Can we skill and activate children through primary school physical education lessons? "Move it Groove it"--a collaborative health promotion intervention.

BACKGROUND: Physical education (PE) lessons are an ideal setting to improve child fundamental movement skills (FMSs) and increase physical activity (PA) for optimal health. Despite this, few studies have assessed the potential to do both simultaneously. The "Move It Groove It" primary school intervention in New South Wales, Australia, had this opportunity. METHODS: A whole school approach to implementation included establishment of school project teams, a teacher "buddy" system, project Web site, teacher training workshops, and small grants for equipment. The quasi-experimental evaluation involved 1,045 year 3 and 4 children (aged 7 to 10 years) in nine intervention and nine control rural primary schools (53% boys/47% girls). It utilised pre- and postobservational surveys of (1) mastery or near mastery levels for each of eight FMSs, (2) proportion of PE lesson time spent in moderate to vigorous PA (MVPA) and vigorous PA (VPA), and (3) teacher- and lesson-related contextual covariates. Data were analysed by hierarchical logistic multiple regression. RESULTS: For FMSs, overall mastery or near mastery level at baseline was 47% ranging from 22.7% for the overarm throw among girls to 75.4% for the static balance among boys. The intervention delivered substantial improvements in every FMS for both genders ranging from 7.2% to 25.7% (13 of 16 comparisons were significant). For PA level, mean MVPA at baseline was 34.7%. Baseline MVPA for boys was 38.7% and for girls was 33.2%. The intervention was associated with a nonsignificant 4.5% increase in MVPA and a significant 3.0% increase in VPA. This translates to a gain of <1 minute of MVPA per average 21-minute lesson. CONCLUSIONS: This is the first study to show that by modifying existing PE lessons, significant improvements in FMS mastery can be gained without adversely affecting children's MVPA and VPA. To increase PA levels, we recommend increasing the number of PE lessons per week.

How active are rural children in Australian physical education?

Physical education lessons offer a venue for children to accrue valuable and health-conferring time being physically active. The first Australian direct observational data are presented on activity of year 3 and 4 children during physical education. Analysis accounts for the nested nature of the data through multi level logistic regression using 13,080 records within 231 lessons within 18 randomly selected schools. Activity was analysed in relation to lesson context (focus of lesson), child gender, school year of child, teacher gender, lesson duration and start time. Children spent 36.7% of a lesson in moderate to vigorous and 12.9% in vigorous activity. Most of the lesson was spent in the context of management/instruction (37.4%), followed by games (25.0%), skill (21.4%), and fitness (14.7%). The highest level of moderate to vigorous activity was observed in the fitness lesson context (61.9%). followed by skill (46.4%), games (42.6%) and management/instruction (17.1%). Moderate to vigorous activity was significantly higher for boys than girls. There was no significant difference in moderate to vigorous activity in lessons led by male or female teachers. However vigorous activity was significantly higher for female led lessons. Children participated in less physical activity during physical education lessons timetabled in the afternoon, compared to physical education lessons time-tabled in the morning. Physical activity levels were not related to lesson duration. Physical education lessons can potentially be more active. However improvement rests on school capacity and may require a health promoting schools approach to implement curricular policy.

Fundamental movement skills--how do primary school children perform? The 'Move it Groove it' program in rural Australia.

Child Fundamental Movement Skills (FMS) underpin active lifestyles yet little is known of their distribution and mastery. 'Move it Groove it' project rated proficiency of primary school children (n = 1045, 18 schools) in skills of balance, throw, catch, sprint, hop, kick, side gallop and jump. Rating categories were 'mastery', 'near mastery' or 'poor' (ie mastered all, all but one, or less of the five to six components of an FMS). Less than half of all child tests were rated at mastery (21.3%) or near mastery (25.7%) level. In grade three, 75.4% of children achieved mastery or near mastery (MNM) in static balance but less than half did so for any other FMS. In grade four, 59.0% achieved MNM in the side gallop and 56.0% in the catch but less than half did so for any other FMS. Although the highest percent mastery for both genders was for the balance, the skills best performed thereafter by boys (throw and kick) rated poorest for girls. Conversely the hop and side gallop which rated, after balance, as the skills best mastered by girls, were among the more poorly performed skills for boys. The low prevalence of FMS mastery found in this survey suggests that there may be great potential to improve fundamental movement skills of primary aged children in many parts of rural Australia. Even if the aim were for children to achieve near mastery levels, the improvement could be substantial in every skill category. Where appropriate, gender differences in mastery might easily be addressed by tailored physical education programs and modification of social and physical environments.

Active school playgrounds-myth or reality? Results of the "move it groove it" project.

BACKGROUND: School playgrounds during break times provide potential opportunities for children to be active during the school day. However, there is limited research on how active children really are during these breaks. METHODS: The CAST (Children's Activity Scanning Tool) instrument was developed, validated, and used to assess the percentages of children engaged in moderate to vigorous physical activity (MVPA) and vigorous physical activity (VPA-a subset of MVPA) in 18 primary schools (children ages 5-12) in rural Australia. Related environmental factors were also measured. RESULTS: For a school of median size (200 students), 51.4% of boys and 41.6% of girls were engaged in MVPA while 14.7% of boys and 9.4% of girls were engaged in VPA. Levels of engagement in MVPA and VPA were significantly higher during lunch periods than during recess. MVPA and VPA engagement in smaller schools was significantly higher than in larger schools. CONCLUSIONS: With growing concern about children's physical activity (PA), school playgrounds offer an opportunity to increase children's MVPA engagement especially among girls. Consideration may be given to the lengthening of recess periods in order to increase PA levels. More research is needed to investigate factors affecting PA levels in larger schools.

College students' binge drinking at a beach-front destination during spring break.

Four hundred forty-two women and 341 men were surveyed at Panama City Beach, Florida, to assess the effects of gender, age, fraternity or sorority membership, and travel motivation on alcohol consumption and binge drinking during spring break. The mean number of drinks consumed the previous day was 18 for men and 10 for women; 91.7% of the men and 78.1% of the women had participated in a binge-drinking episode during the previous day. Respondents less than 21 years old consumed less alcohol and reported significantly lower frequencies of intoxication than those over 21. The men's reported levels of alcohol consumption, binge drinking, and intoxication to the point of sickness were significantly higher than the women's, but fraternity or sorority membership was not associated with higher levels of consumption. Students motivated to visit the specific destination because of its "party" reputation consumed significantly more alcohol than students who cited other reasons for going there.

Factors influencing the attitudes held by women with type II diabetes: a qualitative study.

Results of formal diabetes education are still considered unsatisfactory but could be improved by being more patient centred. The purpose of this study was to investigate attitudes of people with diabetes toward their disease and its treatment from their point of view and the research question answered was, 'What are the feelings and beliefs of people with NIDDM about diabetes and its treatment?' Data were collected through in-depth interviews using the general interview guide approach. Seven interviews with adult type II diabetes from rural Illinois were tape recorded and transcribed. The naturalistic content analysis revealed four categories: physician's reaction at diagnosis; perceived seriousness of diabetes; physician-patient relationship; and self-care. A finding that was not described in any literature reviewed by the researcher was that the reaction and attitude physicians displayed toward patients at the point of diagnosis were crucial in influencing attitudes toward perceived seriousness of the disease and consequently compliance. Newly diagnosed patients showed strong motivation with regard to treatment. However, difficulties in adhering to a treatment plan and inadequate perceived seriousness of the disease were factors contributing to a lack of compliance. Participants reported that when diabetes complications started their compliance improved.