bluuebunny/crossref_metadata_2025_split huggingface dataset:
O.5.2-10 Barriers to physical activity among parous women postpartum: a qualitative study in Denmark
Authors: Bueno Solvej Videbæk , Clausen Dagmar , Sevdalis Vassilis , Nielsen Rasmus Østergaard 
Published: September 2023

Abstract

Purpose
Physical activity (PA) among parous women postpartum has multiple health benefits to mother and child. Knowledge of the barriers to PA among parous women postpartum is necessary to support future health-enhancing PA interventions. The purpose of this study was to explore the barriers to PA in parous women six to 10 months after giving birth.

Methods
In this qualitative study, we used a phenomenological–hermeneutic approach to explore barriers to PA among parous women six to 10 months postpartum. Semi-structured interviews were conducted including 16 parous women from Central Denmark Region. These women were physically active before pregnancy; had a mean age of 29 years; differed in level of education; and represented both vaginal birth and caesarian section. The women were recruited from two sources. 1) a video on Facebook, which had &gt;10.000 views, and 2) the Department of Health Visitors at Aarhus Municipality. Nvivo was used for analysis. We used open and closed coding, and quotes from the interviews were used to support claims and illustrate the identified barriers.

Results
Three categories of barriers were identified. 1) The individual level: lack of motivation to engage in PA, insufficient self-efficacy in PA, limited economical resources, and bodily physical changes. 2) The interpersonal level: lack of a training partner, childcare, and missing community-based activities in sports clubs. 3) The structural level: lack of guidance and directions on PA from the healthcare system, lack of training facilities, the accessibility of training facilities, and the weather. Fourteen of the 16 included women felt “lack of guidance on PA from the healthcare system” as a barrier to PA postpartum.

Conclusions
11 barriers to PA among parous women were identified. On a policy level, “lack of guidance and directions from the health care system” is a modifiable barrier, calling for intervention. Health-enhancing PA in parous women postpartum may be improved by addressing this barrier, when future maternity care programs are developed.

Support/Funding
No funding source was applied for this study.
O.5.3-1 Implementation of an online group model for work-related well-being among sport instructors
Authors: Punna Mari , Laiho Tiina , Laitinen-Väänänen Sirpa , Harmokivi-Saloranta Paula 
Published: September 2023

Abstract

Purpose
Sports instructors, who work in small and mid-sized municipalities and the public sector, provide physical activity counselling and group guidance for municipality residents of all age groups. Sport instructors execute a variety of physical activity and well-being promotion activities. Many of them are working independently, having only little collegial or community support. Additionally, only little is known about work-related well-being of their own as well as methods on how to improve it.

Project description
Within research and development project TOGETHER -Towards an online community among sport instructors, an online group for work-related well-being was created and piloted. There were 32 participants who were working as sport instructor in small or mid-size municipalities in Finland. Before the start of the group meeting process, the participants were interviewed about their perceptions about work-related well-being. The group process consisted of six online small group meetings with four to six participants and the facilitator in a group. Each of the biweekly group meetings took 1,5 hours. The themes of group meetings were pre-stated, nevertheless, the participants' own reflections and discussions were highlighted. The main themes focusing on work-related well-being were sense of community, autonomy, capability and social support.
The participants were instructed to set their own aims for their individual work-related well-being process. Between the group meetings the participants have made written reflections about the themes and the process. After the last group meeting, group interviews will be made to find out the outcomes and reflections of the process. They will be shown in the presentation.

Conclusions
Based on the reflections and findings of the implemented online group meeting process, the model will be further modified. The final outcome of the project will be a tested online model for increasing work-related well-being among sport instructors working in municipalities, which will be presented.
The research has been funded by the Finnish Work Environment Fund.
O.5.3-5 Existing structures for physical activity promotion: the role of resources, political support, intersectoral collaboration, and participation in six pilot communities - a comparative case study-
Authors: Helsper Natalie , Dippon Lea , Kohler Simone , Birkholz Leonie , Weber Philipp , Pfeifer Klaus , Ruetten Alfred , Semrau Jana 
Published: September 2023

Abstract

Purpose
The German Recommendations for Physical Activity (PA) and PA Promotion recommend community-based PA promotion (c-PAP) with focus on health equity. As communities are complex systems with dynamic relationships and interactions, a deeper understanding of the community’s structures is crucial for implementation. Therefore, the aim of this study is to analyse the initial structures in six diverse pilot communities (PC).

Methods
A framework for c-PAP was co-produced and implemented in six PC, which varied in terms of type (urban, rural), region, readiness, and socioeconomic deprivation.
Using a comparative case study design, we conducted qualitative interviews with key stakeholders from each PC including political stakeholders, experts, representatives of the administration, “door-openers” with contact to people with social disadvantages, and community facilitators. The development of a semi-structured interview guideline was based on the co-produced nine KC. With a qualitative content analysis, we compared similarities and differences in the initial structures of the six PC along the following four KC: “resources”, “political support”, “intersectoral collaboration”, and “participation”.

Results
32 interviews revealed differences in the four analysed KC according to the community type, the socioeconomic deprivation as well as the readiness. “Intersectoral collaboration” was stronger in most urban-PC. The KC “participation” varied according to previous experiences in participatory approaches. Although urban PC have had more experiences, these were not necessarily positive and sometimes lead to reservation about new approaches. “Political support” seemed to be higher in rural-PC. Available resources differed according to the socioeconomic deprivation and rural-PC in general had fewer financial and personnel resources at disposal.

Conclusions
A thorough analysis of the initial community structures will contribute to a better understanding of how the structures influence process, output, and outcome of community-based PA promotion. Finally, it will support an enhanced exploration of the impact regarding sustainable and equitable structural change for PA promotion at community level.

Funding Source
This work was supported by the Federal Centre of Health Education (BZgA) on behalf of and with funds from the statutory health insurances according to § 20a SGB V in the context of the GKV Alliance for Health (www.gkv-buendnis.de).
O.5.3-8 Prospects and challenges of real-world labs in physical activity promotion
Authors: Till Maike , Gelius Peter , Abu-Omar Karim , Bergmann Matthias , Popp Johanna , Messing Sven 
Published: September 2023

Abstract

Purpose
Participatory health promotion uses an array of different concepts to describe project processes and effects, including empowerment, capacity building, and capabilities. In practice, however, these concepts may hamper project scalability, compatibility with state-of-the-art health concepts, and efforts to counteract social inequities. We introduce the concept of real-world labs as a potential solution for current problems in participatory health promotion and investigate its practical applicability using the case example of an existing physical activity promotion project.

Methods
We analyze current problems in participatory health promotion that emanate from the utilization of certain popular theoretical concepts. We then introduce real-world labs as a potential solution. Using the PArC-AVE-Project (Physical Activity-related Health Competence in Apprenticeship and Vocational Education) as a case example, we show how the approach can be used retrospectively to address the aforementioned issues.

Results
Real-world labs are a type of transdisciplinary approach at the intersection of research and society. They help create an environment for flexibly testing innovative solutions under changing conditions using small-scale “real-world experiments” and feedback loops. However, the approach is so far not commonly used in participatory health promotion. The example of PArC-AVE illustrates that existing participatory projects can potentially be developed towards becoming real-world labs. Relevant perspectives for this include (a) the targeted integration of different actors into the participation process, (b) more variable approaches to scaling-up interventions, (c) a more flexible utilization of different participation methods, and (d) a better recognition of concepts such as planetary health.

Conclusions
The real-world lab approach has the potential to increase the range of options available to participatory health and physical activity promotion. However, only further practical testing will show whether it is indeed effective in overcoming social inequities and ameliorating the high degree of context-dependence of many participatory projects.
O.6.1-1 Knowledge and awareness of physical activity among Irish adolescents: findings from a whole-of-school programme
Authors: Grady Caera L , Ng Kwok , Murtagh Elaine , Woods Catherine B 
Published: September 2023

Abstract

Purpose
Adolescents are among the least physically active population sub-groups. Adolescence is a key transition period in which physical activity (PA) habits develop and track into adulthood. Knowledge and awareness are key factors of behaviour change. Yet, few adolescents can correctly identify the recommended PA guidelines to achieve health benefits. In Ireland, the second-level Active School Flag (SLASF) programme is an example of a whole-of-school programme (https://activeschoolflag.ie/). This study aimed to examine the change in adolescents’ levels of knowledge and awareness of PA at the beginning at end of year one of a whole-of-school programme.

Methods
A repeated measures study design with a questionnaire administered in five SLASF schools during Nov 2021 and May 2022 (N = 301, 60.5% male, Mean age=15.5y± 1.82). Items from the determinants of PA questionnaire (DPAQ), health literacy 10-item questionnaire, programme specific variables relating to knowledge and awareness of SLASF, identifying the correct recommended PA guidelines and self-reported moderate-vigorous PA (MVPA) were included. A paired t-test or Wilcoxon-signed ranked test were run to determine mean differences over time for DPAQ- knowledge and beliefs about consequences, health literacy, the ability to report the recommended PA guidelines over time and self-reported PA levels. A chi-squared test was used for the programme related categorical variables.

Results
Adolescents MVPA increased from November (M = 3.82±1.92) to May (M = 3.96±1.9) (t(389) = -1.446, p&lt;.001). There was an improvement in adolescents knowing the reasons for meeting the guidelines (Z= -4.113, p&lt;.001) from Nov (M = 5.05±1.59) to May (M = 4.48±1.89). Furthermore, there was an increased previous awareness of the programme from Nov (M=.63±.67) to May (M=.77±.63) (X2(4, N = 296) = 62.96, p&lt;.001). Participants awareness of the programme leaders in the school increased over time: Staff (M=.35±.48) to (M=.42±.5) (X2(1, N = 197) = 37.7, p&lt;.001), Students (M=.32±.47) to (M=.36±.48) (X2(1, N = 204) = 21.35, p&lt;.001).

Conclusions
Across the year, participants in SLASF schools became more physically active. Some aspects of knowledge and awareness of both PA and the SLASF programme showed promising improvements however, these participants are in the early stages of the SLASF programme thus, it would be beneficial to observe these changes over a longer period of time.
O.6.1-6 Process evaluation findings of the CHARMING intervention: exploring the involvement of community- and peer role models within a school-based physical activity intervention
Authors: Morgan Kelly , Van Godwin Jordan , Pell Bethan , Cannings-John Rebecca , Edwards Rhiannon Tudor , Granger Rachel , Hallingberg Britt , Moore Graham , van Sluijs Esther , Whiteley Holly , Hawkins Jemma 
Published: September 2023

Abstract

Purpose
This study explored the involvement of community- and peer role models within the CHARMING (CHoosing Active Role Models to INspire Girls) intervention, aiming to increase and sustain physical activity among 9–10-year-old girls. CHARMING involves community role models delivering different 1-hour weekly taster physical activities with peer role models (e.g., older girls from secondary schools) supporting. Sessions take place after-school on the primary school premises over 6-weeks. The main research questions are i) Is it feasible and acceptable to recruit role models? and ii) What are the perceived barriers and facilitators to inclusion of peer role models within the intervention? This innovative research uses a theory-informed intervention which adopts a school-community partnership approach.

Methods
A mixed methods process evaluation was embedded within a larger feasibility study, involving three secondary schools and four adjoining primary schools in South Wales, United Kingdom. One-to-one interviews were conducted with teachers (N = 10) across the seven schools and community role models (N = 10). Focus groups were conducted with 18 peer role models and 31 girls aged 9-10-years who participated in the intervention. Primary school teachers kept observation logs of each intervention session. A researcher completed observation logs of two random sessions per school. Qualitative data were analysed using thematic analysis with a combined deductive and inductive coding approach. Observation data were analysed using descriptive statistics. Data were triangulated and comparative analyses conducted across schools.

Results
Twenty-three peer role models (aged 12-16-years) and 16 community role models participated in intervention delivery. Overall, the inclusion of both types of role models was shown as acceptable and feasible within the CHARMING intervention. Six themes were identified during analyses; reach and access, communication, logistics, existing systems, interpersonal relationships, and perceived impacts. Themes were intertwined across the barriers and facilitators of recruitment and implementation. Observation data highlighted intervention components which were not implemented consistently by role models. Areas for future improvement were highlighted.

Conclusions
Findings can be used to optimise the CHARMING intervention and inform wider interventions or policies employing several role models across settings to promote physical activity among children.

Funding Source
Health Care Research Wales Health Award (HRG-18-1494), DECIPHer (MR/KO232331/1).
O.6.1-7 Self-evaluation survey supporting student participation in physical activity promotion in lower secondary schools
Authors: Rajala Katja , Hakonen Harto , Lehtonen Kati , Kämppi Katariina 
Published: September 2023

Abstract

Purpose
A self-evaluation survey for students was developed in 2021 as a part of the national programme called Finnish Schools on the Move (FSM). The purpose of the survey is to increase and strengthen student participation in developing a physically active operating culture in schools. Using the survey, schools get information about adolescents’ physical activity (PA) during the school day as well as adolescents’ ideas and wishes concerning how to increase PA in the school environment.

Methods
The online survey available on the FSM programme’s website has six statements related to adolescents’ participation in PA during the school day: break-time activities in the schoolyard and inside the school, break-time activities directed by other students or to other students, active commuting, and exercise breaks in lessons. The survey also contains 14 statements related to students’ opinions and experiences on operations increasing PA during the school day. In addition, the survey includes two open-ended questions through which students can describe what would motivate them to participate in PA and how they would increase their PA in school. The survey is available to all lower secondary schools and the schools receive a summary of students’ responses.

Results
By the end of February 2023, the data consist of 2,506 self-evaluations from 11 schools. The results varied between schools and reflected the practices of the school’s operating culture. On the other hand, certain topics were repeated in the responses of all students, for example, related to factors that motivate them to engage in PA in school: peer support, better opportunities for PA around the schoolyard, rewards for PA, exercise breaks during lessons, interesting sport equipment, and access to the gym during break-times.

Conclusions
To increase PA especially in lower secondary schools, students could be given more opportunities to take part in planning and implementing different kinds of activities. The self-evaluation survey for students is one way to gather students’ opinions and strengthen their participation in the development of actions increasing PA during the school day.

Support/Funding Source
The Ministry of Education and Culture of Finland.
O.6.1-8 Exploration of health outcomes among adolescent peer leaders of a school based physical activity intervention: baseline data
Authors: McNally Kathleen , Murtagh Elaine , Ng Kwok , Woods Catherine 
Published: September 2023

Abstract

Purpose
Low physical activity (PA) levels among adolescents emphasises the need for PA interventions. School-based interventions that involve peer leaders (PL) such as the second-level Active School Flag (SLASF) program may be a useful way to encourage PA among adolescents. However, it is unclear what effect being a peer leader of a PA intervention has on PL physical, social and mental health outcomes. This study aims to explore PL health outcomes at the initial stages of peer leading a PA intervention.

Methods
Quasi-experimental research design was used to test if being PL provides physical, social and mental health benefits in comparison to non-PL (control). In Autumn 2022, senior students in Irish second level schools in the second year of the SLASF program were recruited. Students completed a self-report questionnaire, consisting of moderate-vigorous PA (MVPA) levels (PACE+), wellbeing (WHO5) and social connectedness. Social connectedness was assessed using three items and grouped into good social connectedness (yes to all three) or poor social connectedness.
Data was analysed using IBM SPSS statistics. To compare PL of the SLASF program and non-PL students, a Chi-Square test of Association was used to explore social connectedness. Wellbeing and average number of days per week of MVPA was not normally distributed (p &lt; 0.05), therefore a Mann-Whitney U Test compared groups.

Results
Seven schools, 277 adolescents (63.5% male) aged 15-16 years completed the online questionnaire, 49% were in the PL group and 51% in non-PL group. At baseline, no differences existed in median wellbeing scores (Mdn=21.0) (U = 7750.500, Z= -0.953, p = 0.341) and days of MVPA per a week (Mdn=4.5) (U = 7320.500, Z= -0.105, p = 0.916) between the PL and non-PL group. Although more students in the PL group (68%) had good social connectedness compared to non-PL group (58%) the differences were not statistically significant (X2(1) &gt; = 1.724, p = 0.189).

Conclusions
At the initial stages of peers leading a PA intervention, no statistically significant differences in social and mental health outcomes were observed. Future research could examine health outcomes of PL over the course of the peer led physical activity intervention.

Support/Funding Source
Mayo Educaton Centre.
O.6.1-9 Motor coordination as a strategy to increase school achievement in schoolchildren
Authors: Vieira Douglas , Thuany Mabliny , Gomes Thayse Natacha 
Published: September 2023

Abstract

Purpose
Our purpose was to identify the role of demographic, attention level, motor coordination, and physical activity to predict school achievement in Brazilian schoolchildren.

Methods
This is a cross-sectional study, composed of 106 Brazilian schoolchildren of both sexes (56 boys), aged between 7-12 years. Sociodemographic characteristics (age, sex, socioeconomic status - SES), motor coordination (KTK test), physical activity (WEB CAAF questionnaire), attention level, and school performance (measured by school performance test and categorized based on the median in “insufficient” or “good”) were obtained. A hierarchical logistic regression analysis was estimated to verify factors associated with academic achievement (“insufficient achievement” and “good achievement”), through three models increased in complexity (model 1: age, sex, SES; Model 2: Model 1 + attention variables; Model 3: Model 2 + motor coordination and physical activity). Effect size estimates were computed using R2. The SPSS software was used, with a confidence interval fixed at 95%. The research was approved by the research ethics committee of the Federal University of Sergipe – Brazil (n° 5.155.350).

Results
About 51% of the children presented insufficient school achievement. Based on the three logistic regression models, the variables associated with school achievement included age (OR = 2.32; 95%IC = 1.23 – 4.37), and attention level (OR = 1.07; 95%IC = 1.01 – 1.14). Results from the logistic regression showed that the model which better explained school achievement variance was the model 3, where all the variables were included (R2=66%). Higher motor coordination increased the odds to present good school achievement (OR = 10.42, 95%IC = 1.04 – 104.46), but no significant association was shown for physical activity.

Conclusions
Interventions to improve school achievement among Brazilian schoolchildren should consider the use of motor coordination, including activities that require focus, especially in young children.