Appearance-based comments, body dissatisfaction and drive for muscularity in males

This study examined the role of positive and negative appearance-based comments on body dissatisfaction and drive for muscularity among young adult males. The direct and moderating effect of self-esteem were also investigated; and BMI, age, and social desirability were included as covariates. The participants were 214 males aged between 18 and 30 years. More frequent negative comments were associated with higher body dissatisfaction whilst more frequent positive comments were associated with lower body dissatisfaction. However, both frequent negative and positive commentary were associated with higher drive for muscularity. Self-esteem was also associated with both body dissatisfaction and the drive for muscularity, but it did not moderate that influence of either positive or negative messages. Longitudinal research is now needed to determine the directionality of these relationships. Further research is required to establish the contexts in which positive and negative messages are associated with body dissatisfaction and the drive for muscularity.

Physical activity based professional development for teachers : the importance of whole school involvement

Objective: This study sought to investigate teachers’ perceptions of a physical activity-related professional development intervention.
Design: Interview-based qualitative approach founded on the interpretive paradigm.
Setting: Purposive selection of one high-rated independent, and one low-rated public primary school from Auckland, New Zealand.
Method: A qualitative approach was used, incorporating a questionnaire used for purposive sampling and a total of eighteen semi-structured interviews with six teachers from two primary schools.
Results: Participants highly valued the inclusion of all teachers in onsite professional development and felt supported by a strong, positive organizational culture.
Conclusion: Participant teachers believed physical activity played an important role within the school setting, and recognized their role in the provision of opportunities for their students. However, they did not necessarily feel confident and competent to facilitate opportunities. A specific professional development intervention was introduced as one form of support to address this need. Teachers valued first-hand experience of professional development and reported particular enjoyment if they participated alongside their colleagues.

Physical activity for cancer survivors : a meta-analysis of randomised controlled trials

Objective To systematically evaluate the effects of physical activity in adult patients after completion of main treatment related to cancer. Design Meta-analysis of randomised controlled trials with data extraction and quality assessment performed independently by two researchers. Data sources Pubmed, CINAHL, and Google Scholar from the earliest possible year to September 2011. References from meta-analyses and reviews. Study selection Randomised controlled trials that assessed the effects of physical activity in adults who had completed their main cancer treatment, except hormonal treatment. Results There were 34 randomised controlled trials, of which 22 (65%) focused on patients with breast cancer, and 48 outcomes in our meta-analysis. Twenty two studies assessed aerobic exercise, and four also included resistance or strength training. The median duration of physical activity was 13 weeks (range 3-60 weeks). Most control groups were considered sedentary or were assigned no exercise. Based on studies on patients with breast cancer, physical activity was associated with improvements in insulin-like growth factor-I, bench press, leg press, fatigue, depression, and quality of life. When we combined studies on different types of cancer, we found significant improvements in body mass index (BMI), body weight, peak oxygen consumption, peak power output, distance walked in six minutes, right handgrip strength, and quality of life. Sources of study heterogeneity included age, study quality, study size, and type and duration of physical activity. Publication bias did not alter our conclusions. Conclusions Physical activity has positive effects on physiology, body composition, physical functions, psychological outcomes, and quality of life in patients after treatment for breast cancer. When patients with cancer other than breast cancer were also included, physical activity was associated with reduced BMI and body weight, increased peak oxygen consumption and peak power output, and improved quality of life.

Characteristics of teacher training in school-based physical education interventions to improve fundamental movement skills and/or physical activity: a systematic review

BACKGROUND: Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in school-based PA and FMS interventions has received little attention.

OBJECTIVE: The aim of this systematic review was to investigate the type and quantity of teacher training in school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome.

METHODS: A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical education-based interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review.

RESULTS: The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are ≥ 1 day; provide comprehensive subject and pedagogy content; are framed by a theory or model; provide follow-up or ongoing support; and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was difficult to ascertain which teacher training characteristics were most important in relation to intervention effectiveness.

CONCLUSION: It is clear that whilst teachers are capable of making substantial improvements in student outcomes in PA and FMS, the findings of this review suggest the teacher training component of school-based PA and/or FMS interventions is not only under-reported but is under-studied, and, perhaps as a result, the value of teacher training is not widely understood. What remains unclear, due to poor reporting, is what role teacher training is having on these outcomes.

Development of a reliable measure of walking within and outside the local neighbourhood: RESIDE's neighborhood physical activity questionnarire.

Background: The RESIDential Environment project (RESIDE) is a longitudinal study evaluating the impact of a new residential design code on walking. Objective: To develop a reliable measure of walking – undertaken within and outside the neighborhood – and overall physical activity. Methods: A test–retest reliability study was undertaken (n = 82, mean age 39 years). The instrument was based on the International Physical Activity Questionnaire (IPAQ-short version) and Active Australia Survey. It measured usual frequency and duration of (1) recreational- and transport-related walking within and outside the neighborhood and (2) other vigorous and moderate physical activities. Results: Reliability of recall of whether participants had walked within (k = 0.84) and outside (0.73) the neighborhood was acceptable. Similarly, recall of frequency and duration of transport and recreational-related walking within the neighborhood was excellent (ICC ≥ 0.82), as was recall of transport-related walking trips outside the neighborhood (ICC ≥ 0.84). Reliability for duration of recreational walking outside the neighborhood was fair to good (ICC = 0.55). The reliability of indices of total physical activity based on MET min/week (ICC = 0.82) and MET min/week dichotomized to ‘sufficient’ physical activity for health (kappa = 0.67) were both acceptable. Conclusions:  The Neighborhood Physical Activity Questionnaire (NPAQ) is sufficiently reliable for studies examining environmental correlates of walking within the neighborhood.

Knowledge, identities and dilemmas of the self in physical education teacher education

The purpose of this study was to understand how becoming a physical education teacher is shaped by personally and socially constructed knowledge and is affected by the rules and resources of the structural systems in which physical education teacher education (PETE) takes place. The study was influenced by the traditions of Personal Construct Theory (Kelly 1955), the theoretical tenets of social constructionism (Gergen 1991), and Giddens’s work on structuration (1984) and self-identity (1991). Ten PETE students participated in the study over almost three years. They undertook repertory grid sessions periodically through their study, followed by ‘learning conversations’, in which the grid itself was discussed, reworked and collaboratively analysed. All conversations were audio taped and were fully transcribed. The data were analysed in three ways, all of which were used to construct a story of the study. First, the grids were analysed for patterns, consistencies across students and for consistencies within students. These grids provided the first level story that related to constructions of knowledge. These constructions were then content analysed using analysis categories developed from Gergen’s notion of the saturated self and Giddens’ ideas of identity in late modernity. These analyses represented what Giddens calls a double hermeneutic since to all intents and purposes, the story of the study was constructed from the participants’ constructions of what it is to be a physical education teacher. The data suggests that during the process of constructing professional knowledge the student experienced a series of dilemmas of professional self-identity. It seems that to become a PE teacher, the dilemmas must be worked through until a position of what Giddens calls ontologist security has been achieved. Some students in this study had not managed to reach such a point before they left university and entered the teaching profession. In spite of this, the methods of the study allowed the participants to begin to articulate their theories and visions of teaching physical education. The therapeutic qualities of Kelly’s theory encouraged a number of the students to ‘see it differently’ (Rossi, 1997) and to begin to develop a rationale for physical education based on educational practice that considers the needs of individuals and the promotion of a socially just community. I have argued however that this ‘critical’ approach to physical education pedagogy was considered risky and as such students who were prepared to engage in such risk strategies also had other strategic relational selves (Gergen, 1991) to minimise risk at key times during their teacher education.

Stereotypes and self-perceptions of physical education pre-service teachers

Stereotypes and self-perceptions are important in understanding how people develop their self-knowledge and social identity, become members of groups, and view groups and their members. While we have some understanding of the stereotypical view of the physical education teacher, we currently have little knowledge of how physical education pre-service teachers (students studying a physical education degree) are stereotyped, and also if there is any relationship between these stereotypes and how physical education pre-service teachers perceive themselves. The purpose of this study was to examine the stereotypes and self-perceptions of physical education pre-service teachers. The aims were to describe how physical education pre-service teachers stereotype and perceive themselves, examine if there are differences in the stereotypes and self-perceptions between males and females, and to explore if there were relationships between what the physical education pre-service teachers believed stereotyped them and how they perceived themselves. Participants were 250 students (n=120 males, n=130 female) studying a 4-year Bachelor of Education (Physical Education) degree at a university who completed a questionnaire which contained 10 items about how they viewed physical education pre-service teachers (stereotypes), and 26 items on how they viewed male physical education pre-service teachers and female pre-service teachers (stereotypes) and 26 items on how they view themselves (self-perceptions). Factor analysis revealed 2 stereotype factors, which were labelled as Sociable (e.g., socialise, partying, drinking, loud and outgoing) and Health and Lifestyle (e.g., fit, playing sport and not smoking). The stereotype of the male physical education pre-service teacher, comprised two factors: physical, assertive and aggressive behaviour (e.g., aggressive, dominant, self-confident, and competitive) and physical and self-presentation factors (muscular, athletic, physically fit, physically coordinated, and attractive). The stereotype of female physical education pre-service teachers comprised three factors: physical appearance and ability (e.g., physically fit, athletic, able-bodied, attractive, thin, and physically coordinated), aggressive and assertive behavioural style (e.g., intimidating, unapproachable, and aggressive), and masculine behavioural style (e.g., aggressive, masculine, feminine, muscular and dominant). The self-perception of male physical education pre-service teachers comprised three factors: perceived appearance and ability (e.g., athletic, physical fit, thin, attractive, muscular and pleased with their body), aggressive and confident behaviour (e.g., intimidating, dominant, show off and aggressive) and independence and intellect (e.g., independent, ambitious, self confident and intelligent). The self-perception of female physical education pre-service teachers comprised three factors: strong willed behaviour (e.g., ambitious, and dominant), presentation and appearance (e.g., pleased with their body, attractive, thin and self confident), and aggressive and dominant behaviour (e.g., aggressive, intimidating, masculine and show off). There were significant relationships between the male physical and self-presentation stereotype factor stereotype and perceived appearance and ability self-perception factor and between the male physical, assertive and aggressive behaviour stereotype factor and the male aggressive and confident behaviours self-perception factor. For females, the aggressive and dominant behaviour stereotype was related to both the aggressive and assertive behavioural style self-perception factor and the masculine behavioural style self-perception factor. It is suggested that future studies investigate the stereotypes and self-perceptions of students in schools during the recruitment phase of socialisation, and the possible influence of the physical education teacher education programme, faculty leaders, and significant others on the physical education pre-service teachers’ self-perceptions, stereotypes and socialisation into physical education.

'Just bloody fat!' : a qualitative study of body image, self esteem and coping in obese adults

The rise of the ‘obesity epidemic’ in Western societies has led to an increased public gaze on obese individuals. Yet there is limited research that explores through qualitative methods the increased impact it has had on obese individuals’ perceptions of self, body image and coping strategies, using their own words. This paper presents the findings of interviews with a community sample of 142 obese adults in Australia. We examined how obese individuals felt about themselves and their bodies, what influenced these feelings, and the subsequent coping strategies employed. While participants were able to identify many positive characteristics about their inner self, the vast majority used negative language to describe their physical appearance. Many participants described feelings of ‘guilt’, ‘shame’ and ‘blame’ associated with their weight. Coping strategies included striving for perfection in other areas of their life, social isolation, maximising aspects of their appearance and ‘fat’ acceptance. This study shows that, while different groups of obese adults experience, cope with and compensate for the influence of weight-based stereotyping in many different ways, they still feel an unrelenting otherness and difference associated with their weight.

Understanding executive presence : Perspectives of business professionals

Executive presence is an unclear concept but one that reportedly has a substantial influence on successful leadership. The purpose of this study was to understand the meaning of executive presence from the perspectives of business professionals with expertise in the effectiveness of organizational executives. From interviews with 34 professionals, 5 main findings emerged: (a) executive presence is based on audience perceptions of the characteristics of particular people, (b) 10 core characteristics affect executive presence (status and reputation, physical appearance, projected confidence, communication ability, engagement skills, interpersonal integrity, values-in-action, intellect and expertise, outcome delivery ability, and coercive power use), (c) perceptions are based on impressions made during initial contacts (first 5 characteristics) and on evaluations made over time (second 5 characteristics), (d) the characteristics combine in different ways to form 4 presence archetypes (positive presence, unexpected presence, unsustainable presence, and dark presence), and (e) the majority of the executives described as having presence were men. Based on the interview material, we suggest that a person with executive presence is someone who, by virtue of how he or she is perceived by audience members at any given point in time, exerts influence beyond that conferred through formal authority. The findings serve to highlight the complexity of executive presence, particularly in terms of the breadth of characteristics that underpin this construct and the influence of time on people's perceptions.

Shifts in media images of women appearance and social status from 1960 to 2010: a content analysis of beauty advertisements in two Australian magazines

Ageing well and successful ageing have become important themes to describe how older individuals should keep ageing at bay. Products and services aimed at controlling ageing have become associated with ageing well. In this study we aimed to analyse the representation of older women in advertisements specific to appearance and ageing. In particular, we sought to explore how ageing for women was presented in the media over a period 50 years and when advertisements began to use the term 'anti-ageing'. A content analysis of 710 advertisements from two prominent Australian women's magazines, from 1960 to 2010, was conducted. Analyses showed that advertisements provided a narrow range of images representing women's physical appearance. The underlying messages were that ageing is problematic and that it had become unforgivable to show any signs of ageing. Text contained in advertisements for beauty products from the two chosen Australian magazines often gave specific and prescriptive advice to women on ways to avoid losing their youthful appearance. It was concluded that media relay powerful messages to spread and modify cultural beliefs informing individuals of a range of options that propose liberation from the problem of ageing.

Height, weight and well-being for rural, urban and migrant workers in China

In general, the happiness literature has paid little attention to the relationship between physical appearance and well-being. In this paper, we examine the link between weight, height and well-being for three distinct samples in China given that attractiveness effects likely vary greatly across sociocultural contexts. As China has recently undergone rapid economic transformation in the urban areas, this empirical exercise is particularly interesting because it can highlight how changing social norms have affected the relationship between physical appearance and subjective well-being. For the rural and migrant samples, we find that for both men and women, big and tall individuals have higher levels of well-being. This is consistent with the notion that the strong are better off when more labor intensive work is the norm. For the urban sample and for urban males in particular, no well-being penalty is found for being obese, unlike previous results based on Western samples. It is very likely that the unique Chinese cultural practice of network building banquets and feasting is behind this finding.

The development of eating pathology in Chinese-Australian women: acculturation versus culture clash

Objective
Recent research suggests there has been an increase in the incidence of eating pathology among Asian women residing in the West. Two alternate explanations for the development of this eating pathology have been proposed; acculturation versus culture clash. The current study was designed to further examine the influence of acculturation versus culture clash on the development of eating pathology in Chinese-Australian women.

Method
Eighty-one Chinese-Australian women completed a questionnaire investigating their level of eating pathology, perceived sociocultural influences to lose weight, parental overprotection and care, self-perceptions of physical appearance, sociability and global self-worth, and the strength of their ethnic identity.

Results
It was found that, overall, low levels of satisfaction with physical appearance, high levels of parental overprotection, and high levels of perceived pressure from best female friends to lose weight predicted greater eating pathology in both acculturated and traditional women. However, acculturated women who perceived higher levels of pressure from their fathers and best male friends to lose weight and traditional women who experienced higher levels of parental care reported the greatest eating pathology.

Discussion
The findings suggest that there are both similarities and differences between the risk factors that correlate with eating pathology between acculturated and traditional women. © 2004 by Wiley Periodicals, Inc. Int J Eat Disord 35: 579-588, 2004.