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Application of protection motivation theory (PMT) on skin cancer preventive behaviors amongst primary school students in rural areas of Fasa city-Iran.
Khani Jeihooni, A, Bashti, S, Erfanian, B, Ostovarfar, J, Afzali Hasirini, P
BMC cancer. 2022;(1):21
Abstract
BACKGROUND Considering that exposure to sunlight in childhood and adolescence has an important role in skin cancer, so it seems that training protective behaviors in this period is more effective. OBJECTIVES To survey the application of protection motivation theory (PMT) on skin cancer preventive behaviors among students in rural areas of Fasa city, Iran. METHODS This study was done in two stages: Phase I of this study, the descriptive-analytic and cross-sectional study was conducted in 2018 to investigate the predictive value of the protection motivation theory on skin cancer preventive behaviors. In the second stage, a quasi-experimental interventional study was conducted on 400 primary school students in 2019. The educational intervention was performed in the experimental group for 8 sessions. Data were collected using a demographic information questionnaire and protection motivation theory before and six months after the intervention. RESULTS The constructs of protection motivation theory predicted 58.6% of skin cancer preventive behaviors. The results indicated that there was no significant difference between the two groups in terms of knowledge, perceived sensitivity, perceived severity, reward, fear, protection motivation, response efficacy, self-efficacy, response costs, and the skin cancer preventive behaviors in before the intervention (p > 0.05). However, six months after the intervention, the experimental group showed a significant increase in each of the mentioned constructs and skin cancer protective behaviors (p < 0.05). CONCLUSION This study showed the effectiveness of the intervention based on the PMT constructs in adoption of skin cancer preventive behaviors in 6 months' post intervention in primary school students.
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Impacts of a School-Based Intervention That Incorporates Nutrition Education and a Supportive Healthy School Canteen Environment among Primary School Children in Malaysia.
Teo, CH, Chin, YS, Lim, PY, Masrom, SAH, Shariff, ZM
Nutrients. 2021;(5)
Abstract
In this study, a school nutrition program (SNP) that incorporates nutrition education and a healthy school canteen environment was developed to improve nutrition knowledge among intervention respondents and provide a healthier environment for them to practice healthy eating. In the current study, we evaluated the impacts of the SNP on eating behaviors, physical activity, body mass index-for-age (BAZ), and cognitive performance at pre-intervention, post-intervention, and 3-month follow-up points between intervention and comparison groups. This intervention study involved 523 primary school children (7-11 years old) from six selected schools in Batu Pahat District, Malaysia. Each respondent completed anthropometric and cognitive performance assessments and a set of standardized questionnaire at pre-intervention, post-intervention, and 3-month follow-up points. Multiple linear mixed model analysis was performed to determine the impacts of that SNP after being adjusted for covariates. After the program, the intervention group increased their frequency of breakfast, lunch, and dinner consumption and morning tea snacking and showed more frequent physical activity and better cognitive performance as compared to the comparison group overtime (p < 0.05). At 3-month follow-up, the intervention group showed lower BAZ scores than their comparison counterparts (p < 0.05). The SNP showed positive effects on eating behaviors, physical activity, BAZ, and cognitive performance in school children. Hence, the SNP is highly recommended for all primary school children.
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Stand-Biased Desk Intervention on Sleep Quality of High School Students: A Pilot Study Using Tri-Axial Accelerometery.
Rhee, J, Benden, ME
International journal of environmental research and public health. 2019;(1)
Abstract
Prolonged sitting is related to a sedentary inactive lifestyle and related to obesity and many metabolic problems caused by inactivity. The problem gets more serious for people who spent most of their work time in a seated position like students or office workers. In this study, we provided standing desk and stool to the local public high school and observed the changes in their behavior in terms of physical activity using tri-axial accelerometer before and after intervention. Previously published study using the same dataset under the larger project reported increased physical activity during school hours. In this study, we extracted more diverse features directly from the raw data instead of using data processed by the software that manufacturer provided. Hence, we were able to analyze the same features (sedentary, physically active time) as well as sleep-related variables. Of the interest, sleep is another important feature that can tell us about participants' health conditions. Even if the intervention contributed to updating their behavioral patterns, the result might be nullified in the long run if their sleep pattern was compromised. The quantity and quality of sleep was not changed after the intervention. Therefore, the efficacy of standing desks has been confirmed again.
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Effect of an Intervention Program Based on Active Video Games and Motor Games on Health Indicators in University Students: A Pilot Study.
Zurita-Ortega, F, Chacón-Cuberos, R, Castro-Sánchez, M, Gutiérrez-Vela, FL, González-Valero, G
International journal of environmental research and public health. 2018;(7)
Abstract
(1) Background: High levels of physical inactivity caused by sedentary digital screen leisure constitute one of the main causes of the high levels of obesity observed in today’s society; (2) Methods: The present study aims to analyse the effect of a 12-week intervention program based on the application of active video games and motor games on health status indicators, problematic use of video games, and resilience capacity in university students. Besides, the content blocks of the Physical Education (PE) field are worked on through these devices, revealing their potential as an Information and Communications Technology (ICT) resource. A longitudinal study with a pre-experimental design with pretest⁻posttest measurements in a single group (n = 47) was performed, using as main instruments a Tanita TBF300® bioimpedance scale, the 20mSRT test for maximum oxygen consumption (VO²max), the Adherence to a Mediterranean Diet Test (KIDMED), the Questionnaire for Experiences Related to Video games (QERV) and the Connor-Davidson Resilience Scale (CD-RISC); (3) Results: The main results were a discrete improvement in the percentage of fat mass and VO²max, representing a small effect size in both cases. The quality of the diet followed and the confidence and tolerance for adversity as a resilience factor were also improved, representing a medium size effect for this last variable; (4) Conclusions: Despite the limitations of this study as it does not have a control group, the main conclusions are that active video games and motor games can be a motivational resource to follow an active lifestyle, helping to improve health status indicators in young adults.
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Effects of Before-School Physical Activity on Obesity Prevention and Wellness.
Whooten, RC, Perkins, ME, Gerber, MW, Taveras, EM
American journal of preventive medicine. 2018;(4):510-518
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Abstract
INTRODUCTION The effects of Build Our Kids Success-a 12-week, 1-hour before-school physical activity program-on BMI and social-emotional wellness among kindergarten to eighth grade students was examined. STUDY DESIGN This was a nonrandomized trial. SETTING/PARTICIPANTS Participants were from 24 schools in Massachusetts; there were 707 children from kindergarten to eighth grade. INTERVENTION Children registered for Build Our Kids Success in 2015-2016 participated in a 2 days/week or 3 days/week program. Nonparticipating children served as controls. MAIN OUTCOME MEASURES At baseline and 12 weeks, study staff measured children's heights/weights; children aged ≥8 years completed surveys. Main outcomes were 12-week change in BMI z-score, odds of a lower BMI category at follow-up, and child report of social-emotional wellness. Analyses were completed in March-June 2017. RESULTS Follow-up BMI was obtained from 67% of children and self-reported surveys from 72% of age-eligible children. Children in the 3 days/week group had improvements in BMI z-score (-0.22, 95% CI= -0.31, -0.14) and this mean change was significantly different than the comparison group (-0.17 difference, 95% CI= -0.27, -0.07). Children in the 3 days/week group also had higher odds of being in a lower BMI category at follow-up (OR=1.35, 95% CI=1.12, 1.62); significantly different than the comparison group (p<0.01). Children in the 2 days/week program had no significant changes in BMI outcomes. Children in the 3 days/week group demonstrated improvement in their student engagement scores (0.79 units, p=0.05) and had nonsignificant improvements in reported peer relationships, affect, and life satisfaction versus comparison. The 2 days/week group had significant improvements in positive affect and vitality/energy versus comparison. CONCLUSIONS A 3 days/week before-school physical activity program resulted in improved BMI and prevented increases in child obesity. Both Build Our Kids Success groups had improved social-emotional wellness versus controls. TRIAL REGISTRATION This study is registered at www.clinicaltrials.gov NCT03190135.
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Associations of physical activity and sedentary behavior with academic skills--a follow-up study among primary school children.
Haapala, EA, Poikkeus, AM, Kukkonen-Harjula, K, Tompuri, T, Lintu, N, Väistö, J, Leppänen, PH, Laaksonen, DE, Lindi, V, Lakka, TA
PloS one. 2014;(9):e107031
Abstract
BACKGROUND There are no prospective studies that would have compared the relationships of different types of physical activity (PA) and sedentary behavior (SB) with academic skills among children. We therefore investigated the associations of different types of PA and SB with reading and arithmetic skills in a follow-up study among children. METHODS The participants were 186 children (107 boys, 79 girls, 6-8 yr) who were followed-up in Grades 1-3. PA and SB were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were assessed using standardized tests at the end of Grades 1-3. RESULTS Among all children more recess PA and more time spent in SB related to academic skills were associated with a better reading fluency across Grades 1-3. In boys, higher levels of total PA, physically active school transportation and more time spent in SB related to academic skills were associated with a better reading fluency across the Grades 1-3. Among girls, higher levels of total PA were related to worse arithmetic skills across Grades 1-3. Moreover, total PA was directly associated with reading fluency and arithmetic skills in Grades 1-3 among girls whose parents had a university degree, whereas these relationships were inverse in girls of less educated parents. CONCLUSIONS Total PA, physically active school transportation and SB related to academic skills may be beneficial for the development of reading skills in boys, whereas factors that are independent of PA or SB may be more important for academic skills in girls. TRIAL REGISTRATION ClinicalTrials.gov: NCT01803776.