Learning from the experts: exploring playground experience and activities using a write and draw technique.

BACKGROUND: Qualitative research into the effect of school recess on children's physical activity is currently limited. This study used a write and draw technique to explore children's perceptions of physical activity opportunities during recess. METHODS: 299 children age 7-11 years from 3 primary schools were enlisted. Children were grouped into Years 3 & 4 and Years 5 & 6 and completed a write and draw task focusing on likes and dislikes. Pen profiles were used to analyze the data. RESULTS: Results indicated 'likes' focused on play, positive social interaction, and games across both age groups but showed an increasing dominance of games with an appreciation for being outdoors with age. 'Dislikes' focused on dysfunctional interactions linked with bullying, membership, equipment, and conflict for playground space. Football was a dominant feature across both age groups and 'likes/dislikes' that caused conflict and dominated the physically active games undertaken. CONCLUSION: Recess was important for the development of conflict management and social skills and contributed to physical activity engagement. The findings contradict suggestions that time spent in recess should be reduced because of behavioral issues

Improving health behaviours and outcomes: An intervention to support engagement in physical activity

The purpose of this case study is to offer reflections on the personal experiences, processes of behavioural change; and subsequent outcomes of designing and implementing a collaborative exercise psychology intervention. The intervention, based on Bandura’s (1977) Self Efficacy Theory and using self-efficacy related behaviour change techniques (Michie et al., 2015), aimed to provide families affected by health inequalities with opportunities to enhance their understanding of health and make positive behavioural changes. This case is based around one female client aged 48 years of age who took part in the project with her ten-year-old daughter. Pre- intervention the client was engaging in minimal levels of weekly physical activity and reported poor self-rated mental well-being. Through improvements in self-efficacy, achieved through opportunities on the project, the client was able to make notable improvements to her physical activity levels leading to significant weight loss and improvements in mental well-being. From the practitioners’ perspective, reflection on areas for future work within the field of exercise psychology, particularly guidance on developing effective client-practitioner relationships with ‘hard-to-reach’ individuals and groups is warranted. More consideration for the suitability of the PA guidelines for individuals with poor physical and mental health is also required

Aspiration, Inspiration and Illustration: Initiating Debate on Reflective Practice Writing

The present article contemplates the future of reflective practice in the domain of applied sport psychology and, in so doing, seeks to engender further critical debate and comment. More specifically, the discussion to follow revisits the topic of ’reflective-levels’ and builds a case for ’critical reflection’ as an aspiration for those engaged in pedagogy or applied sport psychology training regimens. Assumptions and commentators associated with critical social science (e.g., Habermas, 1974; Carr & Kemmis, 1986), action research (e.g., Carr & Kemmis, 1986; Leitch & Day, 2000), and critical reflection (e.g., Morgan, 2007) suggest a number of foundation points from which critical reflection might be better understood. Finally, writing about ones- self via the processes of critical reflection and through reflective practice more generally are briefly considered in cautionary terms (Bleakley, 2000; du Preez, 2008). Auto-ethnography in sport (Gilbourne, 2002; Stone, 2009) is finally proposed as one potential source of illustration and inspiration for reflective practitioners in terms of both content and style

Physical activity patterns in youth with intellectual disabilities

The aim of this study was to assess the physical activity (PA) patterns of youth with intellectual disabilities (ID). PA was monitored for 7 days in 70, 5 – 15 year old participants using accelerometers. Thirty two participants were included in the final analysis. Habitual PA and the number of continuous bouts accrued for a range of bout lengths (5-600 seconds) for light (LPA), moderate (MPA) and vigorous (VPA) intensity PA were calculated. Multivariate analysis of covariance was used to assess differences in the number of continuous bouts by sex, age, ID group and between week and weekend days. Participants exhibited short sporadic bursts of activity. The number of continuous bouts decreased as the intensity and duration increased. Few differences in PA patterns were reported by sex, ID group, age group and between week and weekend days, possibly due to the generally low PA levels within this population

A protocol to encourage accelerometer wear in children and young people

Background: Improving compliance to physical activity monitoring is critical for obtaining valid, comparable data free from inconsistencies that occur during data reduction. The first aim of this study was to investigate children (8-11 years) and young people’s (12-15 years) views on strategies to promote habitual wear of hip (ActiGraph) and wrist-worn (GENEActiv) accelerometers. The second aim was to subsequently develop a protocol to reduce participant and researcher burden and maximise accelerometer wear time data. Methods: An interpretivist methodology was used with semi-structured, mixed-gender focus groups in 7 elementary (n=10; 47 children) and 5 high schools (n =10; 49 young people). Focus groups were transcribed verbatim and outcomes from deductive and inductive analysis were represented via pen profiles. Results: Deductive content analysis revealed four general dimensions: 1) participant driven compliance strategies; 2) reasons for non-compliance to wear time; 3) strategies to improve accelerometer care; 4) reasons for non-compliance to study conditions. Children perceived popular wear time compliance strategies to be: 1) sticky note reminders; 2) mobile phone reminders; 3) social conformity, whereas young people’s perceptions were: 1) social conformity; 2) mobile phone reminders; 3) monetary compensation. Conclusions: Where possible, compliance strategies should accommodate the varying preferences of children and young people. It is recommended that future accelerometry based research adopts a formative phase. In the absence of a formative research phase, future research should consider the use of this informed protocol to improve compliance to physical activity monitoring in children and young people

Validity and reliability of a modified English version of the Physical Activity Questionnaire for Adolescents

Background: Adaptation of physical activity self-report questionnaires is sometimes required to reflect the activity behaviours of diverse populations. The processes used to modify self-report questionnaires though are typically underreported. This two-phased study used a formative approach to investigate the validity and reliability of the Physical Activity Questionnaire for Adolescents (PAQ-A) in English youth. Phase one examined test content and response process validity and subsequently informed a modified version of the PAQ-A. Phase two assessed the validity and reliability of the modified PAQ-A. Methods: In phase one, focus groups (n=5) were conducted with adolescents (n=20) to investigate test content and response processes of the original PAQ-A. Based on evidence gathered in phase one, a modified version of the questionnaire was administered to participants (n=169, 14.5±1.7 years) in phase two. Internal consistency and test-retest reliability were assessed using Cronbach’s alpha and intra-class correlations, respectively. Spearman correlations were used to assess associations between modified PAQ-A scores and accelerometer-derived physical activity, self-reported fitness and physical activity self-efficacy. Results: Phase one revealed that the original PAQ-A was unrepresentative for English youth and that item comprehension varied. Contextual and population/cultural-specific modifications were made to the PAQ-A for use in the subsequent phase. In phase two, modified PAQ-A scores had acceptable internal consistency (α=0.72) and test-retest reliability (ICC=0.78). Modified PAQ-A scores were significantly associated with objectively assessed moderate-to-vigorous physical activity (r=0.39), total physical activity (r=0.42), self-reported fitness (r=0.35), and physical activity self-efficacy (r=0.32) (p≤0.01). Conclusions: The modified PAQ-A had acceptable internal consistency and test-retest reliability. Modified PAQ-A scores displayed weak-to-moderate correlations with objectively measured physical activity, self-reported fitness, and self-efficacy providing evidence of satisfactory criterion and construct validity, respectively. Further testing with more diverse English samples is recommended to provide a more complete assessment of the tool

Parental perceptions on children's out-of-school physical activity and family-based physical activity interventions

This study explored parents' physical activity knowledge and perceptions of children’s out-of school physical activity to formatively contribute to a family-based intervention design. Parents were largely unaware of the UK child physical activity guidelines and whether their child achieved the guidelines daily. Physical activity for many parents was attributed to healthy weight status, and the neighbourhood environment was perceived as unconducive to children’s outdoor play which consequently increased the attractiveness of adult supervised organised activities. Family-based intervention engagement was considered as an important opportunity to increase physical activity knowledge, family time, and receive feedback on activity behaviours. Parental concerns related to intervention content and logistic and timing barriers. Consulting with parents in a formative sense prior to familial physical activity intervention facilitates intervention content to be aligned with family-specific perceptions and needs, and offers opportunities to communicate the relevance of programs to parents. This may aid subsequent intervention recruitment and engagement

Experiences of the Pre and Post Retirement Period of Female Elite Artistic Gymnasts: An Exploratory Study

his study explored retirement experiences of eight, female, former elite artistic gymnasts. Particular attention was afforded to coping strategies employed and dynamics of gymnast’s relationships with significant members of their social support network, in light of identity impact, across the retirement transition period. Retrospective, semi-structured interviews were conducted, transcripts were analysed through content analysis, and represented via pen profiles. Pre-retirement planning emerged as fundamental to the quality of the retirement transition. Keeping in contact with sport was the most frequently cited coping strategy. Social support networks adjusted pre- to post-retirement, identifying parents and partners as the consistent members of these networks across the transition. Findings provide formative recommendations to enhance the post-career education within current lifestyle management programmes, and for the design of a transitional support programme for gymnasts. The study findings may be of relevance for policy and practice in elite sport transitions more generally

Physical activity and play behaviours in children and young people with intellectual disabilities: A cross-sectional observational study

The benefits of physical activity and active play for children and young people are well established. However, there is a lack of physical activity research involving children and young people with intellectual disabilities. This study investigated habitual physical activity and recess play behaviour in 70 5- to 15-year-old participants with intellectual disabilities using objective methods (accelerometers) and systematic observation techniques. Results showed that few children were active enough to benefit their physical health (23% of the cohort). No differences in habitual physical activity, sedentary behaviour, or recess play behaviours were observed between boys and girls. Participants spent most of their recess time alone or playing in small groups, with no participants engaging in large group play. Older participants spent more recess time playing in small groups rather than playing alone and participants with Autistic Spectrum Disorder spent more time engaged in active pursuits and less time standing than non-Autism Spectrum Disorder participants. Positive correlations were observed between time spent alone and physical activity. These findings contrast with those typically observed in a mainstream school setting. In conclusion, interventions designed from formative research are needed to promote physical activity within this population. Implications for school psychologists are discussed