF program. The Multisensory Multilevel Health Education Model (MMHEM) guided the design of the program. In the POC, we used a learning management system (LMS) platform to facilitate program scalability. The modules encompassed culturally and age-relevant real-world examples and were digitized and integrated with traditional learning approaches. This article presents qualitative and quantitative data evaluating feasibility, preliminary acceptability, and preliminary outcomes from the mindfulness and gratitude modules (letter “M” of the BMF). The studies were conducted with 4th and 5th-grade students (Studies 2–4) attending a New York City public school-affiliated after-school program in the Bronx and Queens and their teachers (Study 1). Study #1 presents the focus group data on teachers and principals; Study #2 shows the focus group data on minoritized students; Study #3 presents data from the pilot testing of study-specific outcome measures; and Study #4 presents data on the preliminary efficacy of the BMF mindfulness and gratitude modules using a within-subjects repeated measures pre-posttest study design. Results suggest that the “M” component (mindfulness and gratitude) of the BMF framework is feasible and highly engaging among minoritized children, with high acceptability among teachers and students. We also found a positive impact of the intervention on measures of gratitude and life satisfaction (preliminary efficacy).

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Section: Discussionmentioning

confidence: 99%

Section: Be My Friend Framework: Description Multimedia Components An...mentioning

confidence: 99%

Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework

Swierad,

Williams

2023

Education Sciences

Self Cite

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“…For the psychological distress, there are the previous studies by Tanoue et al ( 2021 ), Goodwin et al ( 2020 ), Hayashi et al ( 2020 ), Kusama et al ( 2019 ), Nishi et al ( 2018 ), Ishiguro et al ( 2019 ), Tanji et al ( 2018 ), Kunii et al ( 2016 ), Uemura et al ( 2016 ), Sone et al ( 2016 ), Watanabe et al ( 2016 ), Kishi et al ( 2015 ), Yabe et al ( 2014 ), Suzuki et al ( 2014 ), Fukasawa et al ( 2015 ) and Sekiguchi et al ( 2014 ). And under COVID-19 pandemic, there are the previous studies by White et al ( 2021 ), Chaabane et al ( 2021 ), Ventura et al ( 2021 ), Skotnicka et al ( 2021 ), Messiah et al ( 2021 ), Umano et al ( 2021 ), Maltoni et al ( 2021 ), Swierad et al ( 2021 ), Grabia et al ( 2021 ), Neshteruk et al ( 2021 ), Das et al ( 2021 ) and Smith et al ( 2021 ). And there are previous studies on the sedentary behavior by Malta et al ( 2021 ), Wang et al ( 2021 ), Saulle et al ( 2021 ), Maltoni et al ( 2021 ), Morres et al ( 2021 ), Hermassi et al ( 2021 ) and Paulus et al ( 2021 ).…”

Section: Similarities Between the Covid-19 Pandemic Conditions And Th...mentioning

confidence: 94%

Supporting adolescents’ mental health during COVID-19 by utilising lessons from the aftermath of the Great East Japan Earthquake

Okuyama

Izumi

Funakoshi

et al. 2022

Humanit Soc Sci Commun

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Historical data can determine how adolescents recover from difficult situations such as the Coronavirus disease 2019 (COVID-19) pandemic. This study analysed 3 years of data obtained from high-school students who had been affected by the 2011 Great East Japan Earthquake and consequently evidenced the importance of increasing resilience among affected adolescents. This involved identifying factors contributing to resilience through a model that assessed for each tsunami disaster. This model was determined by assessing the correlation between survivors’ resilience scores and their measured psychological and lifestyle scores. This approach showed that, in all tsunami damage models, resilience was most affected by the depressed emotions. Thus, our approach suggests that interventions for improving the depressed mood may improve resilience in adolescents during the COVID-19 pandemic.

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“…This was supported by Gilic et al, (2023) cited that being active was positively associated to being healthy. According to Swierad et al, (2021) children became substantially inactive because of the virus spread.…”

Section: Introductionmentioning

confidence: 99%

School Strategies on Improving Students’ Physical Activity Engagement During COVID-19 Pandemic Period: A Thematic Review

Piores,

Dev,

Muhamad

et al. 2024

Teor. metod. fiz. vihov.

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Study purpose. Physical inactivity among school students was an existing health issue over the past decade. This became more alarming when the world was hit by the COVID–19 pandemic. Movement restriction that results temporary school closure significantly affect students’ physical activity participation. Therefore, strategies and practices to improve active play engagement as well as to counteract its negative health-related effects on students were widely implemented by teachers and administrators in school upon its re-opening. Numerous articles have been published on the effectiveness of school-based interventions during the COVID-19 pandemic, but there is still a lack of a review paper that deals with the identification of patterns and trends about school practices in this area. Hence, this paper intends to generate impressions and identify concepts within the published articles during 2021 to 2023. Materials and methods. Selected articles for this study were collected from the following databases: SCOPUS, Sage, ProQuest, Academic Search complete, Science Direct. Computer-assisted qualitative data analysis (ATLAS ti. 23) guided the comprehensiveness of this review. Study findings were generated and presented through quantitative and qualitative lenses. Results. Four central themes were identified: 1) Alternative Physical Education – modifying traditional physical education subject; 2) Physical literacy focus – approach anchored to multi-dimensional foundation in physical activity engagement 3) Web-based intervention – virtual and cyberspace approach and 4) Needs–based intervention – focusing on integration of participants’ attributes and specifically designed program. Conclusions. The structure of strategies conducted by schools were greatly affected by the current community health status. Findings of this study will serve as a reference for designing future intervention approach to address the sedentary lifestyles of young populations associated to specific community health and other related issues.

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Creating a Scalable Physical Activity Breaks Resource Through the Multisensory Multilevel Health Education Model: H.Y.P.E. The Breaks!

Cited by 7 publications

References 35 publications

Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework

Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework

Supporting adolescents’ mental health during COVID-19 by utilising lessons from the aftermath of the Great East Japan Earthquake

School Strategies on Improving Students’ Physical Activity Engagement During COVID-19 Pandemic Period: A Thematic Review

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