The objective of this research was to study relationship(s) of ethnicity, physical activity and diet with adiposity development in Aboriginal youth. To meet this objective, three separate, yet inter-related studies were undertaken: 1) to comprehensively assess adiposity in Aboriginal youth and their age, sex and maturity matched Caucasian peers; 2) to assess the role of ethnicity and sex on physical activity (PA) levels and identify the proportion of Aboriginal youth meeting international recommendations; and 3) to explore relationships of ethnicity, physical activity and diet with adiposity. In study one, it was hypothesized that Aboriginal youth would have greater adiposity than their Caucasian peers. While much of the research to date has focused on body mass index, this investigation used DXA and waist circumference to show that Aboriginal youth had greater total and central adiposity in comparison to their Caucasian counterparts.<p> Study two examined physical activity behaviors of Canadian Aboriginal youth in relation to ethnicity and sex. It was hypothesized that the physical activity levels of Aboriginal youth would be lower than their Caucasian peers; that the majority of Aboriginal youth would not meet PA and T.V. viewing recommendations; and that Aboriginal boys would have higher adjusted physical activity energy expenditures than girls. Findings indicated that physical activity levels of the two ethnic groups were generally comparable, that Aboriginal boys had greater activity energy expenditures than girls, and that a greater percentage of boys were meeting the international recommendations for physical activity and T.V. viewing. Study three built upon the first two investigations, to explore relationships of physical activity and diet with adiposity in Aboriginal youth. It was hypothesized that when age, size and maturity, and their interactions were accounted for, diet and physical activity variables would be related to adiposity (waist circumference, total body and trunk fatness). Results indicated physical activity was inversely related to adiposity level, independent of biological factors. Although energy intake was the sole dietary variable related to the adiposity measures, descriptives showed the eating behaviors (i.e., consumption of fruits and vegetables, sugar sweetened beverages and other foods) of the Aboriginal youth were sub-optimal when compared to current recommendations. This research project is unique because it comprehensively assessed adiposity, diet and physical activity, and the relationships between these variables, in a relatively large sample of Aboriginal boys and girls. Furthermore, these relationships were established using a variety of measures (i.e., DXA, waist circumference, height and weight) while controlling for biological confounders. Overall, the results highlight the urgent need to promote physical activity and healthy eating in Aboriginal youth and set the stage for future research.

The purpose of this study was to compare pre-service and in-service teachers and coaches attitudes toward instructing children and adolescents with exceptionalities as part of the regular physical education and athletic programs. Surveys were distributed to approximately 100 in-service teachers (i.e., classroom teachers, special educators, and physical educators from kindergarten through to grade eight) from an urban school division in Saskatchewan and 100 pre-service teachers enrolled in a college of education at a Western Canadian university to explore their attitudes toward instructing students with exceptionalities as part of the regular physical education/athletic program. Seventy-seven pre-service teachers and 92 in-service teachers completed an adapted version of the Physical Educators Attitude Toward Teaching Individuals with Disabilities-III (PEATID-III) (Rizzo, 1993).<p> Descriptive, inferential (analysis of variance), and correlational analyses were used to compare and explore relationships between survey factors and participants individual characteristics (e.g., independent variables of gender, age, years of experience, number of physical education classes taken). Significant differences were found between teachers and coaches years of experience teaching/coaching students with exceptionalities (no experience to less than six months, 6 months to 2 years experience, and 2 or more years experience) and teachers attitudes toward the outcomes of teaching students with specific learning disabilities (SLD), Attention Deficit/Hyperactivity Disorder (ADHD), and mild to moderate cognitive delay (COGN). No statistically significant differences were found between years of experience teaching/coaching students with exceptionalities and the outcomes of teaching students with emotional behavioural disorders (EBD). Correlational analyses were used to determine relationships between independent variables (e.g., pre-service and in-service teachers/coaches years of teaching/coaching) and the outcomes of instructing students with exceptionalities in regular physical education/athletic programs (Factor 1). Both pre-service and in-service teachers rated the overall quality of their teaching/coaching experience with students with exceptionalities as satisfactory to very good. Yet, the majority of participants reported a competence rating of not at all competent to somewhat competent (e.g., 58.6% of participants had a competence rating of somewhat competent). Inconsistent teacher/coach responses may have been affected by participants answering the questions in a manner which they considered to be in agreement with socially acceptable perceptions of inclusion. Furthermore, educators believed that more training, experience, and education would improve competency levels in effective instruction. Practical implications for practice and direction for future research are discussed.

Experiences of Barriers and Facilitators for Physical Activity from People with Mental Disorders who Participated in a Physical Activity Project - An Interview Study   Purpose: To explore the experiences regarding perceived barriers and facilitators for physical activity of three participants with mental disorders who took part in the Norwegian Physical Activity Mentor project. Design and methods: Descriptive qualitative design. Individual semi-structured interviews were used for data collection. Data from the interviews was used in two separate bachelor theses, written by Swedish and Norwegian physiotherapy students. This cooperation was part of the NordPlus Higher Education Program Joint Physiotherapy Education in Bachelor Thesis Module. Qualitative content analysis was used in processing the data. Findings: Perceived barriers for physical activity were: mental disorder symptoms, antipsychotics, undertaking physical activity independently and physical experiences. Perceived facilitators for physical activity were: positive mental effects, intrinsic and extrinsic motivational factors, goal setting and routine. The experiences from the Physical Activity Mentor project, including the possibility of self-selected activities, were mainly positive. The support provided by the physical activity mentor was an important facilitator. Conclusion: Disease-related problems were perceived as barriers for physical activity. The most important perceived facilitator for physical activity was mental benefits from being physically active. External support from a physical activity mentor might facilitate physical activity for psychiatric outpatients.     Key words: mental disorder, physical activity, barriers, facilitators, mentor / NordPlus Higher Education Program Joint Physiotherapy Education in Bachelor Thesis Module

The purpose of this study was to examine the obstacles and problems prescribers of exercise on prescription (EoP) in primary care in Bollnäs and Söderhamn experience when using the method. It also aimed at examining if the barriers identified in previous studies also will be found in Bollnäs and Söderhamns municipalities. A qualitative study was made and four interviews with the managers of health centers in Bollnäs and Söderhamns municipalities were completed. The only inclusion criteria was that it would be a licensed health care professional at the clinic who work with, and prescribe the EoP. A content analysis was performed, which categorized the statements made according to their content. The results of the study showed that prescribers experienced obstacles and problems with the method. The main reason was lack of time, particularly insufficient time to provide information on adequate physical activity. Another obstacle was difficulties to motivate patients to become more physically active, as well as interoperability issues with politicians and complicated prescription forms. The study confirmed previous research regarding the barriers identified. The basis for the study was small and it is therefore not possible to generalize from the results obtained.

Many studies have examined the relationship between youth physical activity and their built environment. However, most of them used subjective measurement tools to measure built environment because of their low cost and convenience. The application of geographic information system (GIS) in this study greatly supported the research in this field because it can provide more detailed objectively measured data of built environment. Three hundred and thirty-eight Hispanic low-income youth enrolled in a local San Antonio Youth Center program participated in the study. The first study examined the association between youth's household income, and the availability and accessibility of recreational and utilitarian facilities. Results indicated that youth from low income families had longer distances to and less available number of recreational and utilitarian facilities within their neighborhoods. The second study focused on nutrition environmental features, such as, availability and accessibility of fast food outlets and supermarkets. Findings suggested that the average distance to supermarkets was almost two times that of fast food restaurants. These results indicated that participants need to walk more to access a supermarket compared to the closest fast food restaurant. On the whole, supermarkets were less accessible compared to fast food restaurants for the participants in the study area. The third study provided some important supplements to the first two studies by examining both features related to physical activity and dietary behavior with youth's BMI. Results indicated that the available number (availability) of physical activity- and food-related facilities contributed significantly to youth BMI. Lower BMI was related to more available utilitarian (e.g., shopping malls), recreational facilities (e.g., parks) and some food stores (e.g., supermarkets). This study indicated that youth's individual features (e.g., age and SES) had some associations with their health conditions (e.g., BMI) and built environments (e.g., accessibility and availability of facilities and food outlets). These results may provide some evidence to improve the understanding of the relationship between individual, environmental, and social characteristics, which may be useful to promote children and adolescent health behaviors (e.g., physical activity and eating behavior) in public health.

Syfte: Syftet med denna litteraturstudie var att genom en litteraturgranskning undersöka om ökad fysisk aktivitet har något samband med inlärningen och skolprestationerna hos barn i åldrarna 6-12 år. Metod: Litteratursökningen i databaserna CINAHL och Academic Search Elite resulterade i 15 artiklar som publicerats de senaste fem åren. Artiklarna har kvalitetsgranskats och därefter sammanställts. Resultat: Fysisk aktivitet i samband med inlärning har i ett flertal studier visat sig leda till positiva resultat genom snabbare svarstid, noggrannhet och uppmärksamhet. Barnen som deltog i aeroba aktiviteter blev mer uthålliga och kunde behålla fokus längre vid de kognitiva testerna. Det skolämne som en signifikant skillnad kunde utläsas i var matematik följt av stavning och läsning. Olika interventionsprogram för att främja barns fysiska aktivitet har visat en positiv effekt i skolresultat och kognitiva tester. Slutsats: Föreliggande litteraturstudie visar att en ökad fysisk aktivitet har en positiv inverkan på barns inlärning och skolresultat genom förbättrad koncentrationsförmåga och noggrannhet.

As a tool for public health, sport and physical activity programs are challenged with sustainability after the initial resources and impetus that created them have subsided. Financial stability is important, but social and political support and consistent effort toward an agreed vision will also factor into whether a program will be sustainable. Program sustainability can be better understood when it is integrated with the phases of the program process, including formulation, implementation, and evaluation. Starting in 2008, the Texas Governor’s Advisory Council on Physical Fitness (GACPF) offered grants to local mayor’s fitness councils to tailor their own physical activity programs as a tool to combat obesity. In this work, I examine three community programs in Texas to illustrate what elements of sustainability were realized, and what achievements and challenges were experienced in the program process. This case study also serves as an opportunity to understand how sport and other physical activities are perceived in public health settings. Using a critical framework to draw out the assumptions and taken-for-granted knowledge of these public health programs, I employ a mixture of qualitative methods to determine what issues stood out in each community and what were common across all cases. I made site visits to each community and interviewed 42 people for this study, including members of the GACPF, members of the local mayor’s fitness councils, and residents in each community. The results reveal a significant drop-off in stakeholder involvement beyond program formulation. This drop-off largely explains why these programs were constrained in what could be implemented, went unevaluated, and had limited prospects for sustainability. The data also indicate that new approaches are needed for promoting greater levels of participation in sport and physical activity. Instead of emphasizing benefits of physical health or appearance, program leaders in public health should focus on the hedonic feeling and sense of community that can lead to more holistic health. The results reveal that it is unrealistic to contend that the challenges of sustaining a public health program can be completely eliminated. Nonetheless, an appreciation for those difficulties increases the possibility that they can be mitigated, and the public health program can be carried out as intended and sustained. / text

This report addresses three important issues around active living and how planning, health and governmental agencies are addressing active living in their spheres of influence. Initially the report uses a literature review to determine if research shows that characteristics of the physical environment influence active lifestyle choices and behaviors. This review also includes whether state and local governments and non-profit agencies are incorporating active lifestyle goals in important planning and policy decisions affecting the local physical and natural environment. The literature review supports links between the physical environment and active living but does not establish a causal link. Regarding the question of whether state and local governments and non-profit agencies are incorporating active lifestyle goals in important planning and policy decisions, the research reveals that there is a low level of inclusion of health goals within planning efforts. The body of work in this report is focused on understanding the level of knowledge and the degree of cooperation among local actors around active living issues in Texas. The report explores this question through a survey targeted at public and non-profit organizations that have the potential to influence conditions supporting active lifestyles in Texas communities. While this survey and results focus on Texas communities, given the breadth of the responses, the results are likely applicable outside Texas. The research found collaboration around active living in Texas was widespread among the departments and organizations represented by the survey. Many communities have implemented active living programs or projects, however, most communities have not completed active living assessments to prioritize active living needs. Funding was the most important factor in addressing barriers to active living. Other important factors in addressing these barriers included education, sample policies and programs, best practices and case studies, and access to local experts and community groups. Strong community support and local government leadership were the most important factors in creating an environment that supports active learning. / text

The Comprehensive School Physical Activity Program (CSPAP) model is one way to organize physical activity (PA) opportunities around specific target populations and points of intervention. It is recommended that physical education teachers serve as Directors of Physical Activity (DPA), given their expertise and experiences in the school setting. PURPOSE: This study examined the current role of physical education teachers in providing PA opportunities for students by implementing the CSPAP. The effects of professional development (PD) on teacher efficacy (TE) toward the implementation of the CSPAP were also investigated. METHODS: Using a collective case study approach, 30 physical teachers (Male=9; Experience 17.47) completed a survey on PA opportunities and self-efficacy. Twelve of the physical education teachers then participated in the DPA certification process, which consisted of a one-day workshop with 12-months of online support and follow-up to track their implementation of the CSPAP. Participants who engaged in the DPA certification participated in a series of in-depth interviews, as well as observations and site visits. Over twelve months the researcher inductively reflected on the data with the intent of forming concepts, hypotheses, and theories through organizing themes and teacher vignettes. Descriptive statistics and a MANCOVA were calculated to determine group differences while a series of RM-MANCOVA's were used to determine pre/post differences. Regression analyses were employed to determine the predictors of change in PA. RESULTS: Qualitative results revealed six themes and three teacher vignettes. RM MANCOVA's revealed no significant difference between pre/post experience, however, regression analyses revealed significant predictors of offering PA opportunities. It was identified that group, TE and PD were both significant predictors when providing PA opportunities: (a) before and after school (F(8, 21) = 2.65, p < .05, R² adj. = .31), (b) with family and community members (F(8, 21) = 2.62, p < .05, R² adj. = .31), and (c) for staff wellness (F(8, 21) = 3.80, p<.01, R² adj = .44). CONCLUSION: Physical education teachers are capable and willing to provide PA opportunities, beyond those offered during physical education, by assuming the role of a DPA. The frequency of these opportunities is influenced by TE and PD.

The purpose of this study is to examine the components that are essential to successful and sustainable after-school sport and physical activity programs. The study examines not only what components must be present, but what barriers as well must be overcome to ensure implementation, success, and sustainability. While some programs have been successful in attracting and providing alternative programs for those that do not currently participate in interscholastic sport, the elements that make such programs successful and sustainable have yet to be thoroughly identified in the field. This study will examine best practices of existing successful programs, in order to make recommendations for expanding these programs to other schools. This study employed a qualitative descriptive design aimed at garnering an in-depth understanding of the experiences and perceptions of participants and program administrators in public schools who currently offer such programs. The study utilized questionnaires, interviews (individual and group), and observations to examine the best practices toward implementing attractive and sustainable after-school physical activity programs. The study included a comprehensive description of the programs, participants, and procedures of seven (7) separate Texas high school after-school programs. The programs fall into three (3) distinctive program designs. In addition, the essential components that make these programs successful and sustainable were reviewed. These five components were Supportive Administrators and Decision Makers Quality Facilitators, Inclusive and Enjoyable Opportunities, Practical and Flexible Logistics, and Parental and Community Involvement. Each of these elements is discussed in-depth in relation to motivational and adolescent development theories. This study demonstrates the viability of promoting and implementing theoretically sound programs that address appropriate developmental capabilities and student motivations. Through focus on local interests, inclusive programs, engaged facilitators, community involvement, and creative facility usage, a broad range of public schools could embrace the value and benefit of physical activity and sport programs for academic enhancement and positive youth development. / text