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Creating active schools: What influences continuous implementation following adoption?
No full textNoBackground: Evidence on the long-term implementation and sustainability of whole-school physical activity programs remains limited. The Creating Active Schools (CAS) program incorporated the CAS Framework to support schools to focus on organizational and cultural change for physical activity. This study evaluates the medium-term implementation of CAS, after 2 academic years.
Methods: A qualitative descriptive approach was employed. After 2 years of implementation, 35 participants from 30 Bradford schools, including school staff, CAS Champions, and Bradford CAS locality leads took part in semistructured focus groups. Thematic analysis followed a codebook method, combining inductive, data-driven insights with deductive themes based on McKay et al’s implementation evaluation roadmap, and aligned to the Consolidated Framework Implementation Research.
Results: The program increased the reach compared with the first year, with more staff buying into CAS and gaining confidence as advocates of physical activity. Schools shifted from creating new initiatives to embedding and sustaining previous efforts, and some schools required repeated doses to reinstate CAS as a priority where there had been high staff turnover or
superficial initial buy-in. Core components of CAS that mitigated negative influences from the wider educational system, included peer-to-peer learning, and inter and intraknowledge exchange arising from the communities of practice. Collectively, these factors contributed to the combined agency within the school to implement CAS.
Conclusions: The medium-term implementation of whole-school physical activity programs is contingent on understanding the broader educational context and system influences. This study underscores the importance of communities of practice and supportive structures in sustaining school-based physical activity initiatives.Chalkley, Daly-Smith, and Helme were supported by Sport England’s Local Delivery Pilot-Bradford (https://www. sportengland.org/campaigns-and-our-work/local-delivery). Sport England is a non-departmental public body under the Department for Digital, Culture, Media and Sport (DCMS; URN 2018001688). E.C.M. Silva was funded by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior—Brasil (CAPES) as part of an international exchange (Finance Code 88881.846515/2023-01)
The effectiveness of JU:MP a whole system approach to improve physical activity of children aged 5 to 11 years living in multi-ethnic and socio-economically deprived communities: a non-randomised controlled trial
No full textYesBackground
Whole system approaches to public health challenges such as low physical activity levels have the potential to create sustained behaviour change at a population level and tackle health inequalities. However, there is currently little evidence of the nature or effectiveness of adopting whole system approaches. This study evaluated whether a whole system physical activity intervention (JU:MP), was effective at improving accelerometry measured physical activity in five- to eleven-year-olds.
Methods
A non-randomised controlled trial with two-arms (JU:MP intervention and control), was conducted in multi-ethnic and socioeconomically deprived areas of Bradford, UK with data collected at baseline and 24-months follow-up. Habitual physical activity was measured via accelerometry. Mixed effects regression models identified group differences at 24 months. The primary outcome was moderate-to-vigorous intensity physical activity (MVPA). Secondary outcomes included: accelerometery measured - sedentary time (ST), counts per minute (CPM); BMI z-score, waist circumference, and children’s social, emotional and behavioural health, and quality-of-life via parental and teacher completed questionnaires. An exploratory analysis compared intervention effects between sub-groups.
Results
1,453 children were recruited. 330 children with valid wear-time at baseline and 24-months (JU:MP group n = 175, control group n = 155) were included in the final analysis of physical activity outcomes. The JU:MP group improved levels of MVPA (+ 4.99 min/day, (CI = 1.01, 8.96), standardised mean difference (SMD) = 0.29), ST ( -8.69 min/day, CI = -16.76, -0.61), SMD = -0.20) and CPM (+ 32.72, CI = 5.93, 59.53, SMD = 0.28) compared to controls. There were minor differences between groups in all secondary outcomes, favouring the JU:MP group. Exploratory sub-group analysis revealed that MVPA improved for boys (+ 7.34 min/days, CI = 0.70, 13.99, SMD = 0.36) and South Asian heritage children (+ 7.20 min/day, CI = 1.67, 12.72, SMD = 0.52) in the JU:MP group compared to the control group.
Conclusion
This study provides evidence that a whole system, community-based intervention can improve physical activity levels in primary school-aged children, particularly among boys and South Asian children, in deprived and ethnically diverse settings. The findings suggest that whole systems approaches may be effective in mitigating age-related declines in activity and addressing inequalities at scale.Sport England - Bradford, NIHR, ARC, BRC & UKPR
People living with dementia and their families as educators for social justice
Full text linkYesBackground: It is increasingly recognised that dementia education and training should include the direct voices of Experts by
Experience (people living with dementia and their families). Good practice in facilitating teaching roles for people living with dementia needs to be identified to maximise inclusion and promote social justice.
Objective: This study aims to discuss the co‐creation of a suite of learning modules on dementia, whose predetermined content was consistent with the three tiers of the UK Dementia Training Standards (DTS), which include filmed interviews with people living with dementia and family members.
Design: Experts by Experience advised on content and took part in filmed interviews contributing to the development of 14 interactive learning modules based on the DTS curriculum. The process was evaluated using (1) participant and facilitator
reflection on the film‐making process and (2) independent researcher analysis of the films' content.
Results: Seven people living with dementia and 10 family members took part. Four key points are identified regarding good
practice in the co‐creation of film‐based learning materials with people living with dementia and their families. Five key themes are identified from the films' content, highlighting Experts by Experience spontaneous reference to experiences of perceived injustice related to their diagnosis, independently of the intended content of the module.
Conclusion: The active involvement of people living with dementia and their families in practitioner and professional education requires us to pay close attention to what they say. Learning materials should be Expert by Experience‐led rather than curriculum‐led.
Patient or Public Contribution: People living with dementia and their families were involved in the design, conduct and
evaluation of the study and in the preparation of the manuscript
How do autistic people view their empathic capacity?
Full text linkYesExtensive research has examined empathy in autistic people; this has largely been conducted by asking autistic participants to complete measures and engage in experimental procedures or by consulting with close relatives. To the best of our knowledge, this study is one of the first to seek the views of autistic participants on their self-perceived empathic capacity. In this case, empathy was explored within a wider context of self-concept. The study recruited 100 participants who were asked to complete 10 statements about themselves. Subsequently, participants were asked to rate their self-perceived empathy on a scale of 1–10, providing justification for this. Autistic and non-autistic participants made a comparable proportion of references to numerous psychological traits. However, non-autistic participants made a higher proportion of references to being happy, friendly and caring. Autistic participants gave lower self-ratings of empathy compared to non-autistic participants; however, the thematic analysis showed that both groups felt they had cognitive and affective empathic capacity, with nuanced differences between the groups. This paper highlights the importance of involving autistic voices in research about their empathic capacity and self-concept, identifying nuance in the autistic experience that has been generally overlooked in previous research
Ten steps to equity: making fieldwork accessible
No full textYesFieldwork can be isolating for disabled students and academics when it is not designed with inclusivity in mind. Becky Alexis-Martin shares 10 strategies to ensure disabled students and academics are included by field-based disciplines
Transformative consumer research in the new era of marketing: An introduction to the special issue
No full textYe
HBIM applications in the world heritage city of as-salt, Jordan: Architecture as a reflection of cultural diversity shaped by migratory flows
No full textYesJordan's history of migration has led to a rich mix of cultures shaping the urban identity where architecture is strong evidence of the tangible record of cultural exchanges. This research explores the urban development as a dynamic canvas where Cultural Heritage emerges as a representation of human diversity and traditions influenced by historical migration flows by using HBIM as a digital tool for storytelling.
Focusing on the Qaqish House in the World Heritage City of As-Salt, the research will use HBIM to showcase how digital applications can enrich our understanding of the complex city's layered architectural, social, and historical urban landscape. Building upon the already developed IT-HBIM library, its value will be expanded by incorporating a social and historical dimension. Results emphasizes the potential of HBIM for understanding and interpreting heritage sites by bridging the gap between generations, fostering a sense of community, and attracting global audiences to heritage sites
Prevalence of refractive errors in Vietnamese school children: a meta-analysis
No full textYesClinical Relevance: The findings provide greater information on the level of refractive errors in Vietnam, which could assist clinicians and relevant stakeholders to identify high-risk groups and prioritise interventions and preventative measures, contributing to more efficient eye care and cost-effective strategies.
Background/Aims: Vietnam, a developing country in Southeast Asia, has shown an increase in myopia progression in recent years. However, the prevalence of refractive errors across the country is unclear. The aim of this study was to estimate the pooled prevalence of different refractions in children across Vietnam, and to explore differences between rural and urban areas, and male and female children.
Methods: A systematic literature search was performed to capture all studies up to April 2024, using online databases including Medline, Web of Science, Scopus, and CINAHL. This was carried out independently by two researchers, following the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (PROSPERO ID: CRD42024524780). The quality assessment of included studies was conducted using the Joanna Briggs Institute Prevalence Critical Appraisal Tool checklist. Meta-analysis was performed to estimate pooled refractive error prevalence, with robustness evaluated using 95% confidence intervals and sensitivity analyses.
Results: 15 school-based studies were identified (children n = 32,211), of which 6 qualified for meta-analysis inclusion (n = 15,825). The pooled refractive error, myopia, and hyperopia prevalences were calculated respectively as 37.60% [95%CI: 27.78–47.43], 28.83% [95%CI: 19.24–38.42], and 0.41% [95%CI: 0.24–0.59] with high heterogeneities of 99%, p<0.01. Refractive error prevalence was greater in urban locations, and female children.
Conclusions: This systematic review and meta-analysis of refractive error prevalence in Vietnamese school children indicates a significant presence of refractive error, especially myopia. However, the large interval ranges suggest that further research using a standardised protocol is required to achieve more accurate estimates.Vietnamese Government Scholarship, Ministry of education and training, Vietnam [Grant number: 75/ICD-FG
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Embedding a Data-Driven Decision-Making Work Culture in a Social Housing Environment
No full textYesThis paper explores the issue of delayed rent payments in social housing in the United Kingdom and its impact on tenants and housing providers. Our approach is to use machine learning algorithms to analyse payment patterns and identify tenants who may be at risk of falling behind on rent payments. By doing this, we aim to equip housing providers with the necessary tools to intervene early and maintain consistent tenancies. We have conducted research using machine learning models such as decision trees and random forests to address this issue. The paper emphasises the potential benefits of Explainable AI, which can help build trust in data-driven decision-making and AI among employees unfamiliar with AI and machine learning