Padraic Rocliffe, Brendan T. O’ Keeffe, Ian Sherwin, P. Mannix-McNamara, C. MacDonncha
Objective: The aim of this study was to investigate the impact of different levels of typical school provision of physical education, physical activity and sports on the physical activity behaviors, health and wellbeing of Irish adolescents (13–14 years). Methods: A cross-sectional sample (n = 795) of adolescents (age: 14.28 ± 0.45), enrolled at schools that are representative of higher (n = 7), moderate (n = 6) and lower (n = 7) levels of a typical school provision of physical education, physical activity and sports was included. A physical activity behaviors, health and wellbeing questionnaire with established test–retest reliability was utilized to measure the variation in physical activity behaviors, health and wellbeing. Results: Data analysis indicated a significant variation in the levels of physical activity behaviors and health across different levels of typical school provision of physical education, physical activity and sports. The evidence was reported both as unadjusted group level analysis and adjusted covariate analysis. Favorable outcomes for higher levels of typical school provision were found for physical activity participation, body mass index, social support from peers to participate in physical activity and enjoyment of physical education for girls and somatic health complaints and enjoyment of physical education for boys. Conclusions: The findings stemming from this inquiry enable schools to optimize their environments for health promotion and, thus, further enhance their contribution to public health policy.
{"title":"The Impact of Different Levels of Typical School Provision of Physical Education, Physical Activity and Sports on Adolescent Physical Activity Behaviors, Health and Wellbeing","authors":"Padraic Rocliffe, Brendan T. O’ Keeffe, Ian Sherwin, P. Mannix-McNamara, C. MacDonncha","doi":"10.3390/youth3040084","DOIUrl":"https://doi.org/10.3390/youth3040084","url":null,"abstract":"Objective: The aim of this study was to investigate the impact of different levels of typical school provision of physical education, physical activity and sports on the physical activity behaviors, health and wellbeing of Irish adolescents (13–14 years). Methods: A cross-sectional sample (n = 795) of adolescents (age: 14.28 ± 0.45), enrolled at schools that are representative of higher (n = 7), moderate (n = 6) and lower (n = 7) levels of a typical school provision of physical education, physical activity and sports was included. A physical activity behaviors, health and wellbeing questionnaire with established test–retest reliability was utilized to measure the variation in physical activity behaviors, health and wellbeing. Results: Data analysis indicated a significant variation in the levels of physical activity behaviors and health across different levels of typical school provision of physical education, physical activity and sports. The evidence was reported both as unadjusted group level analysis and adjusted covariate analysis. Favorable outcomes for higher levels of typical school provision were found for physical activity participation, body mass index, social support from peers to participate in physical activity and enjoyment of physical education for girls and somatic health complaints and enjoyment of physical education for boys. Conclusions: The findings stemming from this inquiry enable schools to optimize their environments for health promotion and, thus, further enhance their contribution to public health policy.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139209375","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}
Mindfulness is regarded as a systematic process of shaping the innate quality of the mind primarily practised through meditation. As a result, this paper aims to uncover the nature and spirit of mindfulness practice, which should go beyond clinical intervention or disciplined practices, to explore how self-care techniques like food preparation, knitting, and mindfulness exercises can be incorporated into home economics education. The current review found 12 research papers with statements about cooking and 6 on crafting/knitting. Beyond mindfulness eating, the retrieved papers in the current review have captured a few studies that put forward the elements of mindfulness in cooking. Nonetheless, most papers did not treat cooking as a mindfulness practice, but rather as a self-care practice that resulted in similar psychological factors such as awareness, behavioural changes, and self-efficacy. Moreover, the studies and documentation of crafts in home economics education, such as knitting, sewing, and needlepoint, have been described as mindfulness-based activities. Additionally, it acts as a type of self-care by calming down, alleviating tension, and encouraging relaxation. Therefore, home economics classes should be promoted in schools, and self-care and mindfulness exercises should be added to the curriculum.
{"title":"Considering Self-Care in High School Home Economics Education with the Aid of Scoping Reviews of Mindfulness and Cooking and of Mindfulness and Knitting","authors":"M. Wong","doi":"10.3390/youth3040083","DOIUrl":"https://doi.org/10.3390/youth3040083","url":null,"abstract":"Mindfulness is regarded as a systematic process of shaping the innate quality of the mind primarily practised through meditation. As a result, this paper aims to uncover the nature and spirit of mindfulness practice, which should go beyond clinical intervention or disciplined practices, to explore how self-care techniques like food preparation, knitting, and mindfulness exercises can be incorporated into home economics education. The current review found 12 research papers with statements about cooking and 6 on crafting/knitting. Beyond mindfulness eating, the retrieved papers in the current review have captured a few studies that put forward the elements of mindfulness in cooking. Nonetheless, most papers did not treat cooking as a mindfulness practice, but rather as a self-care practice that resulted in similar psychological factors such as awareness, behavioural changes, and self-efficacy. Moreover, the studies and documentation of crafts in home economics education, such as knitting, sewing, and needlepoint, have been described as mindfulness-based activities. Additionally, it acts as a type of self-care by calming down, alleviating tension, and encouraging relaxation. Therefore, home economics classes should be promoted in schools, and self-care and mindfulness exercises should be added to the curriculum.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139229233","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}
Over the last decade, there has been an increasing trend towards the use of ‘therapeutic models’ in residential childcare settings in the U.K. and elsewhere. While some have argued that these developments have been driven, at least in part, by free market funding environments and organisational survival needs, others have suggested that many of these models, despite some of their theoretical and conceptual differences, offer a useful approach. Drawing on findings from an ethnographic research project in a residential setting in Scotland, we argue that the underlying processes of implementing and embedding a therapeutic model can create conditions that are conducive to the provision of high-quality, effective, relationship-based practice, which has real benefits for children in their everyday worlds. Moreover, we argue that the model itself is somewhat beside the point. If residential organisations can facilitate safe, ongoing opportunities for staff to (a) think deeply about themselves and others (children and staff), (b) practice ways of being and doing, and (c) be seen and valued, then this can contribute to a practice culture and context in which they feel able to create genuine, caring relationships with children. We argue that it is within these everyday, genuine, caring relationships that children can recover from difficult experiences such as neglect and abuse. In this way, the ‘therapeutic’ focus should be primarily directed at the adults to enable children to get on with being children.
{"title":"Everyday Care: What Helps Adults Help Children in Residential Childcare?","authors":"Andrew Burns, Ruth Emond","doi":"10.3390/youth3040082","DOIUrl":"https://doi.org/10.3390/youth3040082","url":null,"abstract":"Over the last decade, there has been an increasing trend towards the use of ‘therapeutic models’ in residential childcare settings in the U.K. and elsewhere. While some have argued that these developments have been driven, at least in part, by free market funding environments and organisational survival needs, others have suggested that many of these models, despite some of their theoretical and conceptual differences, offer a useful approach. Drawing on findings from an ethnographic research project in a residential setting in Scotland, we argue that the underlying processes of implementing and embedding a therapeutic model can create conditions that are conducive to the provision of high-quality, effective, relationship-based practice, which has real benefits for children in their everyday worlds. Moreover, we argue that the model itself is somewhat beside the point. If residential organisations can facilitate safe, ongoing opportunities for staff to (a) think deeply about themselves and others (children and staff), (b) practice ways of being and doing, and (c) be seen and valued, then this can contribute to a practice culture and context in which they feel able to create genuine, caring relationships with children. We argue that it is within these everyday, genuine, caring relationships that children can recover from difficult experiences such as neglect and abuse. In this way, the ‘therapeutic’ focus should be primarily directed at the adults to enable children to get on with being children.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236509","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}
M. Linver, Jennifer Brown Urban, Elaine Les, Xiaofang Xue, Alexis Nager
High-adventure programs typically take place outdoors in remote locations and include several days of challenging activities. Research on high-adventure programs consistently finds positive outcomes for youths. Most high-adventure programs feature 10 key principles that are closely aligned and sometimes overlap with the three defining features of positive youth development (PYD) programs: adult–youth connection, allowing youths to lead, and youths learning new skills. The present study uses data from a large national-scale study of youth and adult leaders in Scouts BSA to assess the connection between participation in high-adventure programs and PYD outcomes. Using a concurrent embedded mixed-methods design, we found that participation in high-adventure activities was associated with higher mean levels of youth communication, citizenship, sense of purpose, and leadership when compared with youths who only participated in summer camp programs or those who did neither high-adventure nor camp programs. No differences between activity groups were found for the ability to make ethical/moral decisions, connection, joy/fun, or perceived cultural humility. Both significant and null findings are discussed in light of PYD literature.
{"title":"“The Greatest Experience Ever”: Benefits of Participation in High-Adventure Activities for Youth","authors":"M. Linver, Jennifer Brown Urban, Elaine Les, Xiaofang Xue, Alexis Nager","doi":"10.3390/youth3040081","DOIUrl":"https://doi.org/10.3390/youth3040081","url":null,"abstract":"High-adventure programs typically take place outdoors in remote locations and include several days of challenging activities. Research on high-adventure programs consistently finds positive outcomes for youths. Most high-adventure programs feature 10 key principles that are closely aligned and sometimes overlap with the three defining features of positive youth development (PYD) programs: adult–youth connection, allowing youths to lead, and youths learning new skills. The present study uses data from a large national-scale study of youth and adult leaders in Scouts BSA to assess the connection between participation in high-adventure programs and PYD outcomes. Using a concurrent embedded mixed-methods design, we found that participation in high-adventure activities was associated with higher mean levels of youth communication, citizenship, sense of purpose, and leadership when compared with youths who only participated in summer camp programs or those who did neither high-adventure nor camp programs. No differences between activity groups were found for the ability to make ethical/moral decisions, connection, joy/fun, or perceived cultural humility. Both significant and null findings are discussed in light of PYD literature.","PeriodicalId":507042,"journal":{"name":"Youth","volume":"58 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139246238","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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