supported by:
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School-based interventions for i ncreasing p hysical a ctivity and well-being : The MOVE project’s design and conceptual framework Katie Thomson, Sarah Curtis and Chris Dunn on behalf of the MOVE project team. Supported by: . Adolescent Physical Activity. - PowerPoint PPT PresentationTRANSCRIPT
School-based interventions for increasing physical activity and well-being: The MOVE project’s design and conceptual framework
Katie Thomson, Sarah Curtis and Chris Dunn on behalf of the MOVE project team
Supported by:
School of EducationPeter Tymms, Joe Elliot,
David Bolton and Ash Routen
Department of Geography
Sarah Curtis, Chris Dunn and Katie Thomson
School of Medicine and Health
Carolyn Summerbell, Helen Moore and Paul
Tiffin and Adatayo Kasim
Adolescent Physical Activity
Nader et al. (2008)
Only 30-40% of children and adolescents
do this.
Physical Activity Promotion in Schools
• Schools play a key role in supporting the health and well-being of children and young people.
• Aims of ‘healthy school’ programme:– to support children and young people in developing healthy
behaviours; – to help to raise pupil achievement; – to help to reduce health inequalities; and – to help promote social inclusion.
PSHE
Physical activity
Healthy Eating
Emotional health and wellbeing
In Education and Public Health policy makers are seeking evidence of ‘what works’ based on trial methodologies;
There is a lack of such evidence to inform these areas of policy
There is discussion about whether trials methods are the best way to produce evidence to support policy making in this field (other methods might be complementary/better)
Aim of the research
• To design and test the effectiveness of two complementary school-based interventions for increasing MVPA and psychological wellbeing of secondary school-aged children.
• Also research seeks to reveal how interventions may influence ‘self-efficacy’ and perceptions of home and school neighbourhood that may influence patterns of PA.
Rationale for Interventions
Participative learning intervention
Social environment
Built or physical environment
Individual/family
• Education/ child care settings
• Community factors
• Urban design• Facilities• Attributes of route• Specific urban
design features
• Youth characteristics• Parent characteristics• Home environment
Individual’s PA and bodily
state
The MOVE project design
The MOVE project - randomly allocated to one of:
Participative learning
(Geography)Peer mentoring
Participative learning and Peer
mentoring
Waiting list control
68 schools allocated to 1 of 4 different groups with different ‘intervention’ programmes in each.
Measuring and recording activity and movementAccelerometry and GPS
• Series of 6 Geography lessons• Students learn about:
- GPS and GIS; they have access to their own activity and GPS data*- physical and social environment and its effect on physical activity;- environmental barriers to being active, plan how to overcome and
use space more effectively to promote physical activity.
The Participative Learning intervention:Introducing participative learning about PA into Geography classes
* Students use GIS to map their route to school and learn about
spatial mapping techniques.
Stage 1:Comparing street map and satellite images from ‘Google maps’
Stage 2:Discussion about what routes show and what they tell us
about modes of transportation/physical activity
Stage 3:Linking space to health and wellbeing. Different coloured post-its for
things/places that are good/bad for health and wellbeing
Feasibility and value of control trials in school settings: various challenges!
• Recruitment of schools• Maintaining contact with schools• Difficulty of practicing blinding in trial• Poor understanding of the nature of control trials in
school settings• Attrition following randomisation• The diversity of school environments (and therefore
non-standard delivery of intervention materials)• Problems of ‘missing data’ both on the school and
individual level
However…In general there is an enthusiastic response from schools >60 schools recruited and proceeding with the research
Teachers and Pupils are directly engaged in the research and we will be recording their experiences
Project legacy : a set of teaching materials designed to bring ideas from health geography into school curricula (planned dissemination via the Geographical Association, Royal Geographical Society and Local Education Authorities).
Good potential to promote better knowledge of geographical tools such as GIS
New understanding of the potential (and limitations of trials methods)
Thank you for listening.
Katie ThomsonDepartment of GeographyDurham UniversityScience Site, South RoadDURHAMDH1 3LE
Email: [email protected]: 0191 3341887www.move-project.org.uk
Extra slides
Intervention rationale
Peer-mentoring intervention• Year 7 student paired with Year 9 student. • Six weekly classroom-based sessions.• Activity worksheets and group discussion.• Behavioural skills:
- goal setting- self-monitoring- barrier identification- parental support- plan peer-support.