Final children

Question 1

define metabolic syndrome

Answer 1

clustering of RFs for CVD and T2DM including…

Question 2

IDF management of metabolic

Answer 2

moderate calorie restriction (5-10% loss of body weight)
Moderate increase in PA
Change in dietary composition

Question 3

Relationship between PA/ SB and cognition

Answer 3

Depends on construct measured
Single bout can benefit cognition
Evidence for daily PA and cognition relationship is still equivocal

Question 4

Relationship between PA/SB and AA

Answer 4

Classroom PA does no harm
Classroom PA can improve achievement in certain subjects
Emerging evidence inverse relationship between TV viewing and AA
Evidence for daily PA on AA is still equivocal

Question 5

Why should we care about the young athlete or sports participation?

Answer 5

Large % of MVPA
Associated with other benefits ouside of EE
Harmful for growing child
Sport and talent ID causing dropout/ harm?

Question 6

How does maturity timing impact sports participation?

Answer 6

Talent ID and athlete selection
Self selection and drop out
DEsign of training and conditioning programs and potential for injury
Grouping of athletes for comp and practice

Question 7

Difference between talent selection and ID

Answer 7

Selection = best players now in children

ID = training large numbers of players instead of cutting all but elite

Question 8

Tips for coaches

Answer 8

Aware of whos the oldest
Focus on participation and experimentation
Dont cut people
Gift is in despire
Use motor skills to monitor not select

Question 9

Ash’s current evidence summary for PAL

Answer 9

• Physically active lessons do not:
– lead to increased overall daily physical activity
– lead to reduced overall daily sedentary time
• Physically active lessons may:
– lead to increased physical activity in the classroom
– lead to decreased sedentary time in the classroom
– increase attention to tasks in the classroom
– increase academic achievement in some subjects
– increase pupil’s enjoyment of learning
• Physically active breaks can lead to increased physical activity in the classroom

Question 10

Current evidence (PAL) limitations

Answer 10

Short duration interventions
• Lack of (long) follow-up
– What happens when the intervention finishes?
• Small sample size
• Few studies have developed interventions using behavioural theory
• Few studies utilise inclinometers to measure sitting time
• Lack of assessment on out of school physical activity/sedentary
• Lack of generalisability, most studies based in USA + Australasia
• Lack of implementation data

Question 11

Aim of the behaviour change wheel

Answer 11

•
The BCW provides a systematic way of identifying relevant intervention functions and policy categories based on what is understood about the target behaviour

Question 12

how many intervention functions/ policy categories?

Answer 12

9 intervention

7 policy

Question 13

What is motivation?

Answer 13

The sum total of internal influences that energise and directs behaviour: a moment-by-moment property which is shaped by different systems of influence: physiological, impulses and inhibitions, motives, beliefs and identitys
Reflective
People’s values and beliefs about what is important (good and bad), conscious intentions, decisions and plans
Autonomic
Emotional responses, desires and habits resulting from associative learning and physiological stress e.g. make somehing fun/ rewarding

Question 14

What is capaciticy

Answer 14

an individual’s psychological and physical capacity to engage in the activity concerned
Psychological capability
Any mental process or skill that is required for the person to perform the behaviour
Physical capability
Any set of physical actions that requires an ability or proficiency learned through practice e.g. motor skill, fitness level

Question 15

What is opportunity

Answer 15

The external social & physical factors that make wanted behaviours more likely to happen & the unwanted behaviours less likely to happen
Physical
Anything in the physical environment that discourages or encourages the performance of the behavior
e.g. stair use prompts, availability of standing desks, size of classroom
Social
Influences that come from friends, family, colleagues & other influential people that support the doing or not doing of a behaviour either by provision of direct support or by influencing the way people think or feel about a behaviour

Question 16

Transform us aims

Answer 16

Determine whether an 18-month, behavioural and environmental intervention in the school and family setting results in a higher level of PA and lower rates of SB among 8-9 year olds children

Determine independent and combined effects of PA and SB on children’s cardiometabolic health

Identify factors that mediate the success of the intervention

Determine if the intervention is cost-effective

Question 17

Categories of components of interventions in transform us

Answer 17

Curriculum component
Class strategies
Physical environment
Homework tasks
Newsletters
(Teacher proffesional development, lesson plans)

Question 18

What type of economic evaluation

Answer 18

x

Question 19

Tranform us mid intervention 5-9 month results

Answer 19

SB+PA group spent 13.3 min/day less SED compared to control

SB group had higher enjoyment of standing

PA+SB and PA groups had more positive perceptions of standing opportunities

No mediating effects were observed

Question 20

Why no sig mediators in transform us?

Answer 20


Measurement quality of self-reported mediators

Failure to capture the relevant mechanisms that explain the association between intervention and PA or SB

Time lag between change in mediators and change in behaviour

Question 21

Unpublished end of intervention results for transform us

Answer 21


After 2.5 years children significantly:

Increased their PA at recess and lunchtime by 33 minutes per week

Reduced their sitting time by 196 minutes per week

Preliminary cost analysis shows that Transform-Us! cost ~ $30.08 per child per year ($0.08 per child per day).

Question 22

Approach to ADG

Answer 22

Multi agency and sector
Evidence based approach (stars)
Urban planners, designers, architects, policy makers, government agencies

Question 23

Basic concepts ADG`

Answer 23

Active transport
Active Buildings
Active recreation
Healthy eating

Question 24

ADG survey domains assessed

Answer 24

Knowledge of evidence linking the built environment and health

Confidence to implement ADG strategies

Implementation of ADG strategies (i.e., self‐reported practice)

Perceptions of clients’ attitudes toward active design

Question 25

What does FLAIR stand for

Answer 25

Family lifestyle intervention of future risk.

Question 26

Results of FLAIR evaluation

Answer 26

Parents expressed a desire to change behaviours to achieve healthier families

They believed that doctors should increase their focus on healthy habits during visits

Parents were more accepting of nutrition discussions than increasing activity (citing a lack of safe outdoor space) or decreasing sedentary behaviours (citing many benefits of television viewing)

Parents expressed frustration with physicians for offering advice about changing behaviour but not how to achieve it

Also focus groups

Question 27

what is social marketing?

Answer 27

Application of commercial marketing technologies to the analysis, planning, execution, and evaluation of programs designed to influence the voluntary behaviour of target audiences in order to improve their personal welfare

Question 28

Initial aim of C4L

Answer 28

drive, coax, encourage and support people . . . [to] eat well, move more and live longer

Question 29

What does C4L involve?

Answer 29

Advertising
Sponsership of The Simpsons
Direct and relationship marketing
Digital communications e.g. Website and emails
Public relations
Partnership marketing
Communications aimed at stakeholders e.g. Health adn teachers

Question 30

independent evaluation

Answer 30

cluster RCT - just questionnaire - baseline and follow up
No change in TV viewing
No change in PA importance
Increased awareness of campaign 
Little impact on attitude or behaviour
Low engagement a key issue
(Obesity mention?)

Question 31

Reach

Answer 31

• The absolute number, proportion, and representativeness
of individuals who are willing to participate in a given
initiative

Question 32

Efficacy/ Effectiveness

Answer 32

The impact of an intervention on important outcomes, including potential negative effects, QoL and economic outcomes
Efficacy = best case scenario in controlled session e.g. Ideal delivery
Effectiveness = real world e.g. Train teachers, absent children

Question 33

Adoption

Answer 33

• The absolute number, proportion, and
representativeness of settings and intervention
agents (modalities) who are willing to initiate a
program.
Do differences exist between participating sites
or agents

Question 34

Implementation

Answer 34

At the setting level, implementation refers to the
intervention agents’ fidelity to the various
elements of an intervention’s protocol.
This includes consistency of delivery as intended
and the time and cost of the intervention.

Question 35

Maintainence

Answer 35

The extent to which a program or policy becomes
institutionalized or part of the routine organizational practices
and policies.
• Within the RE-AIM framework, maintenance also applies at
the individual level.
• At the individual level, maintenance has been defined as the
long-term effects of a program on outcomes after 6 or more
months after the most recent intervention contact.

Question 36

Study overview reporting

Answer 36

Rationale:
– Why was the study conducted?
– What was the gap in the research area?
• Measurement:
– How were the primary and secondary outcomes collected?
– What were the advantages and disadvantages?
• Target:
– Who was the intervention aimed at?
– How representative was the sample?
– Was the sample fit for purpose?
• Intervention and Resources:
– What was the intervention?
– How long did it last?
– What was the participant burden?

Question 37

Why disconnect between research and practice?

Answer 37

Research
• Homogenous, highly
motivated children/setting
• Intensive, clinic-based
intervention
• Relatively brief and lack of
follow-up
• Implemented by research staff
• Funded study
– Dedicated staff
– Cost effectiveness
Practice
• Diverse population level
• ‘Real world’ setting
• Implementation by nonresearch
staff
• Competes with other areas for
funding and focus
• Subject to whims of
policymakers
• Relies on ‘champions’