High School Students Voice Regarding School-based Physical Activity: Perceived Barriers and Facilitating Factors

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Marie-Maude Dubuc, PhD
Seira Fortin-Suzuki, MSc
Sylvie Beaudoin, PhD
Félix Berrigan, PhD
Sylvain Turcotte, PhD

Objective:

To contribute to the development of tailored school-based physical activity interventions, in this study, we aimed to identify the perceived facilitating factors and barriers of high school students toward their physical activity in the school environment.

Methods:

A total of 139 students from 4 different high schools completed an online questionnaire comprising open-ended questions on their perceived facilitating factors and barriers toward their physical activity at school. Thereafter, 100 of these students participated in one of the 16 focus groups designed to deepen students’ responses regarding their perceived facilitating factors and barriers. Qualitative content analysis was performed to classify data according to the Social-Ecological Model.

Results:

Through questionnaires, students mostly identified intrapersonal elements as facilitating factors and barriers to their practice of physical activity, as opposed to institutional factors during the focus groups. Girls strongly valued the characteristics of the interventions and of the involved school stakeholders.

Conclusions:

Our results allow us to qualify the current understanding of high school students’ perceived facilitating factors and barriers toward school-based physical activity and strengthen the relevance of surveying students prior to the development and implementation of physical activity interventions.

Source: Health Behavior and Policy Review, Volume 8, Number 4, July 2021, pp. 331-341(11)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.4.5

2021-08-26T16:24:54-06:00August 26th, 2021|Adolescents, Physical Activity, School Health|

Drug Story Theater: A Mixed-Methods Study of a Peer-to-Peer Approach to Substance Abuse Education

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Joseph Shrand, MD Twitter
Madeline DiGiovanni, BS
Dana Lee, BS
Anita Kishore, MD
Andrés Martin, MD, MPH

Objective:

Drug Story Theater (DST) is a peer-to-peer intervention that engages teenagers in the early stages of their recovery to develop shows about the seduction of, addiction to, and recovery from drugs and alcohol.

Methods:

We analyzed anonymous surveys completed by students before and after attending a DST performance, and transcripts of focus group interviews conducted with (1) program developers, (2) stakeholders, (3) performers, and (4) audience members.

Results:

Students (N = 871) from 5 schools attended one of 2 DST performances. Participants demonstrated increased knowledge on 5 fact-based questions (mean improvement range, 19%- 35%; p < .001 for all), and favorable changes on 10 items addressing perceptions regarding substance use risk (paired t test range, 3.9-9.4; p < .001 for all). Through iterative thematic analysis we developed an alliterative “7P” model spanning 2 domains: (1) Participants (Performers and Peers); and (2) Program (Partnerships, Practicalities, and Prevention).

Conclusions:

Exposure to a DST performance improved knowledge and risk perceptions about addiction among middle and high school students. It remains to be seen if those changes can have an effect on the prevention of substance use and dependence among vulnerable youth, and whether the active components of DST can be replicated in other school environments.

Source: Health Behavior and Policy Review, Volume 8, Number 4, July 2021, pp. 281-293(13)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.4.1

2021-08-26T16:09:29-06:00August 26th, 2021|Adolescents, School Health, Substance Use|

Sex Differences in Body Mass Index, Mediterranean Diet Adherence, and Physical Activity Level among Italian Adolescents

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Francesca Mastorci, PhD
Cristina Doveri
Gabriele Trivellini
Anselmo Casu, BS
Luca Bastiani, BS
Alessandro Pingitore, MD, PhD,
Cristina Vassalle, PhD

Objective:

Unhealthy lifestyle habits during adolescence are linked to a higher risk of chronic degenerative disease during adulthood. The aim of this study was to assess the lifestyle habits among Italian adolescents, considering the potential influence of sex.

Methods:

Data were collected from 1707 eligible students. Demographic, dietary, and lifestyle data were collected, by using KIDMED and PAQ-C instruments.

Results:

The overall population had a medium adherence to a Mediterranean diet (58%, KIDMED score: 2.11 ± 0.64). There was no statistically significant difference in adherence by sex. We found boys to be more physically active than girls (p < .001). Considering ponderal index status, boys had turned out to be more overweight and obese respectively (13% and 4% respect to 10% and 2% in female population, p < .05, respectively), due to the presence of only one risk factor (medium or low both in diet and in physical activity score).

Conclusions:

Our results showed that our population stands at average levels both for its adherence to the Mediterranean diet and for physical activity, with males having a higher percentage of overweight and obesity. Importantly, in contrast to girls, boys have a higher risk of obesity, also in the presence of a single risk factor.

Source: Health Behavior and Policy Review, Volume 7, Number 6, December 2020, pp. 596-603(8)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.7.6.8

2021-04-29T22:08:00-06:00December 30th, 2020|Adolescents, Nutrition, Open Access, Physical Activity|

Creating Healthy Schools with Middle School Students as Change Makers

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Elaine S. Belansky, PhD Twitter
Kathleen Lohmiller, PhD
Benjamin C. Ingman, PhD
Nick Cutforth, PhD
Sharon Scarbro, MS
Laura Borley, MS

Objective:

The Working Together Project (WTP) is a classroom-based curriculum in which rural, low-income middle school students completed “Assess. Identify. Make it Happen,” a strategic planning process to improve student health by implementing evidence-based initiatives. The curriculum consisted of 30, 55-minute lessons and 28 “workdays” for students to conduct research, create communication materials, and develop presentations. Study goals were to: (1) assess the extent to which the WTP led to the implementation of evidence-based practices; and (2) describe student-level outcomes that resulted from participating in the WTP.

Methods:

We conducted a quasi-experimental, convergent mixed-methods study with 4 intervention and 2 control middle schools located in a low-income, rural region. We carried out pre/post student surveys and interviews with teachers, principals, and students.

Results:

Two of the 4 intervention schools completed the entire curriculum and implemented evidence-based practices. Students in control schools showed a decline in school connection, academic engagement, and knowledge of health problems, whereas students in the intervention arm showed increases in personal responsibility to solve problems, 21st century skills, school connectedness, and program planning skills.

Conclusion:

When implemented fully, the WTP is a promising youth-led, adult-supported strategy for implementing evidence-based practices to promote health in schools.

Source: Health Behavior and Policy Review, Volume 7, Number 3, May 2020, pp. 260-270(11)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.7.3.10

2021-04-29T22:21:57-06:00June 20th, 2020|Adolescents, Open Access, School Health|
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