(Re)framing school as a setting for promoting health and well-being: a double translation process

Nordin, Lone Lindegaard; Jourdan, Didier; Simovska, Venka

doi:10.1080/09581596.2018.1449944

Cited by 15 publications

(9 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since children spend a tremendous time at school, the significance of providing a healthy environment at school in all aspects seems undeniable ( Pedersen, 2019 ; Albert et al, 2019 ). Moreover, research shows that healthy students learn better and they acquire better educational outcomes ( Neumann et al, 2017 ; Lindegaard Nordin, Jourdan & Simovska, 2019 ; Anderson et al, 2017 ; Scott & Karberg, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

School health assessment tools: a systematic review of measurement in primary schools

Kazemitabar

Moghadamzadeh

Habibi

et al. 2020

PeerJ

View full text Add to dashboard Cite

Background This systematic review aimed to investigate the psychometric properties of the school health’s assessment tools in primary schools through COSMIN Risk of Bias checklist. We examined the studies that have addressed the measurement properties of school-health instruments to give a clear overview of the quality of all available tools measuring school health in primary schools. This systematic review was registered in PROPERO with the Registration ID: CRD42020158158. Method Databases of EBSCOhost, PubMed, ProQuest, Wily, PROSPERO, and OpenGrey were systematically searched without any time limitation to find all full-text English journal articles studied at least one of the COSMIN checklist measurement properties of a school-health assessment tool in primary schools. The instruments should be constructed based on a school health model. The eligible studies were assessed by COSMIN Risk of Bias checklist to report their quality of methodology for each measurement property and for the whole study by rating high, moderate or low quality. Results At the final screening just seven studies remained for review. Four studies were tool development, three of them were rated as “adequate” and the other study as “very good”; five studies examined the content validity, three of them were appraised as “very good”, and the two remaining as “inadequate”. All seven studies measured structural validity, three of them were evaluated as “very good”, three other were scored as “adequate”, and the last study as “inadequate”. All the seven studies investigated the internal consistency, five of them were assessed as “very good”, one was rated as “doubtful”, and the last one as “inadequate”. Just one study examined the cross-cultural validity and was rated as “adequate”. Finally, all seven studies measured reliability, two of them were rated as “very good” and the rest five studies were appraised as “doubtful”. All rating was based on COSMIN checklist criteria for quality of measurement properties assessment. Conclusion The number of studies addressing school health assessment tools was very low and therefore not sufficient. Hence, there is a serious need to investigate the psychometric properties of the available instruments measuring school health at primary schools. Moreover, the studies included in the present systematic review did not fulfill all the criteria of the COSMIN checklist for assessing measurement properties. We suggest that future studies consider these criteria for measuring psychometric properties and developing school health assessment tools.

show abstract

Section: Introductionmentioning

confidence: 99%

School health assessment tools: a systematic review of measurement in primary schools

Kazemitabar

Moghadamzadeh

Habibi

et al. 2020

PeerJ

View full text Add to dashboard Cite

show abstract

“…Collaborative "whole of school" approaches are designed to create supportive school environments for healthy behaviour (World Health Organisation, 1986). However, they have been widely criticised as failing to be systematically and sustainably operationalised (Adamowitsch, Gugglberger, & Dür, 2017) and as suffering from translational failings between policy and practice, resulting in a drift back to individualistic measures in schools (Lindegaard, Nordin, Jourdan, & Simovska, 2019).…”

Section: Reimagining School-based Physical Activity Interventionmentioning

confidence: 99%

Disrupting social marketing through a practice-oriented approach

Spotswood

Wiltshire

Spear

et al. 2021

RAUSP

View full text Add to dashboard Cite

Purpose This paper aims to explore four disruptions that practice theory makes to traditional social marketing approaches to school physical activity (PA) intervention. Design/methodology/approach The paper draws on existing literature from sustainable consumption, sociology of health and illness and the authors’ experiences working with primary schools in the UK to plan and execute social marketing approaches to PA, targeting interconnected social practices from which PA emerges or fails to emerge. The paper explores a practice-oriented theoretical framing, engaging with calls from interdisciplinary areas for PA interventions to shape the PA emerging from a school’s everyday routines, rather than promote PA participation at an individual level. Findings The paper argues first that a practice perspective would focus on situation research rather than audience research, with practices rather than people as the focus. Second, the purpose of practice-oriented social marketing would be to achieve transitions in practices rather than behaviour change. Third, the planning and management approach of practice-oriented social marketing would account for unintended consequences and complex interconnections between practices. Finally, an evolved evaluation approach to practice-oriented social marketing would take a longer term approach to understand how cultural transitions are emerging. Originality/value This paper contributes to an important stream of critical social marketing scholarship that seeks to advance social marketing away from its individualist routes. It sets an agenda for further research that considers the ontological and practical possibilities for practice informed approach to social marketing.

show abstract

“…For example, studies have found that some teachers have been "resistant" to the idea that PA is the responsibility of the whole school and not just PE teachers (Cale and Aflrey, 2013), and they have "failed" to embrace the nature of "whole school" activities, finding them labour-intensive (Adamowitsch et al, 2017). Research has found that teachers "fail" to commit, given the other pressures they are under (Young et al, 2013;Lindegaard Nordin et al, 2019), and find it difficult working together to plan and coordinate activities (Flaschberger et al, 2012), requiring particular "effort" that teachers struggle or are unwilling to give (Holt et al, 2019). Approaches that problematises actors view the actions of actors as separate to the social, political, material and temporal environment in which they live and work.…”

Section: Towards a Practice Theorisation Of Whole School Approaches Physical Activity Programmesmentioning

confidence: 99%

“…The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/ 0965-4283.htm The "Whole School Approach" to PA arose from the Ottawa Charter for Health Promotion, which affirmed that "Health is created and lived by people within the settings of their everyday life; where they learn, work, play and love" (WHO, 1986). The Ottawa Charter was the starting point for the health-promoting schools initiative (WHO, 1996) that understood health as an imperative to be managed and experienced through the whole school and the wider community (Lindegaard Nordin et al, 2019). Health-promoting schools focus on creating supportive environments to promote health and facilitate healthy behaviour (Inchley et al, 2000), including by shaping school "ethos" through collaborative, participatory and democratic means (Inchley et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…However, there is considerable critique about the sustainability of WSA programmes (McMullen et al, 2020) and particularly about the problems with implementing and managing complex whole school interventions (Keshavarz et al, 2010;Leger and Nutbeam, 2000;Moore et al, 2019;Resnicow and Page, 2008). Research reports a tendency for the integrated and complex approach to WSA to get "lost in translation" (Lindegaard Nordin et al, 2019) and for implementation to commonly fall short of systemic change required (Kelly and Russo, 2018). In some cases, the programme is reduced solely to classroom activities due to local difficulties such as insufficient staff backing (Adamowitsch et al, 2017), and in others, problems have been identified with mobilising enough teachers to assume the role of health champions (Haapala et al, 2017), with difficulties with communication between health and education policy sectors (Moynihan et al, 2016) and with school actors feeling excluded from the processes of change (Adamowitsch et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Understanding whole school physical activity transition from a practice theory perspective

Spotswood

Vihalemm

Uibu

et al. 2021

View full text Add to dashboard Cite

PurposeIn this study, the authors offer a practice theory framing of school physical activity transition with conceptual and managerial contributions to whole school approaches (WSAs).Design/methodology/approachBased on a literature overview of the limitations of WSA, ecological and systems theorisation and a practice theory framing of physical activity, the authors introduce a model that identifies signs of practice transition and conceptualises the relationship between signs and practice reconfigurations. To exemplify insights from the model, the authors provide illustrations from three cases from the national Estonian “Schools in Motion” programme.FindingsThe signs of practitioner effort, resistance and habituation indicate how practice ecosystem transition is unfolding across a spectrum from practice differentiation to routinisation. Several signs of transition, like resistance, indicate that reconfigured practices are becoming established. Also, there are signs of habituation that seemingly undermine the value of the programme but should instead be celebrated as valuable evidence for the normalisation of new practices.Practical implicationsThe article provides a model for WSA programme managers to recognise signs of transition and plan appropriate managerial activities.Originality/valueThe practice theory framing of school physical activity transition advances from extant theorizations of WSAs that have failed to account for the dynamic ways that socio-cultural change in complex school settings can unfold. A model, based on a practice ontology and concepts from theories of practice, is proposed. This recognises signs of transition and can help with the dynamic and reflexive management of transition that retains the purpose of systemic whole school change.

show abstract

(Re)framing school as a setting for promoting health and well-being: a double translation process

Cited by 15 publications

References 15 publications

School health assessment tools: a systematic review of measurement in primary schools

School health assessment tools: a systematic review of measurement in primary schools

Disrupting social marketing through a practice-oriented approach

Understanding whole school physical activity transition from a practice theory perspective

Contact Info

Product

Resources

About