Aktivitet: Foredrag og mundtlige bidrag › Foredrag og præsentationer i privat eller offentlig virksomhed
Purpose: The potential of physical activity for mental health of children are well‐ established, but is conditional of the context and social climate. ‘Move for Wellbeing in Schools' is an ongoing multicomponent intervention study, aiming at increasing positive experiences with physical activity and thereby increasing wellbeing. The activities are induced by teachers throughout the school day. The purpose of this analysis is to measure important factors associated with successful implementation.
Methods: ‘Move for Wellbeing in Schools' is a randomized controlled trial with 2x12 schools targeting children in 4th6th grade (10-13 years). Teachers conduct activities in three areas: Physical Education (PE), recess and inclassactivities. Involved teachers are prepared for the one year intervention on three fullday workshops; webbased materials; and local school coordinating groups. The intervention was designed to target student autonomy, relatedness and competence (selfdetermination theory). A process survey was conducted 10 weeks after the second workshop. The following questions were stated: Do you feel wellprepared to do conduct the activities (selfefficacy) ; do you expect a positive impact on student wellbeing (relevance); do you find it challenging to motivate the students for the activities (student resistance); do you have time to plan and execute activities (resources). For the following results the response categories ‘to a high degree' and ‘to some degree' are collapsed and presented.
Results: A total of 116 teachers initiated the survey (response rate=69%). The questions regarding PE were only answered by the PE teachers (n=40). Inclassactivities had highest rating on teacher selfefficacy (94%) and lowest on student resistance (25%). Recess had the lowest rating on resources (19%) and together with inclassactivities the highest rating on relevance (90%). PE had the highest rating on resources (58%) and student resistance (68%), but lowest on relevance (70%).
Conclusions: Inclassactivities appear to be the easiest to implement, as teachers feel confident, have the necessary time, perceive the activities as relevant and meet little student resistance. Recess activities are challenging as very few teachers feel they have the time and they are not very confident in the activities. PE is challenged by high student resistance, but is the area where most resources are available.
11. jun. 2016
15th scientific annual meeting for the International Society of Behavioral Nutrition and Physical Activity