Implementation and impact of in-class physical activities in a positive mental health perspective

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskning

Resumé

Introduction
School physical activity and other activities with the body in focus hold the potential to benefit student’s positive mental health and psychosocial well-being. In-class activities (ICAs) (e.g. energizers, active breaks, brain breaks) can positively influence social connectedness, physical self-perception, motivation and emotions. However, if all students are to benefit from the potential qualities of ICA, an inclusive environment is crucial. The purpose of this study was to investigate the implementation and impact of ICA in Danish public schools.
Methods
ICA is one of three intervention components in the RCT-designed ‘Move for well-being in school’ research program. The program comprises 2797 students 9-13 years old on 12 intervention schools and 12 comparison schools. During a full school year ICAs should be delivered two times every day focusing on four different aims: social interaction, energizing, coordination and wellness. A mixed methods design was used to evaluate the intervention comprising questionnaires and interviews with teachers and students. The collected data was used to assess the degree of implementation; perception of advantages and pitfalls of ICAs; and the impact on students’ school well-being.
Results
ICAs were implemented on all participating schools with an average of almost seven brain breaks/class/week. ICAs were well received by most students and teachers, but with substantial variation between schools. It was found that it was necessary for the implementation, that ICAs were planned and scheduled in the timetables. A successful approach was to prepare students in relation to the timing of ICA and inform them about the subsequent assignment to increase on-task behavior after the ICA. Teachers succeeded in creating a inclusive environment, if they were aware and able to explicitly frame the purpose of the activities, and thereby motivating the students to collaboration and increase awareness and acceptance of their different needs, preferences and competences.
Conclusion
When teachers are able to create the right inclusive environment, ICA is a viable tool to promote positive mental health and well-being in schools for all students. For many teachers, ICA is a challenging task, which calls for both competence development, supportive structures, materials and local school leadership.
OriginalsprogEngelsk
Publikationsdato15. nov. 2017
Antal sider1
StatusUdgivet - 15. nov. 2017
Begivenhed8th Conference of the European network for the promotion of health-enhancing physical activity - Sheraton Zagreb Hotel, Zagreb, Kroatien
Varighed: 15. nov. 201717. nov. 2017
Konferencens nummer: 8

Konference

Konference8th Conference of the European network for the promotion of health-enhancing physical activity
Nummer8
LokationSheraton Zagreb Hotel
LandKroatien
ByZagreb
Periode15/11/201717/11/2017

Citer dette

Christiansen, L. B. S., Holt, A-D., Smedegaard, S., & Skovgaard, T. (2017). Implementation and impact of in-class physical activities in a positive mental health perspective. Abstract fra 8th Conference of the European network for the promotion of health-enhancing physical activity, Zagreb, Kroatien.
Christiansen, Lars Breum Skov ; Holt, Anne-Didde ; Smedegaard, Søren ; Skovgaard, Thomas. / Implementation and impact of in-class physical activities in a positive mental health perspective. Abstract fra 8th Conference of the European network for the promotion of health-enhancing physical activity, Zagreb, Kroatien.1 s.
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title = "Implementation and impact of in-class physical activities in a positive mental health perspective",
abstract = "IntroductionSchool physical activity and other activities with the body in focus hold the potential to benefit student’s positive mental health and psychosocial well-being. In-class activities (ICAs) (e.g. energizers, active breaks, brain breaks) can positively influence social connectedness, physical self-perception, motivation and emotions. However, if all students are to benefit from the potential qualities of ICA, an inclusive environment is crucial. The purpose of this study was to investigate the implementation and impact of ICA in Danish public schools.Methods ICA is one of three intervention components in the RCT-designed ‘Move for well-being in school’ research program. The program comprises 2797 students 9-13 years old on 12 intervention schools and 12 comparison schools. During a full school year ICAs should be delivered two times every day focusing on four different aims: social interaction, energizing, coordination and wellness. A mixed methods design was used to evaluate the intervention comprising questionnaires and interviews with teachers and students. The collected data was used to assess the degree of implementation; perception of advantages and pitfalls of ICAs; and the impact on students’ school well-being. ResultsICAs were implemented on all participating schools with an average of almost seven brain breaks/class/week. ICAs were well received by most students and teachers, but with substantial variation between schools. It was found that it was necessary for the implementation, that ICAs were planned and scheduled in the timetables. A successful approach was to prepare students in relation to the timing of ICA and inform them about the subsequent assignment to increase on-task behavior after the ICA. Teachers succeeded in creating a inclusive environment, if they were aware and able to explicitly frame the purpose of the activities, and thereby motivating the students to collaboration and increase awareness and acceptance of their different needs, preferences and competences. ConclusionWhen teachers are able to create the right inclusive environment, ICA is a viable tool to promote positive mental health and well-being in schools for all students. For many teachers, ICA is a challenging task, which calls for both competence development, supportive structures, materials and local school leadership.",
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Christiansen, LBS, Holt, A-D, Smedegaard, S & Skovgaard, T 2017, 'Implementation and impact of in-class physical activities in a positive mental health perspective', 8th Conference of the European network for the promotion of health-enhancing physical activity, Zagreb, Kroatien, 15/11/2017 - 17/11/2017.

Implementation and impact of in-class physical activities in a positive mental health perspective. / Christiansen, Lars Breum Skov; Holt, Anne-Didde; Smedegaard, Søren; Skovgaard, Thomas.

2017. Abstract fra 8th Conference of the European network for the promotion of health-enhancing physical activity, Zagreb, Kroatien.

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskning

TY - ABST

T1 - Implementation and impact of in-class physical activities in a positive mental health perspective

AU - Christiansen, Lars Breum Skov

AU - Holt, Anne-Didde

AU - Smedegaard, Søren

AU - Skovgaard, Thomas

PY - 2017/11/15

Y1 - 2017/11/15

N2 - IntroductionSchool physical activity and other activities with the body in focus hold the potential to benefit student’s positive mental health and psychosocial well-being. In-class activities (ICAs) (e.g. energizers, active breaks, brain breaks) can positively influence social connectedness, physical self-perception, motivation and emotions. However, if all students are to benefit from the potential qualities of ICA, an inclusive environment is crucial. The purpose of this study was to investigate the implementation and impact of ICA in Danish public schools.Methods ICA is one of three intervention components in the RCT-designed ‘Move for well-being in school’ research program. The program comprises 2797 students 9-13 years old on 12 intervention schools and 12 comparison schools. During a full school year ICAs should be delivered two times every day focusing on four different aims: social interaction, energizing, coordination and wellness. A mixed methods design was used to evaluate the intervention comprising questionnaires and interviews with teachers and students. The collected data was used to assess the degree of implementation; perception of advantages and pitfalls of ICAs; and the impact on students’ school well-being. ResultsICAs were implemented on all participating schools with an average of almost seven brain breaks/class/week. ICAs were well received by most students and teachers, but with substantial variation between schools. It was found that it was necessary for the implementation, that ICAs were planned and scheduled in the timetables. A successful approach was to prepare students in relation to the timing of ICA and inform them about the subsequent assignment to increase on-task behavior after the ICA. Teachers succeeded in creating a inclusive environment, if they were aware and able to explicitly frame the purpose of the activities, and thereby motivating the students to collaboration and increase awareness and acceptance of their different needs, preferences and competences. ConclusionWhen teachers are able to create the right inclusive environment, ICA is a viable tool to promote positive mental health and well-being in schools for all students. For many teachers, ICA is a challenging task, which calls for both competence development, supportive structures, materials and local school leadership.

AB - IntroductionSchool physical activity and other activities with the body in focus hold the potential to benefit student’s positive mental health and psychosocial well-being. In-class activities (ICAs) (e.g. energizers, active breaks, brain breaks) can positively influence social connectedness, physical self-perception, motivation and emotions. However, if all students are to benefit from the potential qualities of ICA, an inclusive environment is crucial. The purpose of this study was to investigate the implementation and impact of ICA in Danish public schools.Methods ICA is one of three intervention components in the RCT-designed ‘Move for well-being in school’ research program. The program comprises 2797 students 9-13 years old on 12 intervention schools and 12 comparison schools. During a full school year ICAs should be delivered two times every day focusing on four different aims: social interaction, energizing, coordination and wellness. A mixed methods design was used to evaluate the intervention comprising questionnaires and interviews with teachers and students. The collected data was used to assess the degree of implementation; perception of advantages and pitfalls of ICAs; and the impact on students’ school well-being. ResultsICAs were implemented on all participating schools with an average of almost seven brain breaks/class/week. ICAs were well received by most students and teachers, but with substantial variation between schools. It was found that it was necessary for the implementation, that ICAs were planned and scheduled in the timetables. A successful approach was to prepare students in relation to the timing of ICA and inform them about the subsequent assignment to increase on-task behavior after the ICA. Teachers succeeded in creating a inclusive environment, if they were aware and able to explicitly frame the purpose of the activities, and thereby motivating the students to collaboration and increase awareness and acceptance of their different needs, preferences and competences. ConclusionWhen teachers are able to create the right inclusive environment, ICA is a viable tool to promote positive mental health and well-being in schools for all students. For many teachers, ICA is a challenging task, which calls for both competence development, supportive structures, materials and local school leadership.

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M3 - Conference abstract for conference

ER -

Christiansen LBS, Holt A-D, Smedegaard S, Skovgaard T. Implementation and impact of in-class physical activities in a positive mental health perspective. 2017. Abstract fra 8th Conference of the European network for the promotion of health-enhancing physical activity, Zagreb, Kroatien.