Considerations for Individual-Level Versus Whole-School Physical Activity Interventions: Stakeholder Perspectives.

Strategies to address declining physical activity levels among children and adolescents have focused on 'individual-level' approaches which often fail to demonstrate impact. Recent attention has been on an alternative 'whole-school' approach to increasing physical activity that involves promoting physical activity throughout all aspects of the school environment. There is, however, a lack of evidence on how whole-school physical activity approaches could be implemented in the UK. This qualitative study explored perspectives of key stakeholders on potential reasons for the lack of impact of individual-level school-based interventions on children's physical activity, and key considerations for adopting a whole-school approach. Nineteen semi-structured interviews were conducted with a range of stakeholders involved in the implementation of physical activity programmes in UK schools. Data were analysed using an inductive approach. Respondents suggested that individual-level school-based interventions to increase physical activity often failed to consult end users in the design and were typically implemented in environments unsupportive of long-term change. They subsequently outlined specific barriers and key facilitators for the adoption and implementation of whole-school approaches in UK settings and recommended a shift in research foci towards building an evidence base around educational outcomes and whole-school implementation insights.

"If there wasn't the technology then I would probably be out everyday": a qualitative study of children's strategies to reduce their screen viewing.

OBJECTIVE: To explore the views of British 10-11 year old children towards reducing their screen-viewing and their screen-viewing reduction strategies. METHOD: 10 focus groups were conducted with 55 10-11 year old children (30 girls, 25 boys) in Bristol (UK) in 2010. Data were transcribed and transcripts were analysed using thematic analysis. RESULTS: Three main themes were developed: Reaction to Reduction; Reduction: What, when and what else instead?; and Strategies to reduce screen-viewing. Participants reacted largely positively to reducing their screen-viewing although enjoyment, established routines and favourite TV programmes presented barriers. A range of screen-viewing modes were put forward as candidates for reduction and participants believed they would replace screen-viewing with both physically active and non-screen sedentary behaviours. Reduction strategies identified comprised the provision of alternative activities, facilities and after school clubs, peer-led educational interventions, behavioural strategies such as the use of rewards, charts and time limits which involved children's parents and parent-child collaboration. Unexpectedly, participants identified the focus group itself as a means of encouraging self-reflection and initiating change. CONCLUSION: Children appeared open to screen-viewing reduction and identified the strategies that they may respond to best. This can inform the development of interventions designed to reduce screen-viewing.

Non-curricular approaches for increasing physical activity in youth: a review.

BACKGROUND: To prevent obesity, the physical activity of youth should be increased. Since time for school physical education has declined and curricular interventions have had limited effects, alternative non-curriculum approaches need to be tested. METHODS: A systematic review was conducted to identify research that evaluated the effectiveness of non-curricular interventions on the physical activity of children and adolescents. RESULTS: Results showed that children were active during school break periods and inexpensive interventions further increased activity during these times. Active travel to school offered potential, but its effectiveness was impaired by traffic congestion and parental fears for child safety. Extracurricular, school-based interventions had problems with low attendance, which might be removed if delivered through existing community organizations. Summer day camps offered potential for increasing activity of youth, but research is required to determine how best to convert camp activity into increased post-camp habitual activity. CONCLUSIONS: Physical activity can be increased during school break periods, through existing youth organizations, summer day camps, and possibly through active transportation. Future research should focus on further enhancing the effectiveness of these innovative interventions.