Social media use informing behaviours related to physical activity, diet and quality of life during COVID-19: a mixed methods study.

BACKGROUND: This mixed methods study explored how social media use informed physical activity and diet-related behaviours, and self-perceived Quality of Life (QoL) during COVID-19, and assessed the contextual factors that drive social media use for health-related behaviour change in diverse groups. During the COVID-19 lockdown periods there were reported changes to social media use and health behaviours, and this gave an opportunity to investigate potential relationships. METHODS: An explanatory sequential research design of two parts was used: (1) An online survey that assessed social media use in relation to physical activity levels, diet quality and QoL (n = 786; Mage 45.1 ± 19.1 (range 16-88) years; Female =69%); (2) 20 purposive focus groups (n = 69; Mage = 52.88 ± 18.45 years, Female n = 68%) to understand the contextual factors that drive social media use for health-related behaviour change. Descriptive and thematic analysis were conducted. RESULTS: Participants in this study reported that social media facilitated the self-management of behaviours related to physical activity, diet and QoL, through access to information to inform workouts and dietary quality, and the opportunities for interaction with peers, family members and within social groups. Contextual factors including work, home and lifestyle arrangements, pre-existing health-related knowledge and behaviours, and the perceived value of social media for health influenced the relationship between social media use and self-reported outcomes. Social media influencers, peers/family members, and official organisations influenced the application of health-related information accessed via social media. CONCLUSIONS: The evidence shows that participants were critical users of social media and were able to use social media to derive benefit for their health and wellbeing. Detailed guidance for those who use social media, as well as those who recommend and endorse social media content is required to maximise the potential of social media to support health behaviours. Future public health strategies and social media interventions should acknowledge diversity in contextual factors driving social media use for health behaviour change.

Effect of an Inclusive Physical Education (IPE) Training Workshop on Trainee Teachers' Self-Efficacy.

Purpose: Children with special educational needs and disabilities (SEND) are often excluded from physical education (PE). Opportunities exist to enhance the competence of trainee teachers, thus preparing them for the demands of inclusive PE (IPE). In this study, we examined the effect of IPE training workshops on trainee teachers' self-efficacy for including SEND children within PE. Method: Data was collection from 366 trainee teachers across 44 workshops (63% females; 57% primary-school trainees; age, 23 ± 5 y, mean ± standard deviation; age range 18-53 y). A pre-post design was used to assess the effect of the workshop and possible moderating factors. Data were analyzed using mixed modelling. Results: IPE training had a large beneficial effect on trainees' self-efficacy (1.61, ±0.21; standardized effect size, 99% confidence limits). Mixed modelling revealed substantial differences in the mean outcome between workshops. The standard deviation (SD) representing this variation between workshops was moderate-sized (SD = 0.30, ±0.30). We also found that trainees with an above average sense of self-efficacy at baseline (mean +1SD) were likely to benefit more. Workshop size (0.35, ±0.42) and trainees' perception of workshop quality (0.39, ±0.19) were substantial moderators of changes in self-efficacy. Other moderators with possible substantial effects were trainee specialization and completion of a school-based placement. Conclusion: This study supports the viability of embedding IPE within teacher training. Attention should be paid to trainees' starting points prior to scheduling training. The size of workshops and quality of delivery should also be considered when developing IPE competencies within trainees.