K. Garnham-Lee, J. Trigwell, Z. Knowles, C. McGee and L. Foweather The Physical Activity Exchange at...
If you can't read please download the document
K. Garnham-Lee, J. Trigwell, Z. Knowles, C. McGee and L. Foweather The Physical Activity Exchange at the Research Institute of Sport and Exercise Sciences,
K. Garnham-Lee, J. Trigwell, Z. Knowles, C. McGee and L.
Foweather The Physical Activity Exchange at the Research Institute
of Sport and Exercise Sciences, Liverpool John Moores
University.
Slide 2
Sport and PE act as the most suitable vehicle to embed health
promotion (Almond et al., 2013; Donaldson and Finch, 2012; Kokko et
al., 2006; Kokko et al., 2009; Skille, 2010) Exercise can reduce
tobacco withdrawal and cravings (Escobedo et al., 1993;
Peretti-Watel et al., 2003; Rodriguez et al., 2004; Rodriguez et
al., 2008, Ussher et al. 2008) The younger adolescents smoke, the
more likely they become regular smokers and cause greater long term
health risk (Tyas and Pederson, 1998; Leonardi-Bee, et al., 2011)
Two-thirds (66%) of current and ex-smokers started smoking before
the age of 18 (Office for National Statistics, 2013 (Office for
National Statistics, 2013) Almost all children can be reached via
the school environment (Thomas et al., 2013) Interventions to
prevent smoking should be available before the age of 12 (Escobedo
et al., 1993) Katy Garnham-Lee: PhD Researcher Twitter: @KGL_
Email: [email protected]
Slide 3
Successful in securing a tender from the Liverpool PCT, in
September 2012, SFS was launched Multi-dimensional intervention
that utilised sport to prevent smoking among 9-10 year olds across
34 schools in Liverpool One PE attend brief- intervention training
and fed back information to other staff An assembly was delivered
by the SFS team and a local SFS sports star. Teachers incentivised
to deliver five of their own SFS sessions Schools received five
coached sessions run by external coaches Katy Garnham-Lee: PhD
Researcher Twitter: @KGL_ Email: [email protected]
Slide 4
Classroom teachers, who receive training and support, can
improve their teaching of physical education Teachers sense of
self-efficacy can thus influence the learning and motivation of
their students (Guskey and Passaro, 1994). Boman (2013) promotes
evidence for the effectiveness of information and skills programs
in increasing Teaching Assistants (TAs) self-efficacy. Strong
beliefs in their own efficacy will be resilient, able to solve
problems and learn from their experiences (Humphries et al., 2012;
Bangs and Frost, 2012). NICE guidelines (2010) propose to provide
training for all staff who will be involved.
http://publications.nice.org.uk/school-based-interventions-to-prevent-
smoking-ph23/recommendations#recommendation-4-training-and-
development Katy Garnham-Lee: PhD Researcher Twitter: @KGL_ Email:
[email protected]
Slide 5
Investigate and explore teachers perceptions and experiences of
SmokeFree Sports Determine the influence of the brief-intervention
training on those teachers. To govern and positively ensure the
sustainability of the SFS program Katy Garnham-Lee: PhD Researcher
Twitter: @KGL_ Email: [email protected]
Slide 6
. Questionnaire based and adapted from Lane et al.s (2002)
measure of self-efficacy. 15 items. Phase one Non-Parametric = A
Friedman Test. Parametric = A One Way Repeated Measures Phase two
Non-Parametric = Mann- Whitney U Test. Parametric =
Independent-Samples T-Test Quantitative Qualitative Content
analysis. Pen profiles with the use of verbatim quotes. Interview
Schedule - Semi-chronological path based on the intervention with
questions grouped into nine themes.
Slide 7
The Mean and SD of the summed totals responses. Self-efficacy
Score
Slide 8
The Mean and SD of the summed totals responses. Self-efficacy
Score
Slide 9
General Views of SFS, Using Sport and PA to Deliver SF Messages
within a School Environment & SFS Impact and Influence
Brief-intervention training Issues Raised after SFS by the Children
General Programme Recommendations Coaches and the Coached sessions
Teacher Delivery, The SFS Manual & The Perceived Difference
between Teachers and Coaches to Deliver SFS Katy Garnham-Lee: PhD
Researcher Twitter: @KGL_ Email: [email protected]
Slide 10
Slide 11
Teachers were generally very positive about SFS as a whole.
Participants struggled to respond when asked what didnt work well
about aspects of the intervention. Training increased teachers
self-efficacy to deliver smoke free messages. Teachers felt they
brought qualities to the delivery in addition to the coaches. Both
teachers and children enjoyed participating in SFS. Highlighted the
importance and value of providing a quality training manual. Katy
Garnham-Lee: PhD Researcher Twitter: @KGL_ Email:
[email protected]
Slide 12
Smoke free has been a big success, its enabled the children to
learn in the classroom about the effects of smoking and with the
facts and the data and then do sports and change the sports that
they know quite well, change the games, into smoke-related tasks
they really enjoyed it [Male, Teacher 16] Teachers were generally
very positive about SFS as a whole. Katy Garnham-Lee: PhD
Researcher Twitter: @KGL_ Email: [email protected]
Slide 13
I think the manual was really good, its a really simple
breakdown of the courses and again the training day having the
coaches there to help see how you can adapt the games or modify
them slightly that was really useful [Female, Teacher 6] Training
increased teachers self-efficacy to deliver smoke free messages.
Highlighted the importance and value of providing a quality
training manual. Katy Garnham-Lee: PhD Researcher Twitter: @KGL_
Email: [email protected]
Slide 14
Teachers felt they brought qualities to the delivery in
addition to the coaches. I know the kids so I can look ahead and
see which activities they might struggle with [Female, Teacher 8]
Katy Garnham-Lee: PhD Researcher Twitter: @KGL_ Email:
[email protected]
Slide 15
Increased both their knowledge, awareness and dangers of
smoking Training increased self efficacy A larger sample of
teachers who did not attend the training would provide more insight
When conducting interviews, teachers regularly had time
restrictions Including parents and guardians could be considered
Help govern, inform and tailor SFS and other smoking prevention
interventions in the future Katy Garnham-Lee: PhD Researcher
Twitter: @KGL_ Email: [email protected]
Slide 16
Bangs, J. and Frost, D. (2012), Teacher self-efficacy, voice
and leadership: towards a policy framework for education
international, available at:
http://download.ei-ie.org/Docs/WebDepot/teacher_self-efficacy_voice_leadership.pdf
(assessed 15 January
2013).http://download.ei-ie.org/Docs/WebDepot/teacher_self-efficacy_voice_leadership.pdf
Boman, J. S. (2013), Graduate Student Teaching Development:
Evaluating the Effectiveness of Training in Relation to Graduate
Student Characteristics, Canadian Journal of Higher Education, Vol.
43 No. 1, pp. 100-114. Guskey, T. R. and Passaro, P.D. (1994),
Teacher efficacy: A study of construct dimensions, American
Educational Research Journal, Vol. 31 No. 3, pp. 627-643.
Humphries, C. A., Hebert, E., Daigle, K. and Martin, J. (2012),
Development of a Physical Education Teaching Efficacy Scale,
Measurement in Physical Education and Exercise Science, Vol. 16 No.
4, pp. 284299. Lane, A. M., Hall, R. and Lane, J. (2002),
Development of a measure of self-efficacy specific to statistics
courses in sport, Journal of Hospitality Leisure, Sport and Tourism
Education, Vol. 1 No. 2, pp. 47-56. McKenzie, T. L., Marshall, S.
J., Sallis, J. F. and Conway, T. L. (2000), Student activity
levels, lesson context, and teacher behaviour during middle school
physical education, Research Quarterly for Exercise and Sport, Vol.
71 No. 3, pp. 249 259. National Institute of Health and Clinical
Excellence (NICE). (2010), School-based interventions to prevent
smoking, available at:
http://www.nice.org.uk/nicemedia/live/12827/47582/47582.pdf
(accessed 24 July
2013).http://www.nice.org.uk/nicemedia/live/12827/47582/47582.pdf
Sallis, J. F., McKenzie, T. L., Alcaraz J., Kolodx, B., Eaucette,
N. and Novell, M. E. (1997), The effects of a 2-year physical
education program (SPARK) on physical activity and fitness in
elementary school students, American Journal of Public Health, Vol.
87 No. 8, pp. 1328 34. A BIG THANK YOU TO: The SmokeFree Team
Liverpool Primary Care Trust Liverpool City Council & All the
schools and teachers involved All photos used with permission
Slide 17
REGISTER: ljmu.ac.uk/paexchange/events Email:
[email protected] to be added to the event information
list www.facebook.com/SmokeFreeSports @SmokeFreeSports