Showing papers by "Taru Lintunen published in 2014"

Adolescents’ physical activity at recess and actions to promote a physically active school day in four Finnish schools

Abstract: The national Finnish Schools on the Move programme support schools with their individual plans to promote school-based physical activity (PA). We examined the changes in adolescents’ recess and overall PA in four lower secondary schools and described the school actions to promote students’ PA and the local contact persons’ perceptions of the effects. Recess and overall PA were assessed four times by anonymous questionnaires from students in grades 7–9 (n ¼ 789) in 2010–12, and local contact persons (n ¼ 7) provided information on school actions with diaries, interviews and surveys. Student data were analysed with descriptive statistics and chi-square tests, and school actions data were analysed with quantitative content analysis. The proportion of students who participated in physical activities at recess at least sometimes increased from 30% to 49% in physically active play and from 33% to 42% in ball games, mostly due to improvements in males’ participation. Females’ participation in recess activities increased in two schools with gender-specific physical activities or facilities. Overall PA levels declined slightly. Organized recess activities, student recess activators and equipment provision and sports facilities development were considered to have affected students’ PA positively. Solutions for getting females more physically active in the school setting are needed.

Recess physical activity and school-related social factors in Finnish primary and lower secondary schools: cross-sectional associations

Abstract: Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students’ recess physical activity with school-related social factors. Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations. In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations. Our results suggest that students’ participation in physical activities during school recess is positively associated with students’ school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors.

Developing social and emotional skills

Abstract: In sport, emotions are ever present, even though we do not necessarily pay attention to how we express and/or manage them. For example, there are occasions when a coach has to deal with angry or upset parents. Some parents may want their child to play more and others may question the judgment of the coach. Another example is when a new member of a team arrives. How does it feel to come to the training session of a team for the fi rst time and not know anyone there? Or howdoes it feel to be “cut” from the team, learn that you cannot continue in your team any more, or that you are being transferred to another team?