School grounds and physical activity: Associations at secondary schools, and over the transition from primary to secondary schools

Harrison, Flo; Sluijs, Esther M. F. van; Corder, Kirsten; Jones, Andy

doi:10.1016/j.healthplace.2016.02.004

Cited by 17 publications

(16 citation statements)

References 30 publications

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“…This study reinforces the beneficial role that the school PAE has in contributing to children's PA behaviors and academic performance, especially for underserved children. Meeting total daily and school‐based PA recommendations continues to be a challenge for school‐aged children, regardless of race/ethnicity and SES.…”

Section: Discussionsupporting

confidence: 80%

The Physical Activity Environment and Academic Achievement in Massachusetts Schoolchildren

Amin

Wright

Boulos

et al. 2017

Journal of School Health

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Section: Discussionsupporting

confidence: 80%

The Physical Activity Environment and Academic Achievement in Massachusetts Schoolchildren

Amin

Wright

Boulos

et al. 2017

Journal of School Health

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“…This ‘evidence’ was a summary of findings from previous phases of research in CASE,9 10 12 augmented with feedback from the Public Advisory Group meetings and additional evidence from studies conducted in primary schools (in cases where evidence was limited for secondary school populations). There was a significant lack of experimental evidence for the majority of the proposed interventions outlined,9 but evidence was available from observational and qualitative studies.…”

Section: Methods and Resultsmentioning

confidence: 99%

Engaging stakeholders and target groups in prioritising a public health intervention: the Creating Active School Environments (CASE) online Delphi study

et al. 2017

Self Cite

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ObjectivesStakeholder engagement and public involvement are considered as integral to developing effective public health interventions and is encouraged across all phases of the research cycle. However, limited guidelines and appropriate tools exist to facilitate stakeholder engagement—especially during the intervention prioritisation phase. We present the findings of an online ‘Delphi’ study that engaged stakeholders (including young people) in the process of prioritising secondary school environment-focused interventions that aim to increase physical activity.SettingWeb-based data collection using an online Delphi tool enabling participation of geographically diverse stakeholders.Participants37 stakeholders participated, including young people (age 13–16 years), parents, teachers, public health practitioners, academics and commissioners; 33 participants completed both rounds.Primary and secondary outcome measuresParticipants were asked to prioritise a (short-listed) selection of school environment-focused interventions (eg, standing desks, outdoor design changes) based on the criteria of ‘reach’, ‘equality’, ‘acceptability’, ‘feasibility’, ‘effectiveness’ and ‘cost’. Participants were also asked to rank the criteria and the effectiveness outcomes (eg, physical activity, academic achievement, school enjoyment) from most to least important. Following feedback along with any new information provided, participants completed round 2 4 weeks later.ResultsThe intervention prioritisation process was feasible to conduct and comments from participants indicated satisfaction with the process. Consensus regarding intervention strategies was achieved among the varied groups of stakeholders, with ‘active lessons’ being the favoured approach. Participants ranked ‘mental health and well-being’ as the most important outcome followed by ‘enjoyment of school’. The most important criteria was ‘effectiveness’, followed by ‘feasibility’.ConclusionsThis novel approach to engaging a wide variety of stakeholders in the research process was feasible to conduct and acceptable to participants. It also provided insightful information relating to how stakeholders prioritise interventions. The approach could be extended beyond the specific project to be a useful tool for researchers and practitioners.

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“…The longer the recess is, the higher the odds for more PA during them (Verstraete, Cardon, De Clerq, & Bourdeaudhuij, 2006). Spatial (Harrison et al, 2016) and material conditions play a role of similar importance (Loucaides, Jago, & Charalambous, 2009). The PA done during recesses might yield impact on health similar as PEL (Frömel, Stelzer, Groffik, & Ernest, 2008).…”

Section: Discussionmentioning

confidence: 99%

Physical activity and inactivity in primary and secondary school boys' and girls' daily program

Hubáčková¹,

Groffik²,

Skrzypnik³

et al. 2016

Acta Gymnica

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Background: Children's and youth education is becoming more and more demanding. In conjunction with development of information technology, this fact negatively affects lifestyle of children and youth. Apart from families, schools should play a crucial role in healthy lifestyle promotion in children and youth. Objective: The present study aimed to assess differences in physical activity (PA) and physical inactivity (PI) among primary and secondary school boys and girls in specific segments of a school day. Methods: The research was conducted between 2010 and 2014 at 15 secondary schools (SS) and 9 primary schools (PS) in the Silesia-Katowice region in Poland. In total, 86 boys and 71 girls at PS and 125 boys and 113 girls at SS took part in the research. We recorded 587 school days, in total. The ActiTrainer accelerometer was used for PA and PI monitoring. Results: PS boys and girls were more physically active than SS boys and girls. Before school, we observed SS boys to have higher energy expenditure than PS boys (p < .001) and also than SS girls (p < .001). During the school time, 73% of PS boys (40% at SS) and 58% of PS girls (42% at SS) met the recommendation of 500 steps/hour. Within the entire school day monitoring, 44% of PS boys (29% at SS) and 41% of PS girls (34% at SS) met the recommended 11,000 steps/day. Conclusions: The results of our study confirmed the facts that PS boys and girls are more physically active than SS boys and girls and, furthermore, that boys are more physically active than girls at both types of schools.

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School grounds and physical activity: Associations at secondary schools, and over the transition from primary to secondary schools

Cited by 17 publications

References 30 publications

The Physical Activity Environment and Academic Achievement in Massachusetts Schoolchildren

The Physical Activity Environment and Academic Achievement in Massachusetts Schoolchildren

Engaging stakeholders and target groups in prioritising a public health intervention: the Creating Active School Environments (CASE) online Delphi study

Physical activity and inactivity in primary and secondary school boys' and girls' daily program

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