Lithuanian Sports University e-Journals
Not a member yet
1390 research outputs found
Sort by
S11: What Makes a Whole System Approach to Improving Physical Activity in Children and Young People Effective and Impactful? A Case Study of the JU:MP Intervention
Get PDFThe physical activity and movement behaviours of populations are influenced by complex political, environmental, and social systems rather than just an individual’s ‘intention’ to be active. Whole system approaches that intervene in these complex systems to improve population level physical activity are advocated for by the World Health Organization and the International Society of Physical Activity and Health. However, evidence of their operationalisation and effectiveness is sparse. Since 2018, Sport England (a non-departmental public body under the Department for Culture, Media and Sport) has funded 12 localities across England to pilot whole system, place-based approaches to reduce physical inactivity. One of these localities was Bradford, where an intervention, called JU:MP, aimed to improve physical activity in children aged 5–14 years living in some of the most deprived areas of England.
The purpose of this symposium is to share the effects and impacts of the JU:MP intervention and lessons learned about what worked and what did not, with policy makers, practitioners, and researchers. We aim to inspire action and innovation for those planning, developing, implementing, and evaluating whole system physical activity interventions.
The symposium will introduce the JU:MP intervention, describing how it is grounded in systems thinking. Four presentations will then showcase a collective of studies conducted to understand the impact and the mechanisms of impact (and context) of the JU:MP whole system approach across different levels of the system, drawing on both effectiveness and process evaluation methodologies. 1) We will examine the findings from a controlled before and after trial which demonstrates the effectiveness of the JU:MP intervention at improving physical activity levels of children aged 5–11 years old, 24 months after JU:MP began. 2) Next, children and families’ experiences of the whole system intervention will be discussed, including critical reflections on their engagement in co-production of the intervention. 3) Our third presentation will explore the impacts, mechanisms, and context of impacts of the JU:MP intervention at the neighbourhood level. 4) The final presentation will provide an explanatory account of the whole system approach to understand how and why the JU:MP whole system intervention worked and could work better
S14-4: Equality in Sport and Male Allyship
Get PDFPurpose: Male allyship in Ireland is gaining increased academic and socio-political attention, emerging as a critical component in advancing gender equality. Within a historical context of Catholic conservatism and entrenched patriarchal norms, male allyship challenges traditional gender roles and facilitates a reconfiguration of masculinities. Recent developments – such as the referenda on same-sex marriage (2015) and abortion rights (2018) – have created a new landscape for male allies to work alongside feminist advocates in the pursuit of gender equality. It is acknowledged that real change is contingent on gender transformative approaches that address more entrenched structural inequalities. As the first country in the world to publish the national men’s health policy, Ireland has been to the forefront in promoting healthy masculinities as part of a wider conceptualisation of men’s health and a commitment to gender equality. Civil society organisations and national campaigns (e.g. White Ribbon Ireland) have also played key roles in fostering male engagement with issues such as consent and domestic violence, as well as providing an alternative discourse to toxic masculinity.
Description: This session will offer some critical reflections on the potential implications of these initiatives for women in sport. It will consider how sport (including sporting structures and institutions) can be a catalyst for developing and reproducing gender stereotypes such as that boys ‘have to be good’ and girls are ‘no good’ at sport (Women in Sport, 2024, March; Women in Sport, 2024, March 25). Notably, this is against a backdrop of increased online abuse of sportswomen (Women in Sport, 2024, March 25). It will reflect on the invisibility of male privilege in sport and will review the factors underpinning the persistent male bias in the coverage of sport.
Conclusions: Drawing upon some key learning within an Irish context, it will offer some suggestions as to how male allyship needs to be framed and conceptualised within a context of greater equality in sport being better for all. It will demonstrate how male allyship demands both cultural transformation and policy-driven change, and that it is a dynamic and often uncomfortable process of reflexively examining male privilege and being accountable. It will conclude by stressing that male engagement in allyship needs to move beyond rhetoric into meaningful and sustained action
S17: Transforming Physical Education for Health-Enhancing Physical Activity
Get PDFThis symposium brings together researchers from across Europe to explore how practices in the context of school-based physical activity and physical education (PE) can be reimagined for a healthy, sustainable future, grounded in the concept of physical literacy (PL). In a context marked by physical inactivity and environmental challenges, this collection of studies emphasises the need for a transformative approach to PE that is culturally grounded, ecologically aware, and responsive to the evolving health needs of youth.
The first presentation contextualises the current landscape of physical education by presenting a study that compared the curricula across Europe in January 2024. Experts from 40 European countries were asked to complete 15 cooperatively developed items, which operationalised all the spectrum between ‘PL-incompatible curricula’ and ‘PL-compatible curricula’. Aggregate scores quantified the degree of PL alignment and informed colour mapping as the basis for policy briefs sent to World Health Organization and UNESCO.
The second contribution explores how PE can integrate holistic health paradigms, such as One Health, EcoHealth, and Planetary Health, into its pedagogical frameworks. The study positions PL as a vehicle for sustainable lifestyles, drawing on interdisciplinary insights and real-world examples to redefine PE’s mission in line with global ecological responsibility.
In the third presentation, the recent overhaul of Estonia’s national PE curriculum is discussed. This large-scale educational reform places health and PL at its core, reflecting a major shift from sport-centred models towards learner-centred, holistic approaches. The process illustrates the political, pedagogical, and practical challenges of systemic change in national education policy.
The symposium lead concludes this session through a presentation titled “Towards a Cross-Sectoral Global Monitoring for Quality Physical Activity Experiences?”. This presentation was used to open discussions and imagine a future for physical education research and policy across Europe. Together, these contributions offer a rich and diverse reflection on how PE can evolve to meet the dual challenges of promoting health and sustainability. The symposium advocates for a reconceptualisation of PE that is inclusive, ecologically grounded, and capable of nurturing PL and health-aware citizens from childhood through adulthood.
Keywords: Physical literacy, curriculum, reform, sustainability, health educatio
S17-3: The New Physical Education Curriculum in Estonia: The Focus on Health and Physical Literacy
Get PDFPurpose: The new physical education (PE) curriculum in Estonia aimed to support pupils’ physical literacy and health. It was accepted by the Estonian Government in 2023 and in the study year 2024/2025 the schools had to start to implement this. Previous curriculums were all sport-centred and the new concept was a big change.
Project or Policy Description: The development of the curriculum started in 2016 with composing a document describing the situation of PE. The period of 2017–2019 was the development process led by the Ministry of Education and Science. The main partner was the Institute of Sport and Physiotherapy, University of Tartu, but the working group included many PE teachers. Organisations and teachers had many opportunities to give feedback. Still, it took four years because of the political situation to approve it.
The national curriculum brings out five outcome areas: movement skills, physical activity, health and physical fitness, movement and culture, and mind and body. There is also a strong focus on creating the learning environment that supports pupils’ basic psychological needs. Implementation of the curriculum was supported by workshops for the teachers, new teaching materials, and homepage development. The PE teacher curriculum at the university level was changed.
In recent years, there have been numerous coverages by the media about PE change. In year 2024, the state supported Estonian general education schools with three million euros to buy necessary sport equipment. Evaluation related to the implementation of the curriculum has been realised through different research activities. For example, every year the Ministry of Education and Science carries out a survey about pupils’ satisfaction with the school, including some questions about PE. But there is a need for more complex, targeted, and thorough surveys to examine how schools have implemented the curriculum and how pupils perceive the change, assessing its influence on health-related behaviour. Additional dissemination is done through regular teacher workshops, presentations in public seminars, and through media.
Conclusion: The process of developing and implementing the new PE curriculum was long and this experience can be valuable for countries or interest groups developing their own health enhancing and physical literacy oriented PE curriculum.
Keywords: Children, adolescents, reform, transformation, health promotion, students, learnin
S21-2: Promoting Physical Activity-Related Health Competence in Nursing Education: First Results of a Hybrid Effectiveness-Implementation Study
Get PDFPurpose: Acknowledging the health-enhancing effects of physical activity (PA), the nursing education system in Bavaria, Germany, has recently integrated physical activity-related health competence (PAHCO) into the curriculum. However, it cannot be assumed that PAHCO has sufficiently permeated the educational practices of nursing schools. The TakeCare! study, conducted after this curriculum integration, aimed to evaluate the effectiveness and implementation of different intervention approaches to address PAHCO in nursing education.
Methods: Within a hybrid effectiveness-implementation study, we conducted a cluster-randomised controlled trial with 16 nursing schools. These schools were allocated to four parallel study arms: Intervention group 1 (IG-1) applied a participatory bottom-up approach, intervention groups 2 (IG-2; facilitation by external PA professionals) and 3 (IG-3; facilitation by nursing teachers) followed a top-down approach using intervention mapping, and the control group (CG) followed regular curriculum without any further intervention. To examine the short-term effectiveness, questionnaire-based data on nursing students’ PAHCO, PA behaviour, and movement quality, collected pre- and post-intervention implementation, were analysed via linear models (n = 195). To investigate intervention implementation, questionnaires (n = 4) and protocol data (n = 161) were analysed using descriptive and qualitative analyses.
Results: The analysis of the short-term effects of the interventions revealed significant Time × Group interaction effects for control competence and self-regulation competence as PAHCO-subscales and for PA enjoyment in leisure time as operationalisation for movement quality, which were not confirmed by post-hoc tests (p > .05). The intervention implementation in the schools of IG-1, IG-2, and IG-3 followed the planned approaches. The multi-component interventions developed in the IG-1 schools were partially implemented depending on the respective school-related conditions. In the IG-2 schools, six external PA professionals carried out all 12 intervention units. In the IG-3 schools, nine nursing teachers carried out the majority of all 12 intervention units (mean = 10.8).
Conclusions: Building on the current results and additional (long-term) effectiveness and implementation data, the study will enable evidence-based recommendations to disseminate PAHCO promotion in all Bavarian nursing schools.
Support/Funding Source: Bavarian State Ministry for Health, Care and Prevention; German health insurance company KKH Kaufmännische Krankenkasse.
Keywords: Cluster-randomised controlled trial, co-creation, curriculum, intervention mapping, vocational education and trainin
S21-4: What Have We Learned From 15 Years of Designing and Evaluating Healthcare Professional Training Programmes for Physical Activity Promotion Randomised Controlled Trials?
Get PDFPurpose: Over the last 15 years, we have trained healthcare professionals (HCPs) to deliver interventions that support clinical populations to change their physical activity behaviour. We will share our learning and summarise the key components to include in designing or evaluating healthcare professional training programmes for physical activity promotion in clinical populations.
Methods: Our studies were feasibility, pilot, or definitive randomised controlled trials. Some were designed to investigate the impact of HCP training on their communication style as the primary outcome, whereas others had clinical endpoints, physical activity or feasibility outcomes. All delivered an evidence-based bespoke training programme to HCPs using mixed methods including lectures, group discussion, self-reflection, video examples, goal setting, role play, micro-teaching, peer and facilitator feedback. The impact of training was determined by a mix of HCP satisfaction, learning during training [confidence, knowledge, and skills] and behaviour [audio-recorded delivery and independent rating of the trained skills within randomised controlled trial settings], as well as qualitative feedback from HCP and patients.
Results: We primarily trained physiotherapists to deliver interventions within publicly funded healthcare systems in Ireland, United Kingdom, and Canada. The theoretical underpinning of our training programmes and interventions strengthened over time as our experience developed and behaviour change models were published. Interventions were delivered to healthcare seeking people with physical (musculoskeletal and respiratory) and mental health conditions. Self-Determination Theory (SDT) and the 5As model were common, but not the sole, communication skills training frameworks used. There was some consistency in behaviour change techniques used, depending on the number of behavioural targets. In one definitive trial independent ratings demonstrated that physiotherapists (n = 12) who completed an SDT-based communication skills training programme were significantly more supportive than controls (n = 12) during a one-to-one treatment session (d = 2.27; 95% confidence interval = 1.18–3.21; p < 0.001). Comparable effects were found within a feasibility trial process evaluation of a group-based intervention, where physiotherapists were also satisfied with the training methods, and their confidence, knowledge, and competence significantly improved following training. Interventions led to within group changes in physical activity outcomes, with inconsistent evidence for between group differences.
Conclusions: With each successive trial we have refined our approach to HCP training, identified key learning on how best to train HCPs to deliver tailored physical activity promotion programmes in low-active clinical populations, and how to measure their impact.
Support/Funding Source: Charitable Trust, Northern Ireland (NI) Chest Heart and Stroke; Department of Employment and Learning, NI; Physiotherapy Research Foundation (PRF/08/1), Chartered Society of Physiotherapy, London, United Kingdom; Saskatchewan Health Research Foundation, Canada; Health Research Board, Ireland.
Keywords: Education, health behaviours, lifestyle medicine, student
Preface
Get PDFThis supplement is published in conjunction with the 16th HEPA Europe conference 2025, held within the HEPA Europe network, which the WHO Regional Office established to advance the agenda of health-enhancing physical activity. This year also marks the 20th anniversary of HEPA Europe, commemorating two decades since its inaugural meeting in 2005 in Gerlev, Denmark. Over these twenty years, the network has served as a key forum for advancing research, policy, and practice related to health-enhancing physical activity, ultimately promoting better health and wellbeing across the WHO European Region.
To celebrate HEPA’s anniversary, the Chair of HEPA Europe, Dr. Alexis Lion, together with co-authors, prepared a publication that reviews two decades of HEPA Europe’s activities. The article not only provides a descriptive overview but also a critical reflection on the first 20 years of HEPA Europe, evaluating its achievements, challenges, and future priorities. Moreover, it offers valuable insights into how regional health promotion networks can adapt and remain effective in a changing policy and public health landscape.
The HEPA Europe 2025 conference in Kaunas city (Lithuania) will focus on “Health Enhancing Physical Activity: Taking Steps Towards Sustainability”. This conference aims to bring together a vibrant community of scientists, leading experts, policymakers, professionals, and stakeholders to discuss, share, and develop innovations that connect research with practical applications in health-enhancing physical activity. Participants will have the opportunity to explore the latest advancements in science, policy, and practice. This gathering will encourage collaboration to drive impactful change across Europe and beyond.
At this year’s conference, three experts will address our theme from different perspectives. Assoc. Prof. Dr. Brigita Miežienė (Lithuanian Sports University, Kaunas, Lithuania) will share her insights on “Healthy Moves: Exploring the Socio-Ecological Approach to Active Transport – How Far Can We Go Together?”. Assoc. Prof. Dr. Peter Gelius (University of Lausanne, Lausanne, Switzerland) will delve into “Pillars, Doughnuts, Wedding Cakes: Multidimensional Models of Sustainability and Their Implications for Physical Activity”. Finally, Francesca Racioppi (World Health Organization European Centre for Environment and Health, Bonn, Germany) will conclude with her presentation titled “Race to the Finish: Our Evolving Understanding of the Role of Active Mobility for a Sustainable Future”.
Over 380 participants from 40 countries will take part in 22 symposia, featuring 90 presentations, and 204 oral and pitch presentations that encompass research, practice, and policy perspectives. Oral presentations are organised into 26 themes, covering topics from sustainability to healthy, active living and policy, all led by seasoned experts in their fields, and pitch presentations are organised into two sections. This diverse array of themes showcases the extensive expertise of researchers, practitioners, and policymakers in health-enhancing physical activity. We encourage delegates to attend sessions that align with their specific areas of expertise while also exploring themes that are less familiar to them. We hope that this approach will foster the sharing and blending of ideas across different sectors and inspire creativity through mutual learning
A Multidimensional Intervention Content: Integrated Recreational Physical Activity for Enhancing Cognitive, Sleep, and Self-Efficacy Outcomes in Sport Educators
Get PDFPurpose: This study addresses the increasing mental and physical demands placed on sports educators by developing a structured, evidence-based intervention to enhance their cognitive, emotional, and physical wellbeing. The primary purpose was to design the content of a multidimensional intervention programme that integrates recreational physical activity to improve sports educators’ cognitive functioning, sleep quality, and self-efficacy.
Methods: A mixed-methods approach was employed, combining a systematic literature review with an empirical needs assessment for sports educators, to develop the intervention design. The review identified evidence-based practices linking physical activity with psychological and sleep-related outcomes. The needs assessment involved 338 sports educators (48% coaches, 22% PE teachers, 30% coaches and PE teachers), who participated anonymously in accordance with the Vienna Convention on Human Rights. Data were collected using validated instruments adapted into Latvian: the General Self-Efficacy Scale (GSES), Perceived Stress Scale (PSS), International Physical Activity Questionnaire (IPAQ), and Pittsburgh Sleep Quality Index (PSQI). To evaluate the baseline needs indicators of sports educators and develop the content of the intervention framework, both descriptive and inferential statistics were utilised. This research was funded by the framework of the Plan of the European Union Recovery and Resilience Facility and the State Budget Grant No. RSU/LSPA-PA-2024/1-0009.
Results: The results indicated notable variations in participants’ stress levels, sleep quality, and self-efficacy (p < .05), highlighting the need for a comprehensive, preventive approach. One key challenge identified was balancing cognitive, sleep, and psychological goals within a single enjoyable and socially engaging intervention programme. These insights shaped the intervention structure: a 90-day programme featuring modular sessions that integrate recreational physical activity, cognitive tasks, and breathing exercises intervention. Sessions will be conducted 2–3 times weekly, lasting 45–60 minutes each, with content tailored to address all three targeted outcomes cohesively.
Conclusion: The proposed intervention content aligns with the Health-Enhancing Physical Activity principles by promoting accessible, intrinsically motivating physical activity that supports not only physical but also cognitive and emotional wellbeing. The intervention programme provides a novel, evidence-based model that contributes to sustainable professional performance and resilience. Future steps include implementing and evaluating the programme’s effectiveness across diverse sports educator
A Review of the Effects of 8 Weeks of Moderate-Intensity Exercise Outdoors on Anthropometric and Cardiovascular Indicators and the Importance of the Environment in Changes
Get PDFPurpose: To assess changes in health indicators after an 8-week outdoor intervention programme and evaluate whether the environment (paved or green areas) influences these outcomes.
Methods: This study is part of the Health Benefits of Outdoor Physical Activity study, an ancillary study within the GoGreenRoutes project. The sample comprised 47 adults (38.3% men, 61.7% women) aged 30–58 years (M = 41.94 ± 6.911) from Tallinn, Estonia. Participants were asked to walk or run on a self-selected route at least three times a week for at least 30 minutes. Participants were randomly allocated into two groups, based on the areas where the training should be performed – paved areas (n = 22) or green areas (n = 25).
Participants’ body height and weight, waist circumference, hip circumference, body fat percentage, muscle mass, systolic and diastolic blood pressure, heart rate, and 6-minute walk distance were measured at two time points: at baseline and during the last week of the intervention. Using the Sports Tracker application, participants recorded the duration and distance of their workouts, which was then shared with the researchers. Between-group differences were tested through independent samples t-test. The SPSS programme was used for data analysis, with a significance level of p < 0.05.
Results: On average, 56.7% of participants showed improvements in their health outcomes, while a decrease was observed in 43.9% of them. About 87% of the participants enhanced their performance in the 6-minute walk test (average change: green areas, 44.1 ± 25.5 m; paved areas, 36.5 ± 30.6 m; p = 0.363), whereas an increase in BMI was seen in 59.6% of participants (average change: green areas, –0.115 ± 0.782 kg/m2; paved areas, 0.223 ± 0.444 kg/m2; p = 0.080).
For most indicators, the environment did not play a significant role. However, body fat percentage decreased on average (–0.62 ± 1.31%) among those who did the training in green areas, while it increased (0.3 ± 1.24) among those who trained in paved areas (p = 0.0018 between groups).
Conclusion: The 8-week outdoor intervention programme was not enough to improve all health-related outcomes. However, green areas seem to be favourable for enhancing health indicators. Future studies should also include the monitoring of nutrition, to understand its impact in association with physical activity.
Support/Funding Source: European Union’s Horizon 2020 
Effects of a Multicomponent Intervention on Physical Activity During the School Day: The MOVESCHOOL Study
Get PDFPurpose: Increasing physical activity levels and reducing sedentary time among adolescents during the school day is an urgent priority, and innovative strategies have shown to be effective in achieving this while also offering additional benefits for students. The aim of this study was to examine the effects of a multicomponent school-based intervention during the school day on sedentary time and physical activity (PA) during the school day in adolescents.
Methods: This quasi-experimental study involved a total of 804 students aged 11–16 years (M = 12.49; standard deviation (SD) = 0.76) from 11 schools in South-Western Spain. Students were assigned to either an experimental group (n = 387) or a control group (n = 417). The evaluation included two independent assessments: pre-intervention and post-intervention. The 29-week intervention consisted of a multi-component programme that included one physically active lesson per week, two daily 5-minute active breaks, and one daily active recess. Primary outcomes included accelerometer-based measurements of sedentary time, light physical activity (PA), moderate PA, and vigorous PA. For statistical analysis, repeated measures ANOVA was conducted to evaluate the effects of the intervention.
Results: Students in the experimental group significantly decreased sedentary time during the school day, while significantly increasing time spent in light, moderate, and vigorous physical activity (group × time interaction; p < 0.05). Specifically, the intervention reduced sedentary time by 12.9 minutes per school day, and increased light PA by 4.2 minutes, moderate PA by 7.6 minutes, and vigorous PA by 1.1 minutes.
Conclusion: This study demonstrates that a school-based multicomponent intervention can effectively reduce sedentary behaviour and increase PA levels among adolescents during the school day. Even modest increases in daily PA and reductions in sedentary time can have meaningful implications for students’ overall health and wellbeing. These findings support the integration of structured active components, such as physically active lessons, short active breaks, and active recess, into the daily school routine as a viable and impactful strategy for promoting healthier lifestyles in youth