BackgroundChildhood obesity is a significant public health concern. Many intervention studies have attempted to combat childhood obesity, often in the absence of formative or preparatory work. This study describes the healthy eating component of the formative phase of the Children’s Health Activity and Nutrition: Get Educated! (CHANGE!) project. The aim of the present study was to gather qualitative focus group and interview data regarding healthy eating particularly in relation to enabling and influencing factors, barriers and knowledge in children and adults (parents and teachers) from schools within the CHANGE! programme to provide population-specific evidence to inform the subsequent intervention design.MethodsSemi-structured focus group interviews were conducted with children, parents and teachers across 11 primary schools in the Wigan borough of North West England. Sixty children (N = 24 boys), 33 parents (N = 4 male) and 10 teachers (N = 4 male) participated in the study. Interview questions were structured around the PRECEDE phases of the PRECEDE-PROCEED model. Interviews were transcribed verbatim and analysed using the pen-profiling technique.ResultsThe pen-profiles revealed that children’s knowledge of healthy eating was generally good, specifically many children were aware that fruit and vegetable consumption was ‘healthy’ (N = 46). Adults’ knowledge was also good, including restricting fatty foods, promoting fruit and vegetable intake, and maintaining a balanced diet. The important role parents play in children’s eating behaviours and food intake was evident. The emerging themes relating to barriers to healthy eating showed that external drivers such as advertising, the preferred sensory experience of “unhealthy” foods, and food being used as a reward may play a role in preventing healthy eating.ConclusionsData suggest that; knowledge related to diet composition was not a barrier per se to healthy eating, and education showing how to translate knowledge into behavior or action is required. The key themes that emerged through the focus groups and pen-profiling data analysis technique will be used to inform and tailor the healthy eating component of the CHANGE! intervention study.Trial registrationCurrent Controlled Trials ISRCTN03863885
Much research has referred to the complexity of research methods modules within undergraduate degree programmes. Less attention has been paid to the objective understanding of alignment between research methods and final year dissertations. This study explored relationships across Sport and Exercise Science (SES) and Sports Therapy (ST) programmes within a UK-based Higher Education institution. Analysis revealed females (N=73) outperformed males (N=117) at Levels 4/5, and SES students outperformed ST at Level 6. The Level 5 statistics assessment explained the lowest variance in the dissertation, suggesting poor alignment in curriculum design. Future research should consider the efficacy of statistics-based modules.
4The purpose of this case study is to offer reflections on the personal experiences, 5 processes of behavioural change; and subsequent outcomes of designing and 6 implementing a collaborative exercise psychology intervention. The intervention, 7 based on Bandura's (1977) Self Efficacy Theory and using self-efficacy related 8 behaviour change techniques (Michie et al., 2015), aimed to provide families affected 9 by health inequalities with opportunities to enhance their understanding of health and 10 make positive behavioural changes. This case is based around one female client aged 11 48 years of age who took part in the project with her ten-year-old daughter. Pre-12 intervention the client was engaging in minimal levels of weekly physical activity and 13 reported poor self-rated mental well-being. Through improvements in self-efficacy, 14 achieved through opportunities on the project, the client was able to make notable 15 improvements to her physical activity levels leading to significant weight loss and 16 improvements in mental well-being. From the practitioners' perspective, reflection on 17 areas for future work within the field of exercise psychology, particularly guidance on 18 developing effective client-practitioner relationships with 'hard-to-reach' individuals 19 and groups is warranted. More consideration for the suitability of the PA guidelines for 20 individuals with poor physical and mental health is also required. 21
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