A. Martiniuk, J. Challinor, R. Arora, S. Handayani, Catherine G. Lam
Purpose>Globally, cancer represents an increasing proportion of child mortality as progress against infectious causes is made. Approximately 400,000 children will develop cancer, each year, around the world. Only about half of these cancers will ever be diagnosed. In high-resource settings, 80% of children will survive, but only about 30% will survive in low-resource settings. Digital solutions have a valuable role in increasing health professional knowledge, skills and empowerment to diagnose, treat and otherwise care for children and adolescents with cancer. This review sought to identify digital resources that support the training and development of the paediatric oncology workforce in resource -poor settings.Design/methodology/approach>This paper presents a narrative descriptive review of peer-reviewed publications and digital platforms that contribute to health professionals' education and training regarding paediatric oncology, particularly in rural and other low-resource settings.Findings>Digital solutions were identified for building communities of practice, facilitating access to information and support and providing access to training, education and supervision specifically for paediatric oncology health professionals. A total of 33 resources are discussed in depth. A quality assessment of the digital resources is provided using the Currency, Relevance, Authority, Accuracy and Purpose (CRAAP) tool and suggestions to improve the quality of resources are discussed.Practical implications>The authors anticipate that this summary of digital resources for the global paediatric oncology professional community will inform digital health investments and design of digital innovations to meet emerging needs and will have an impact on the workforce in the real world. Ultimately, this work will contribute to an improvement in the diagnosis and treatment of children and adolescents with cancer in resource-poor settings.Originality/value>This is the first discussion and summary of digital education platforms which educate, train and offer support to health professionals with respect to paediatric oncology. These digital platforms are often aimed at, and are essential for, health professionals in rural and other low-resource settings.
{"title":"Digital solutions to facilitate education, training and professional support for paediatric oncology and other health professionals in rural and other low-resource settings","authors":"A. Martiniuk, J. Challinor, R. Arora, S. Handayani, Catherine G. Lam","doi":"10.1108/HE-02-2021-0035","DOIUrl":"https://doi.org/10.1108/HE-02-2021-0035","url":null,"abstract":"Purpose>Globally, cancer represents an increasing proportion of child mortality as progress against infectious causes is made. Approximately 400,000 children will develop cancer, each year, around the world. Only about half of these cancers will ever be diagnosed. In high-resource settings, 80% of children will survive, but only about 30% will survive in low-resource settings. Digital solutions have a valuable role in increasing health professional knowledge, skills and empowerment to diagnose, treat and otherwise care for children and adolescents with cancer. This review sought to identify digital resources that support the training and development of the paediatric oncology workforce in resource -poor settings.Design/methodology/approach>This paper presents a narrative descriptive review of peer-reviewed publications and digital platforms that contribute to health professionals' education and training regarding paediatric oncology, particularly in rural and other low-resource settings.Findings>Digital solutions were identified for building communities of practice, facilitating access to information and support and providing access to training, education and supervision specifically for paediatric oncology health professionals. A total of 33 resources are discussed in depth. A quality assessment of the digital resources is provided using the Currency, Relevance, Authority, Accuracy and Purpose (CRAAP) tool and suggestions to improve the quality of resources are discussed.Practical implications>The authors anticipate that this summary of digital resources for the global paediatric oncology professional community will inform digital health investments and design of digital innovations to meet emerging needs and will have an impact on the workforce in the real world. Ultimately, this work will contribute to an improvement in the diagnosis and treatment of children and adolescents with cancer in resource-poor settings.Originality/value>This is the first discussion and summary of digital education platforms which educate, train and offer support to health professionals with respect to paediatric oncology. These digital platforms are often aimed at, and are essential for, health professionals in rural and other low-resource settings.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49373424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeDespite the health benefits of physical activity (PA), participation rates Black, Asian and minority ethnic (BAME) adults in the United Kingdom (UK) are low in comparison to the general population. This study aimed to explore the social-ecological factors related to PA participation among BAME immigrants.Design/methodology/approachSemi-structured interviews were carried out with 12 purposively selected adults from the BAME populace residing in one postcode district of a city in southern England.FindingsThe three main themes that developed from this study demonstrated that the barriers to PA participation among BAME were perceived to exist at intrapersonal, and environmental (social and physical) levels.Research limitations/implicationsUnderstanding these unique social-ecological factors may assist in intervention development.Originality/valueProminent barriers included intrapersonal factors such as deportation fear and cultural beliefs; and environmental factors such as the cost of accessing PA facilities. Length of residency appeared to be related to increased PA.
{"title":"Exploring the social-ecological factors related to physical activity participation among Black, Asian and minority ethnic immigrants","authors":"Godi Katito, E. Davies","doi":"10.1108/he-01-2021-0014","DOIUrl":"https://doi.org/10.1108/he-01-2021-0014","url":null,"abstract":"PurposeDespite the health benefits of physical activity (PA), participation rates Black, Asian and minority ethnic (BAME) adults in the United Kingdom (UK) are low in comparison to the general population. This study aimed to explore the social-ecological factors related to PA participation among BAME immigrants.Design/methodology/approachSemi-structured interviews were carried out with 12 purposively selected adults from the BAME populace residing in one postcode district of a city in southern England.FindingsThe three main themes that developed from this study demonstrated that the barriers to PA participation among BAME were perceived to exist at intrapersonal, and environmental (social and physical) levels.Research limitations/implicationsUnderstanding these unique social-ecological factors may assist in intervention development.Originality/valueProminent barriers included intrapersonal factors such as deportation fear and cultural beliefs; and environmental factors such as the cost of accessing PA facilities. Length of residency appeared to be related to increased PA.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46257181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe COVID-19 pandemic has affected educational systems worldwide, forcing them to abruptly shift from face-to-face to online teaching and learning. This case study illustrates how a traditional lecture-based activity for undergraduate students in a Management of Health Service Organizations program was transformed into an argumentation-based learning activity using the technique of digital concept mapping and was deployed in an online format during the COVID-19 lockdown.Design/methodology/approachThe students were tasked with solving an ill-structured problem bearing significance for their future professional lives and connected to the contents of their course (entitled “Assimilation of service quality in health systems”). The activity was composed of two phases. In Phase 1, participants were asked to provide five arguments to establish their proposed solution to the problem by using a concept map on a digital platform (Mindomo). In Phase 2, they were asked to substantiate their arguments. Reflective journals were used to ascertain how the participants viewed the activity. Thematic analysis was used to analyze the qualitative data by searching for themes demonstrating different epistemological positions.FindingsSix themes were inductively derived from the students' reflections: (1) transitioning from passive to active learning; (2) generating epistemic change; (3) social perspective-taking; (4) domain-based knowledge; (5) prior knowledge and experience; and (6) online collaboration with other students. Episodes, thoughts and feelings expressed by the students were reported so as to increase the reliability of the recurrent and common themes.Originality/valueThis study mainly shows that combining constructivist teaching and learning tools with advanced technology in an online course enables the development of lifelong learning capabilities among students in the health management professions.
{"title":"Online argumentation-based learning aided by digital concept mapping during COVID-19: implications for health management teaching and learning","authors":"D. Alt, Lior Naamati-Schneider","doi":"10.1108/HE-12-2020-0125","DOIUrl":"https://doi.org/10.1108/HE-12-2020-0125","url":null,"abstract":"PurposeThe COVID-19 pandemic has affected educational systems worldwide, forcing them to abruptly shift from face-to-face to online teaching and learning. This case study illustrates how a traditional lecture-based activity for undergraduate students in a Management of Health Service Organizations program was transformed into an argumentation-based learning activity using the technique of digital concept mapping and was deployed in an online format during the COVID-19 lockdown.Design/methodology/approachThe students were tasked with solving an ill-structured problem bearing significance for their future professional lives and connected to the contents of their course (entitled “Assimilation of service quality in health systems”). The activity was composed of two phases. In Phase 1, participants were asked to provide five arguments to establish their proposed solution to the problem by using a concept map on a digital platform (Mindomo). In Phase 2, they were asked to substantiate their arguments. Reflective journals were used to ascertain how the participants viewed the activity. Thematic analysis was used to analyze the qualitative data by searching for themes demonstrating different epistemological positions.FindingsSix themes were inductively derived from the students' reflections: (1) transitioning from passive to active learning; (2) generating epistemic change; (3) social perspective-taking; (4) domain-based knowledge; (5) prior knowledge and experience; and (6) online collaboration with other students. Episodes, thoughts and feelings expressed by the students were reported so as to increase the reliability of the recurrent and common themes.Originality/valueThis study mainly shows that combining constructivist teaching and learning tools with advanced technology in an online course enables the development of lifelong learning capabilities among students in the health management professions.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42771287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hajar Ebrahimipour, Maryam Mokhtari Dinani, A. Pandari
PurposeThe purpose of this paper is to identify and rank the influential social marketing factors for physical activity promotion.Design/methodology/approachA descriptive-survey approach is used in this study. First, the influential social marketing factors for physical activity promotion were determined through the review of theoretical foundations and literature. The factors with a >0.7 content validity index (CVI) value, based on the experts' opinion, were selected. A total of 23 individuals participated in the study, including sports marketing experts and members of physical activity committees of Iranian sports federations, and they were selected purposively. The study data were collected using a pairwise comparison questionnaire and analyzed using the DEMATEL-based analytic network process (DANP) method.FindingsIn this study, a total of 17 influential social marketing factors were identified and categorized in 5 dimensions: product, price, place, promotion and partnership. Based on DEMATEL-based analytic network process (DANP) results, the “promotion” with the weight of 0.212 was the most important dimension and “providing inexpensive sports services” with the weight of 0.096 was the most important social marketing factor influencing the promotion of the physical activity.Originality/valueThe results highlight the importance of sport for all services expenses and costs in promoting physical activity. Thus, the results can be the basis for policies regarding social marketing to promote physical activity.
{"title":"Influential social marketing interventions in physical activity promotion","authors":"Hajar Ebrahimipour, Maryam Mokhtari Dinani, A. Pandari","doi":"10.1108/he-04-2021-0058","DOIUrl":"https://doi.org/10.1108/he-04-2021-0058","url":null,"abstract":"PurposeThe purpose of this paper is to identify and rank the influential social marketing factors for physical activity promotion.Design/methodology/approachA descriptive-survey approach is used in this study. First, the influential social marketing factors for physical activity promotion were determined through the review of theoretical foundations and literature. The factors with a >0.7 content validity index (CVI) value, based on the experts' opinion, were selected. A total of 23 individuals participated in the study, including sports marketing experts and members of physical activity committees of Iranian sports federations, and they were selected purposively. The study data were collected using a pairwise comparison questionnaire and analyzed using the DEMATEL-based analytic network process (DANP) method.FindingsIn this study, a total of 17 influential social marketing factors were identified and categorized in 5 dimensions: product, price, place, promotion and partnership. Based on DEMATEL-based analytic network process (DANP) results, the “promotion” with the weight of 0.212 was the most important dimension and “providing inexpensive sports services” with the weight of 0.096 was the most important social marketing factor influencing the promotion of the physical activity.Originality/valueThe results highlight the importance of sport for all services expenses and costs in promoting physical activity. Thus, the results can be the basis for policies regarding social marketing to promote physical activity.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47235753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe aim of this paper is to distinguish pedagogies supporting critical health literacy development in adolescent populations. Specifically, for sun safety education in schools.Design/methodology/approachThe paper draws on an exploratory intrinsic case study design to qualitatively examine the learning conditions that Pre-Service Teachers' (PsTs) mobilise to advance Health Literary (HL) in learning activities.FindingsThis paper presents data that shows the different ways thirty Pre-Service Teachers (PsTs) in Western Australia conceptualise HL in sun safety education for Year 7 students (12–13 years old). Examination of three consecutive lesson plans categorised learning activities (n = 444) according to HL competencies. Data shows that the PsTs pedagogically advance HL but are constrained when conceptualising learning to support critical HL. Further examination of the lesson plans of the 11 PsTs who pedagogically advanced learning to support a critical level of health literacy, distinguished the learning conditions and pedagogies supporting critically health literate adolescents.Originality/valueBy distinguishing pedagogies to situate individual and social health within broader societal goals, the paper identifies teacher education institutions as key players enabling young people to socially advocate healthier living, particularly, regarding melanoma and non-melanoma incidence.
{"title":"Supporting health literacy in adolescent populations: distinguishing pedagogies for sun safety education in schools","authors":"D. Barwood","doi":"10.1108/he-02-2021-0018","DOIUrl":"https://doi.org/10.1108/he-02-2021-0018","url":null,"abstract":"PurposeThe aim of this paper is to distinguish pedagogies supporting critical health literacy development in adolescent populations. Specifically, for sun safety education in schools.Design/methodology/approachThe paper draws on an exploratory intrinsic case study design to qualitatively examine the learning conditions that Pre-Service Teachers' (PsTs) mobilise to advance Health Literary (HL) in learning activities.FindingsThis paper presents data that shows the different ways thirty Pre-Service Teachers (PsTs) in Western Australia conceptualise HL in sun safety education for Year 7 students (12–13 years old). Examination of three consecutive lesson plans categorised learning activities (n = 444) according to HL competencies. Data shows that the PsTs pedagogically advance HL but are constrained when conceptualising learning to support critical HL. Further examination of the lesson plans of the 11 PsTs who pedagogically advanced learning to support a critical level of health literacy, distinguished the learning conditions and pedagogies supporting critically health literate adolescents.Originality/valueBy distinguishing pedagogies to situate individual and social health within broader societal goals, the paper identifies teacher education institutions as key players enabling young people to socially advocate healthier living, particularly, regarding melanoma and non-melanoma incidence.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41805025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe purpose of this case study is to describe one Southern United States of America (US), historically Black medical school's approach to adapting medical education training through learning communities (LCs) during the COVID-19 pandemic.Design/methodology/approachThe COVID-19 pandemic created a wide variety of problems for higher education. Classes moved quickly from in-person to virtual instruction with little time for training; faculty and students had to adapt to new learning platforms, learning styles, study techniques and technological challenges. Emotions ran high due to constant change, transitions and numerous unknowns. The LC structure embedded in the curriculum of this US medical school aided in the navigation of these challenges.FindingsOf the 95 MD1–MD4 respondents combined who responded to the COVID-19 LC survey, 67% rated the LC sessions good/outstanding, 20% average, 7% poor/fair and 5% N/A. When asked if LCs had helped them during the pandemic, overall, 66% said “yes” and 34% said “no.” When asked how LCs have helped during the pandemic, themes emerged related to safety, adapting to feelings of isolation/mental health/emotional support, and academic progress.Originality/valueThe small LC group structure created a sense of security for receiving academic help, emotional support, a network of assistance resources and a place to process COVID-19 losses and insecurities. Receptivity to utilizing the LC structure for support may relate to the medical students' commitment to addressing health disparities, serving the underserved and embracing a medical school culture that values community.
{"title":"Navigating COVID-19 through diverse student learning communities: importance and lessons learned","authors":"A. Mitchell, A. Mork, Janice L. Hall, C. R. Bayer","doi":"10.1108/HE-01-2021-0012","DOIUrl":"https://doi.org/10.1108/HE-01-2021-0012","url":null,"abstract":"PurposeThe purpose of this case study is to describe one Southern United States of America (US), historically Black medical school's approach to adapting medical education training through learning communities (LCs) during the COVID-19 pandemic.Design/methodology/approachThe COVID-19 pandemic created a wide variety of problems for higher education. Classes moved quickly from in-person to virtual instruction with little time for training; faculty and students had to adapt to new learning platforms, learning styles, study techniques and technological challenges. Emotions ran high due to constant change, transitions and numerous unknowns. The LC structure embedded in the curriculum of this US medical school aided in the navigation of these challenges.FindingsOf the 95 MD1–MD4 respondents combined who responded to the COVID-19 LC survey, 67% rated the LC sessions good/outstanding, 20% average, 7% poor/fair and 5% N/A. When asked if LCs had helped them during the pandemic, overall, 66% said “yes” and 34% said “no.” When asked how LCs have helped during the pandemic, themes emerged related to safety, adapting to feelings of isolation/mental health/emotional support, and academic progress.Originality/valueThe small LC group structure created a sense of security for receiving academic help, emotional support, a network of assistance resources and a place to process COVID-19 losses and insecurities. Receptivity to utilizing the LC structure for support may relate to the medical students' commitment to addressing health disparities, serving the underserved and embracing a medical school culture that values community.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44650570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeCommunication plays an important role in health decisions and behaviors. Friends and family exert influence through communication and, when considering smoking, this is particularly salient among those friends and family who smoke. Guided by primary socialization theory and integrated behavioral model, the present study examined the effects of having smoking friends and family on smoking beliefs (e.g. negative consequences, positive reinforcement and negative reinforcement), cultural normative beliefs, pro-smoking injunctive norms, smoking intentions and recent smoking behaviors.Design/methodology/approachCross-sectional online survey data were collected from college students (N = 227). Multivariate analysis of covariance and path analysis were performed.FindingsCollege students who reported having smoking friends were more likely to report higher levels of positive reinforcement, cultural normative beliefs, pro-smoking injunctive norms, positive attitudes, smoking intentions and recent smoking behaviors than those without smoking friends. Frequent communication with smoking friends was significantly related to cultural normative beliefs, pro-smoking injunctive norms, positive attitudes and smoking intentions. The analysis, however, did not yield statistical support for the associations between frequent communication with smoking family and smoking perceptions, norms and behaviors.Originality/valueThe present study highlights the vital roles of friends' influence for college students' smoking behaviors. Communication-based intervention can help better equip college students with communication strategies that prevent tobacco use by promoting more effective conversations with friends.
{"title":"Investigation of college student smoking perceptions, behaviors and communication about smoking with smoking friends and family","authors":"YoungJu Shin, Yu Lu","doi":"10.1108/he-02-2021-0024","DOIUrl":"https://doi.org/10.1108/he-02-2021-0024","url":null,"abstract":"PurposeCommunication plays an important role in health decisions and behaviors. Friends and family exert influence through communication and, when considering smoking, this is particularly salient among those friends and family who smoke. Guided by primary socialization theory and integrated behavioral model, the present study examined the effects of having smoking friends and family on smoking beliefs (e.g. negative consequences, positive reinforcement and negative reinforcement), cultural normative beliefs, pro-smoking injunctive norms, smoking intentions and recent smoking behaviors.Design/methodology/approachCross-sectional online survey data were collected from college students (N = 227). Multivariate analysis of covariance and path analysis were performed.FindingsCollege students who reported having smoking friends were more likely to report higher levels of positive reinforcement, cultural normative beliefs, pro-smoking injunctive norms, positive attitudes, smoking intentions and recent smoking behaviors than those without smoking friends. Frequent communication with smoking friends was significantly related to cultural normative beliefs, pro-smoking injunctive norms, positive attitudes and smoking intentions. The analysis, however, did not yield statistical support for the associations between frequent communication with smoking family and smoking perceptions, norms and behaviors.Originality/valueThe present study highlights the vital roles of friends' influence for college students' smoking behaviors. Communication-based intervention can help better equip college students with communication strategies that prevent tobacco use by promoting more effective conversations with friends.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42660995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThis paper adds to the growing body of research examining the impacts of COVID-19 physical distancing measures on the everyday lives of young people. It draws on theories of “digital intimacies” and “relationship maintenance” to argue that young people’s reflections on COVID-19, physical distancing and online relationships expose larger gaps in sex, relationships and health education pedagogies.Design/methodology/approachFive semi-structured online focus groups were conducted with Canadian adolescents aged 16–19 probing their experiences of dating and platonic relationships during COVID-19. Narrative thematic analysis methods were used to develop themes outlining how physical distancing measures have affected young people’s relationship norms, expectations and values.FindingsCOVID-19 physical distancing measures and school closures appeared to create the conditions for some young people to productively reflect on the labor involved in the maintenance of their relationships in relation to considerations of proximity, reciprocity and distance. This labor was particularly articulated by female participants, many of whom expressed that life disruptions caused by COVID-19 catalyzed learning about their own relationship needs, desires and boundaries.Research limitations/implicationsResults from this research are not widely generalizable, as each participant had a unique experience with COVID-19 physical distancing measures, schooling and in-person contact. Due to anonymity measures implemented, participant narratives cannot be confidently associated with demographic surveys that hampered the ability to offer an intersectional analysis of participant experience.Originality/valueDiscussions of relationship maintenance and digital intimacies elucidate the limitations of health education’s tendency to construct adolescent relationships as existing along binaries of “healthy” and “unhealthy.” Health education might benefit from more meaningful integration of these concepts.
{"title":"“It's been a good time to reflect on…who isn't worth keeping around”: COVID-19, adolescent relationship maintenance and implications for health education","authors":"Alanna Goldstein, S. Flicker","doi":"10.1108/HE-01-2021-0010","DOIUrl":"https://doi.org/10.1108/HE-01-2021-0010","url":null,"abstract":"PurposeThis paper adds to the growing body of research examining the impacts of COVID-19 physical distancing measures on the everyday lives of young people. It draws on theories of “digital intimacies” and “relationship maintenance” to argue that young people’s reflections on COVID-19, physical distancing and online relationships expose larger gaps in sex, relationships and health education pedagogies.Design/methodology/approachFive semi-structured online focus groups were conducted with Canadian adolescents aged 16–19 probing their experiences of dating and platonic relationships during COVID-19. Narrative thematic analysis methods were used to develop themes outlining how physical distancing measures have affected young people’s relationship norms, expectations and values.FindingsCOVID-19 physical distancing measures and school closures appeared to create the conditions for some young people to productively reflect on the labor involved in the maintenance of their relationships in relation to considerations of proximity, reciprocity and distance. This labor was particularly articulated by female participants, many of whom expressed that life disruptions caused by COVID-19 catalyzed learning about their own relationship needs, desires and boundaries.Research limitations/implicationsResults from this research are not widely generalizable, as each participant had a unique experience with COVID-19 physical distancing measures, schooling and in-person contact. Due to anonymity measures implemented, participant narratives cannot be confidently associated with demographic surveys that hampered the ability to offer an intersectional analysis of participant experience.Originality/valueDiscussions of relationship maintenance and digital intimacies elucidate the limitations of health education’s tendency to construct adolescent relationships as existing along binaries of “healthy” and “unhealthy.” Health education might benefit from more meaningful integration of these concepts.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47017908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fiona Spotswood, Triin Vihalemm, Marko Uibu, Leene Korp
PurposeIn this study, the authors offer a practice theory framing of school physical activity transition with conceptual and managerial contributions to whole school approaches (WSAs).Design/methodology/approachBased on a literature overview of the limitations of WSA, ecological and systems theorisation and a practice theory framing of physical activity, the authors introduce a model that identifies signs of practice transition and conceptualises the relationship between signs and practice reconfigurations. To exemplify insights from the model, the authors provide illustrations from three cases from the national Estonian “Schools in Motion” programme.FindingsThe signs of practitioner effort, resistance and habituation indicate how practice ecosystem transition is unfolding across a spectrum from practice differentiation to routinisation. Several signs of transition, like resistance, indicate that reconfigured practices are becoming established. Also, there are signs of habituation that seemingly undermine the value of the programme but should instead be celebrated as valuable evidence for the normalisation of new practices.Practical implicationsThe article provides a model for WSA programme managers to recognise signs of transition and plan appropriate managerial activities.Originality/valueThe practice theory framing of school physical activity transition advances from extant theorizations of WSAs that have failed to account for the dynamic ways that socio-cultural change in complex school settings can unfold. A model, based on a practice ontology and concepts from theories of practice, is proposed. This recognises signs of transition and can help with the dynamic and reflexive management of transition that retains the purpose of systemic whole school change.
{"title":"Understanding whole school physical activity transition from a practice theory perspective","authors":"Fiona Spotswood, Triin Vihalemm, Marko Uibu, Leene Korp","doi":"10.1108/HE-04-2021-0066","DOIUrl":"https://doi.org/10.1108/HE-04-2021-0066","url":null,"abstract":"PurposeIn this study, the authors offer a practice theory framing of school physical activity transition with conceptual and managerial contributions to whole school approaches (WSAs).Design/methodology/approachBased on a literature overview of the limitations of WSA, ecological and systems theorisation and a practice theory framing of physical activity, the authors introduce a model that identifies signs of practice transition and conceptualises the relationship between signs and practice reconfigurations. To exemplify insights from the model, the authors provide illustrations from three cases from the national Estonian “Schools in Motion” programme.FindingsThe signs of practitioner effort, resistance and habituation indicate how practice ecosystem transition is unfolding across a spectrum from practice differentiation to routinisation. Several signs of transition, like resistance, indicate that reconfigured practices are becoming established. Also, there are signs of habituation that seemingly undermine the value of the programme but should instead be celebrated as valuable evidence for the normalisation of new practices.Practical implicationsThe article provides a model for WSA programme managers to recognise signs of transition and plan appropriate managerial activities.Originality/valueThe practice theory framing of school physical activity transition advances from extant theorizations of WSAs that have failed to account for the dynamic ways that socio-cultural change in complex school settings can unfold. A model, based on a practice ontology and concepts from theories of practice, is proposed. This recognises signs of transition and can help with the dynamic and reflexive management of transition that retains the purpose of systemic whole school change.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45226496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe World Health Organization issued its global action plan on physical activities 2018–2030, emphasizing the importance of context-specific evidence on the subject. Accordingly, this study aims to provide unique and important policy insights on trends and drivers of participation in physical exercises by academic community in Sri Lankan universities.Design/methodology/approachFor this purpose, we collected cross-sectional data (n = 456) in 2020 using a survey, and first, estimated a double-hurdle model to uncover covariates influencing likelihood and intensity of physical exercises overall. Second, count-data models are estimated to capture regularity of key exercises.FindingsThe results reveal that about 50% of members do not participate in any general physical exercise. Older members (marginal effect (ME) = 3.764, p < 0.01), non-Buddhists (ME = 54.889, p < 0.01) and alcohol consumers (ME = 32.178, p < 0.05) exhibit a higher intensity of participating in exercises overall. The intensity is lower for rural members (ME = −63.807, p < 0.01) and those with health insurance covers (ME = −31.447, p < 0.05). Individuals diagnosed for chronic illnesses show a higher likelihood of exercising but, their time devotion is limited. The number of children the academic staff members have as parents reduces the likelihood, but for those who choose to exercise have higher time devotion with increased number of children. The covariates play a similar role in determining regularity of key exercises: walking, jogging and exercising on workout machines.Research limitations/implicationsThe results imply a need to promote exercising in general and particularly among younger, healthy, insured and female individuals living in rural sector.Originality/valueThe study covers an under-researched professional sub-group in an under-researched developing context, examining both the likelihood and regularity of exercising as both dimensions are equally important for individuals to maintain healthy lives.
{"title":"Modeling the participation in physical exercises by university academic community in Sri Lanka","authors":"Ajantha Sisira Kumara, V. Sachitra","doi":"10.1108/HE-02-2021-0031","DOIUrl":"https://doi.org/10.1108/HE-02-2021-0031","url":null,"abstract":"PurposeThe World Health Organization issued its global action plan on physical activities 2018–2030, emphasizing the importance of context-specific evidence on the subject. Accordingly, this study aims to provide unique and important policy insights on trends and drivers of participation in physical exercises by academic community in Sri Lankan universities.Design/methodology/approachFor this purpose, we collected cross-sectional data (n = 456) in 2020 using a survey, and first, estimated a double-hurdle model to uncover covariates influencing likelihood and intensity of physical exercises overall. Second, count-data models are estimated to capture regularity of key exercises.FindingsThe results reveal that about 50% of members do not participate in any general physical exercise. Older members (marginal effect (ME) = 3.764, p < 0.01), non-Buddhists (ME = 54.889, p < 0.01) and alcohol consumers (ME = 32.178, p < 0.05) exhibit a higher intensity of participating in exercises overall. The intensity is lower for rural members (ME = −63.807, p < 0.01) and those with health insurance covers (ME = −31.447, p < 0.05). Individuals diagnosed for chronic illnesses show a higher likelihood of exercising but, their time devotion is limited. The number of children the academic staff members have as parents reduces the likelihood, but for those who choose to exercise have higher time devotion with increased number of children. The covariates play a similar role in determining regularity of key exercises: walking, jogging and exercising on workout machines.Research limitations/implicationsThe results imply a need to promote exercising in general and particularly among younger, healthy, insured and female individuals living in rural sector.Originality/valueThe study covers an under-researched professional sub-group in an under-researched developing context, examining both the likelihood and regularity of exercising as both dimensions are equally important for individuals to maintain healthy lives.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44150756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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