Stephanie L. Duncombe

Introduction: Process evaluation completes outcome evaluation by explaining “how” and “why” an intervention is (in)effective. The aim of this study was to conduct a mixed methods process evaluation for the PRO-HIIT intervention. Methods: The PRO-HIIT intervention replaced the traditional warm-up period with 6–8 minutes of high-intensity interval training in the physical education and activity lessons, aiming to promote physical fitness, psychological parameters and academic performances among Chinese adolescents. The process evaluation was guided by the Medical Research Council guidance for the evaluation of complex interventions. Three process evaluation domains, including twelve process evaluation measures, were assessed using both quantitative and qualitative methods. Key means for process evaluation included were training logbook recording, intensity monitoring, and semi structured focus groups. Results: The PRO-HIIT intervention showed high level of retention rate and dose received. The dose delivered was slightly less than anticipated, with an average 26.5 sessions delivered over twelve intervention weeks. The average heart rate was 146 beats per minute, corresponding to 71% maximum heart rate, with the mean heart rate peak was 175 beats per minute (85% maximum heart rate). The average sessional rating of perceived exertion was 5, ranging from 3 to 8. Overall, participants and physical education teachers showed positive response towards the PRO-HIIT intervention. Session duration and work-to-rest ratio were adapted to balance the intervention satisfaction and effectiveness. Barriers to intervention delivery included competing priorities, severe weather, lack of sleep, repetition of exercises, and rating of perceived exertion administration, whereas facilitators included space efficiency, imparting knowledge, peer coaches, music, and physical education teachers perform the session with participants. No intervention-related injury occurred. Conclusions: This process evaluation provided a lens through which to facilitate the interpretation of the effectiveness of the PRO-HIIT intervention. The results provide valuable insights into how a school-based HIIT intervention can be implemented and refined.

Making a HIIT examined the associations of co-designing and using HIIT workouts within health and physical education lessons on students' enjoyment, autonomous motivation, basic psychological needs, and self-efficacy towards HIIT. Participants (12-14 years) were divided into: 1) a co-design group (n = 122, 48% female), who co-designed the workouts and completed an 8-week intervention using them; 2) a HIIT-only group (n = 100, 44% female), who completed the 8-week intervention; and 3) a control group (n = 86, 52% female), who continued with normal lessons. Questionnaires were completed immediately after the first and last HIIT workout. To understand the association of participating in the co-design process, co-design and non-co-design group responses after the first workout were compared. To understand the effect of using the co-designed workouts, multi-level models compared the responses of the three groups over time. Workout co-design and use were not significantly associated with any outcomes of interest. Enjoyment, autonomous motivation, autonomy, and self-efficacy were rated neutral to positive and remained stable throughout the intervention regardless of group. Perceived competence and relatedness decreased slightly over time irrespective of group (β = -0.36; -0.47). Future studies should continue to support students' basic psychological needs during school-based interventions and consider co-designing aspects of these interventions beyond the workouts.

Issue Addressed: Managing screen use is a major concern for Australian parents of young children. However, little is known about how parents perceive, understand and appraise national screen time guidelines for children aged between 1 and 5 years. This study examined parental knowledge, attitudes and perceived usefulness of the Australian screen time guidelines and explored associations with sociodemographic factors. Methods: Data were drawn from a cross‐sectional online survey of Australian parents ( n = 229) of young children aged between 1 and 5 years. Knowledge of screen time guidelines (multiple‐choice item), attitudes (4 items; 5‐point scale) and perceived usefulness (3 items; 5‐point scale) were examined. Descriptive statistics were calculated for independent variables and regression models estimated to examine sociodemographic factors associated with knowledge, attitudes and perceived usefulness. Results: Parents of toddlers were 4.45 times ( p < 0.001) more likely to know the screen time guidelines than parents of preschoolers. Knowledge was lower among parents in full‐time employment and those living in major cities ( p < 0.05). Attitudes did not differ by demographics, but parents of girls rated the guidelines as more useful than parents of boys ( p = 0.038). Higher attitude scores ( p = 0.017) and greater perceived usefulness ( p = 0.047) were associated with correctly identifying the guidelines. Conclusion: Knowledge gaps exist, particularly among parents of preschoolers, those employed full‐time and those living in major cities. Targeted education with diverse parent groups is needed to ensure guidelines are both understood and perceived as useful. So What?: Inclusive guidelines, supported by tailored education and implementation strategies for key parent groups, may improve understanding and uptake in realistic family contexts.

Early childhood digital environments play a critical role in shaping children’s learning, sleep, and wellbeing, all of which underpin school readiness and adjustment to formal schooling. This study identified patterns of home device availability and bedroom access among young Australian children and examined sociodemographic associations. A cross-sectional online survey was conducted with 275 Australian parents of 1-to-5-year-olds. Participants reported sociodemographic characteristics, home device availability, and bedroom access. Devices were categorised as handheld (e.g., smartphones, tablets) or fixed (e.g., televisions, computers). Latent class analysis examined patterns of home device availability and bedroom access. All children had devices in the home, while 21% had access to one or more devices in their bedroom. Four classes were identified: (1) moderate availability, low bedroom access (55.3%); (2) high availability, high bedroom access (5.1%); (3) high availability, no bedroom access (16.0%); and (4) low availability, low bedroom access (23.6%). Significant demographic differences were observed by employment status and household structure. High prevalence of home device availability in early childhood underscores the need for supportive environments promoting balanced technology use as children transition to school. Highlighting considerations for school staff in addressing screen-related challenges may support children’s healthy development and school readiness.

Background : We aimed to analyze the association of macroeconomic and social indicators with the prevalence and gender inequalities in physical activity (PA) among adolescents. Methods : An ecological study with data from 135 countries. Human Development Index (HDI), Gender Inequality Index (GII), and Gini coefficient (wealth inequality) were retrieved from official websites. Prevalence of adolescents who reported ≥1 day per week of ≥60 minutes per day of moderate- to vigorous-intensity PA (MVPA) (some MVPA), and compliance with 2010 PA guidelines were calculated. Results : Prevalence of some MVPA and compliance with PA guidelines were higher in countries with the highest HDI than those with the lowest (low: 69.0% vs very high: 90.0% and low: 14.0% vs very high: 18.0%, respectively). Prevalence was higher in countries with the lowest GII (tertile 3: 69.0% vs tertile 1: 94.0%, and tertile 3: 15.0% vs tertile 1: 19.0%, respectively) and the lowest Gini (tertile 3: 74.0% vs tertile 1: 86.0%, and tertile 3: 15.0% vs tertile 1: 19.0%, respectively). Countries with lower HDI and higher GII and Gini had higher gender inequalities in completing some MVPA, whereas higher gender inequalities in compliance with PA guidelines were observed among countries with higher HDI and lower GII. Associations between country-context variables and completing some MVPA tended to be consistent after stratification by income, whereas associations with PA compliance were more consistent in the Global South. Conclusion : Countries with better macroeconomic and social indicators had higher prevalence of some MVPA and adherence to the PA guidelines; however, their relationship with gender inequalities is inconsistent.

Background : Sexual and gender minority adults experience health inequities, including poorer health and reduced participation in health-promoting behaviors. This systematic review aims to (1) examine adherence to physical activity, sedentary behavior, and sleep guidelines within these communities and (2) compare participation and guideline attainment with cisgender and heterosexual adults. Methods : Studies published before January 2024 were included if they reported physical activity, sedentary behavior, and/or sleep outcomes for gender and/or sexual minority adults. Proportional meta-analyses were performed using random effects models. Results : Ninety-five studies were included; 79% were rated “fair” quality. Most studies were cross-sectional (76%), conducted in North America (76%), and focused on sexual orientation (80%) and physical activity (77%). Sexual minority women had higher odds of meeting aerobic physical activity guidelines compared with heterosexual women (odd ratios 1.18; 95% CI, 1.02–1.37), with no significant differences identified between sexual minority and heterosexual men (1.03; 0.86–1.23). Gender minority adults had lower odds of participating in aerobic physical activity compared with cisgender adults (0.63; 0.45–0.88). Sexual minority women, but not men, had lower odds of meeting sleep guidelines than their heterosexual counterparts (0.85; 0.74–0.97). Sedentary behavior data were limited, with no differences detected. Conclusions : Movement behaviors varied within sexual and gender minority groups, highlighting the limitation of considering the “LGBTQIA+ community” a homogenous cohort. Tailored approaches for improving movement behaviors are warranted, particularly for gender minority adults. Further research is needed for sedentary behavior, sleep, and more nuanced categorizations of gender and sexuality using representative samples.

High-intensity interval training (HIIT) is a contemporary form of exercise that combines short bursts of vigorous physical activity (PA) and recovery periods. Although it has gained traction as a PA promotion mechanism in schools, there has been limited consideration of its integration within the curriculum in a manner that supports learning. This chapter centers around a unit of work focusing on HIIT within the physical education curriculum, describing a series of purposeful learning experiences underpinned by strategies aiming to facilitate autonomy-supportive learning environments and active learning. Autonomy-supportive environments enable opportunities for students to connect learning experiences to their innate needs, identified within self-determination theory, while active learning supports student agency over their learning and active construction of knowledge and understanding. Benefits and challenges associated with the described learning experiences and suggestions for future teaching practice are discussed based on accounts from teachers and students who participated in these experiences.

The play equipment present in children’s homes has previously been associated with their physical activity levels. This study aimed to describe sex differences in the play equipment found in Australian children’s homes. Data were from the Mothers and their Children’s Health study and the Australian Longitudinal Study on Women’s Health that included 5314 children from 2805 families. Families were divided based on number of siblings (only child vs siblings) and by their sex composition (all girls, all boys, mixed). For only children, this was further stratified by age. The percentage of families with each type of play equipment was calculated. Differences were determined through non-overlapping 95% confidence intervals. Play equipment was present in a higher percentage of homes with siblings than only children. For families with siblings, a higher percentage of homes with all boys or mixed sex siblings had bats/racquets/golf clubs and skateboards/ripsticks than homes with all girls, whereas skipping ropes were found in a higher percentage of families with all girls and mixed siblings than all boys. A higher percentage of homes with all girls had slides/swings than homes with all boys. For only children, there were no sex differences in play equipment for children < 2 years, 1 difference for children aged 2–4 years, and 3 differences for children > 5 years. Given that these sex differences could affect children’s physical activity levels, future research should consider these contextual differences to create inclusive spaces for children to explore their interests without having specific toys or equipment imposed on them.