“All work and no play … ?” : a critical investigation of an emerging public health discourse on children’s play.

Dans de nombreuses sociétés industrialisées, une grande valeur est attribuée au jeu des enfants, principalement parce que le jeu est considéré comme étant une composante essentielle de leur développement et qu’il contribue à leur bonheur et à leur bien-être. Toutefois, des inquiétudes ont récemment été exprimées au regard des transformations qui s’opèrent dans le jeu des enfants, notamment en ce qui a trait à la réduction du temps de jeu en plein air. Ces transformations ont été attribuées, en grande partie, à une perception de risques accrus associés au jeu en plein air et à des changements sociaux qui favorisent des activités de loisirs plus structurées et organisées. L’inquiétude concernant la diminution de l’espace-temps accordé au jeu des enfants est d’ailleurs clairement exprimée dans le discours de la santé publique qui, de plus, témoigne d’un redoublement de préoccupations vis-à-vis du mode de vie sédentaire des enfants et d’une volonté affirmée de prévention de l'obésité infantile. Ainsi, les organisations de santé publique sont désormais engagées dans la promotion du jeu actif pour accroître l'activité physique des enfants. Nous assistons à l’émergence d’un discours de santé publique portant sur le jeu des enfants. À travers quatre articles, cette thèse explore le discours émergeant en santé publique sur le jeu des enfants et analyse certains de ses effets potentiels. L'article 1 présente une prise de position sur le sujet du jeu en santé publique. J’y définis le cadre d'analyse de cette thèse en présentant l'argument central de la recherche, les positions que les organisations de santé publique adoptent vis-à-vis le jeu des enfants et les répercussions potentielles que ces positions peuvent avoir sur les enfants et leurs jeux. La thèse permet ensuite d’examiner comment la notion de jeu est abordée par le discours de santé publique. L'article 2 présente ainsi une analyse de discours de santé publique à travers 150 documents portant sur la santé, l'activité physique, l'obésité, les loisirs et le jeu des enfants. Cette étude considère les valeurs et les postulats qui sous-tendent la promotion du jeu comme moyen d’améliorer la santé physique des enfants et permet de discerner comment le jeu est façonné, discipliné et normalisé dans le discours de santé publique. Notre propos révèle que le discours de santé publique représente le jeu des enfants comme une activité pouvant améliorer leur santé; que le plaisir sert de véhicule à la promotion de l’activité physique ; et que les enfants seraient encouragés à organiser leur temps libre de manière à optimiser leur santé. Étant donné l’influence potentielle du discours de santé publique sur la signification et l’expérience vécue du jeu parmi les enfants, cette thèse présente ensuite une analyse des représentations qu’ont 25 enfants âgés de 7 à 11 ans au regard du jeu. L’article 3 suggère que le jeu est une fin en soi pour les enfants de cette étude; qu'il revêt une importance au niveau émotionnel; et qu'il s’avère intrinsèquement motivé, sans but particulier. De plus, l’amusement que procure le jeu relève autant d’activités engagées que d’activités sédentaires. Enfin, certains enfants expriment un sentiment d'ambivalence concernant les jeux organisés; tandis que d’autres considèrent parfois le risque comme une composante particulièrement agréable du jeu. De tels résultats signalent une dissonance entre les formes de jeux promues en santé publique et le sens attribué au jeu par les enfants. Prenant appui sur le concept de « biopédagogies » inspiré des écrits de Michel Foucault, le quatrième article de cette thèse propose un croisement des deux volets de cette étude, soit le discours de santé publique sur le jeu et les constructions du jeu par les enfants. Bien que le discours de la santé publique exhortant au «jeu actif» soit reproduit par certains enfants, d'autres soulignent que le jeu sédentaire est important pour leur bien-être social et affectif. D’autre part, tandis que le « jeu actif » apparait, dans le discours de santé publique, comme une solution permettant de limiter le risque d'obésité, il comporte néanmoins des contradictions concernant la notion de risque, dans la mesure où les enfants ont à négocier avec les risques inhérents à l’activité accrue. À terme, cet article suggère que le discours de santé publique met de l’avant certaines représentations du jeu (actifs) tandis qu’il en néglige d’autres (sédentaires). Cette situation pourrait donner lieu à des conséquences inattendues, dans la mesure où les enfants pourraient éventuellement reconfigurer leurs pratiques de jeu et les significations qu’ils y accordent. Cette thèse n'a pas pour but de fournir des recommandations particulières pour la santé publique au regard du jeu des enfants. Prenant appui sur la perspective théorique de Michel Foucault, nous présentons plutôt une analyse d’un discours émergeant en santé publique ainsi que des pistes pour la poursuite de recherches sur le jeu dans le domaine de l’enfance. Enfin, compte tenu des effets potentiels du discours de la santé publique sur le jeu des enfants, et les perspectives contemporaines sur le jeu et les enfants, la conclusion offre des pistes de réflexion critique.

Children’s food and activity patterns following a six-month child weight management program

Objective To describe the impact of a parent-led, family focused child weight management program on the food intake and activity patterns of pre-pubertal children. Methods n assessor-blinded, randomized controlled trial involving 111 (64% female) overweight, pre-pubertal children 6 to 9 years of age randomly assigned to parenting-skills training plus intensive lifestyle education, parenting-skills training alone, or a 12-month wait-listed control. Study outcomes were assessed at baseline, 6 months, and 12 months. This paper presents data on food intake assessed via a validated 54-item parent completed dietary questionnaire and activity behaviours assessed via a parent-report 20-item activity questionnaire. Results Intake of energy-dense nutrient poor foods was lower in both intervention groups at 6 months (mean difference, P+DA -1.5 serves [CI -2.0;-1.0]; P -1.0 serves [-2.0;-0.5]) and 12 months (mean difference P+DA -1.0 serves [CI -2.0;-0.5]; P -1.0 serves [-1.5; 0.0]) compared to baseline. Intake of vegetables, fruit, breads and cereals, meat and alternatives and dairy foods remained unchanged. Regardless of study group there were significant reductions over time in the reported time spent engaged in small screen activities and an increase in the time reported spent in active play. Conclusion Child weight management intervention that promotes food intake in line with national dietary guidelines achieves a reduction in children’s intake of energy dense, nutrient poor foods. This was achieved without compromising intake of nutrient-rich food and changes in were maintained even once the intervention ceased.

Physical activity levels among children attending family day care

Objective To objectively measure the physical activity (PA) levels of children attending family day care programs. Methods A total of 114 children from 47 family day care centers wore an accelerometer for the duration of their time in care. Time in moderate-to-vigorous PA (MVPA) and total PA was calculated using previously validated cut points. Results Children accumulated 5.8 ± 3.2 minutes of MVPA and 10.4 ± 4.4 minutes of total PA per hour of attendance. Boys exhibited significantly higher levels of PA than girls. Among healthy weight children, 4- and 5-year-olds exhibited significantly higher levels of PA than 2- and 3-year-olds. Overweight and obese 4- and 5-year-olds exhibited significantly lower levels of PA than their healthy weight counterparts. Conclusions and Implications Children attending family day care participate in low levels of PA during the child care day. The results highlight the need for effective programs to promote PA in family day care.

Physical activity, self-regulation, and early academic achievement in preschool children

Research Findings The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path analyses indicated that higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments. Practice or Policy Results point to the benefits of active play for promoting self-regulation and offer insight into possible interventions designed to promote self-regulation and academic achievement.

Factors associated with physical activity in children attending family child care homes

Objective To determine the relationship between family child care home (FCCH) practices and characteristics, and objectively measured physical activity (PA) among children attending FCCHs. Methods FCCH practices and characteristics were assessed in 45 FCCHs in Oregon (USA) in 2010-2011 using the Nutrition and Physical Activity Self-Assessment for Child Care Instrument. Within the 45 FCCHs, 136 children between ages 2 and 5. years wore an accelerometer during child care attendance over a one-week period. Time spent in light, moderate, and vigorous PA per hour was calculated using intensity-related cut-points (Pate et al., 2006). Results FCCH characteristics and practices associated with higher levels of PA (min/h; p < 0.05) included provision of sufficient outdoor active play [32.2 (1.0) vs. 28.6 (1.3)], active play using portable play equipment [31.7 (1.0) vs. 29.3 (1.4)], the presence of a variety of fixed play equipment [32.2 (1.0) vs. 28.9 (1.3)], and suitable indoor play space [32.2 (1.0) vs. 28.6 (1.3)], engaging in active play with children [32.1 (1.1) vs. 29.6 (1.2)], and receiving activity-related training [33.1 (1.2) vs. 30.3 (1.1)]. Conclusions This is the first study to identify practices and characteristics of FCCHs that influence children's PA. These data should be considered when developing programs and policies to promote PA in FCCHs.

Maternal and paternal support for physical activity and healthy eating in preschool children: A cross-sectional study

BACKGROUND Parental support is a key influence on children's health behaviours; however, no previous investigation has simultaneously explored the influence of mothers' and fathers' social support on eating and physical activity in preschool-aged children. This study evaluated the singular and combined effects of maternal and paternal support for physical activity (PA) and fruit and vegetable consumption (FV) on preschoolers' PA and FV. METHODS A random sample comprising 173 parent-child dyads completed validated scales assessing maternal and paternal instrumental support and child PA and FV behaviour. Pearson correlations, controlling for child age, parental age, and parental education, were used to evaluate relationships between maternal and paternal support and child PA and FV. K-means cluster analysis was used to identify families with distinct patterns of maternal and paternal support for PA and FV, and one-way ANOVA examined the impact of cluster membership on child PA and FV. RESULTS Maternal and paternal support for PA were positively associated with child PA (r = 0.37 and r = 0.36, respectively; P < 0.001). Maternal but not paternal support for FV was positively associated with child FV (r = 0.35; P < 0.001). Five clusters characterised groups of families with distinct configurations of maternal and paternal support for PA and FV: 1) above average maternal and paternal support for PA and FV, 2) below average maternal and paternal support for PA and FV, 3) above average maternal and paternal support for PA but below average maternal and paternal support for FV, 4) above average maternal and paternal support for FV but below average maternal and paternal support for PA, and 5) above average maternal support but below average paternal support for PA and FV. Children from families with above average maternal and paternal support for both health behaviours had higher PA and FV levels than children from families with above average support for just one health behaviour, or below average support for both behaviours. CONCLUSIONS The level and consistency of instrumental support from mothers and fathers for PA and FV may be an important target for obesity prevention in preschool-aged children.

"I'm on it 24/7 at the moment" : A qualitative examination of multi-screen viewing behaviours among UK 10-11 year olds

Background: Screen-viewing has been associated with increased body mass, increased risk of metabolic syndrome and lower psychological well-being among children and adolescents. There is a shortage of information about the nature of contemporary screen-viewing amongst children especially given the rapid advances in screen-viewing equipment technology and their widespread availability. Anecdotal evidence suggests that large numbers of children embrace the multi-functionality of current devices to engage in multiple forms of screen-viewing at the same time. In this paper we used qualitative methods to assess the nature and extent of multiple forms of screen-viewing in UK children. Methods: Focus groups were conducted with 10-11 year old children (n = 63) who were recruited from five primary schools in Bristol, UK. Topics included the types of screen-viewing in which the participants engaged; whether the participants ever engaged in more than one form of screen-viewing at any time and if so the nature of this multiple viewing; reasons for engaging in multi-screen-viewing; the room within the house where multi-screen-viewing took place and the reasons for selecting that room. All focus groups were transcribed verbatim, anonymised and thematically analysed. Results: Multi-screen viewing was a common behaviour. Although multi-screen viewing often involved watching TV, TV viewing was often the background behaviour with attention focussed towards a laptop, handheld device or smart-phone. There were three main reasons for engaging in multi-screen viewing: 1) tempering impatience that was associated with a programme loading; 2) multi-screen facilitated filtering out unwanted content such as advertisements; and 3) multi-screen viewing was perceived to be enjoyable. Multi-screen viewing occurred either in the child's bedroom or in the main living area of the home. There was considerable variability in the level and timing of viewing and this appeared to be a function of whether the participants attended after-school clubs. Conclusions: UK children regularly engage in two or more forms of screen-viewing at the same time. There are currently no means of assessing multi-screen viewing nor any interventions that specifically focus on reducing multi-screen viewing. To reduce children's overall screen-viewing we need to understand and then develop approaches to reduce multi-screen viewing among children.

Comunidades "no sentido social da evangelização": CEBs, camponeses e quilombolas na Amazônia Oriental Brasileira

O estudo sobre novos movimentos eclesiais na Igreja Católica, desenvolvido na Amazônia Oriental brasileira, permite uma reflexão sobre a influência dessa Igreja em duas áreas rurais do estado do Pará: a Transamazônica e a microrregião de Tomé Açu. Em ambas, sua atuação, através das chamadas Comunidades Eclesiais de Base (CEBs), muito ativas, desempenha papel relevante entre as populações dessas áreas. O artigo se propõe a analisar a condição social dessas populações que, em função de suas vivências e práticas, incorporando criticamente a influência de agentes de pastoral, assumem novas identidades e novas práticas de natureza política e religiosa, antes não existentes em seu meio.

Report Card on Physical Activity for Children and Youth

Background: This article describes the procedures and development of the rst Portuguese Report Card on Physical Activity in Children and Adolescents. Methods: Comprehensive searches for data related to indicators of physical activity (PA) were completed by a committee of physical activity and sports specialists. Grades were assigned to each indicator consistent with the process and methodology outlined by the Active Healthy Kids Canada Report Card model. Results: Nine indicators of PA were graded. The following grades were assigned: Overall Physical Activity Levels, D; Organized Sport Participation, B; Active Play, D; Active Transportation, C; Sedentary Behaviors, D; Family and Peers, C; Schools, B; Community and the Built Environment, D; and Government, C. Conclusions: Portuguese children and adolescents do not reach suf cient physical activity levels and spend larger amounts of time spent in sedentary behaviors compared with recommendations. Effective policies of PA promotion and implementation are needed in different domains of young people’s daily lives.

Results From Portugal’s 2016 Report Card on Physical Activity for Children and Youth

Background: This article describes the procedures and development of the first Portuguese Report Card on Physical Activity in Children and Adolescents. Methods: Comprehensive searches for data related to indicators of physical activity (PA) were completed by a committee of physical activity and sports specialists. Grades were assigned to each indicator consistent with the process and methodology outlined by the Active Healthy Kids Canada Report Card model. Results: Nine indicators of PA were graded. The following grades were assigned: Overall Physical Activity Levels, D; Organized Sport Participation, B; Active Play, D; Active Transportation, C; Sedentary Behaviors, D; Family and Peers, C; Schools, B; Community and the Built Environment, D; and Government, C. Conclusions: Portuguese children and adolescents do not reach sufficient physical activity levels and spend larger amounts of time spent in sedentary behaviors compared with recommendations. Effective policies of PA promotion and implementation are needed in different domains of young people’s daily lives.

Morphology and electrostatics play active role in neuronal differentiation processes on flexible conducting substrates

This commentary discusses and summarizes the key highlights of our recently reported work entitled ``Neuronal Differentiation of Embryonic Stem Cell Derived Neuronal Progenitors Can Be Regulated by Stretchable Conducting Polymers.'' The prospect of controlling the mechanical-rigidity and the surface conductance properties offers a unique combination for tailoring the growth and differentiation of neuronal cells. We emphasize the utility of transparent elastomeric substrates with coatings of electrically conducting polymer to realize the desired substrate-characteristics for cellular development processes. Our study showed that neuronal differentiation from ES cells is highly influenced by the specific substrates on which they are growing. Thus, our results provide a better strategy for regulated neuronal differentiation by using such functional conducting surfaces.

Adult Participants’ Experiences of a Sport Program Implementing the Easy-Play Model: Implications for an Active Lifestyle

The Easy-Play Model is a useful framework for facilitating sport among a diverse group of participants of different ages and ability levels. The model’s focus on de-emphasizing competitiveness in an effort to establish an optimally competitive environment has facilitated positive play experiences. This study investigated the experiences of players who have been a part of a weekly soccer program implementing the Easy-Play Model. In-depth interviews of 8 participants provided insight concerning the benefits and weaknesses of the approach and the notable experiences of the players. Results provided data confirming the model’s effectiveness in facilitating positive social interactions, safe play experiences where injury is generally a negligible concern, and productive opportunities to be physically active through sport. This study of the Easy-Play Model sets the foundation for future research which should further add to our understanding of productive ways to engage people in physical activity through sport.

A constraints-led perspective to understanding skill acquisition and game play: A basis for integration of motor learning theory and physical education praxis?

Background: In order to design appropriate environments for performance and learning of movement skills, physical educators need a sound theoretical model of the learner and of processes of learning. In physical education, this type of modelling informs the organization of learning environments and effective and efficient use of practice time. An emerging theoretical framework in motor learning, relevant to physical education, advocates a constraints-led perspective for acquisition of movement skills and game play knowledge. This framework shows how physical educators could use task, performer and environmental constraints to channel acquisition of movement skills and decision making behaviours in learners. From this viewpoint, learners generate specific movement solutions to satisfy the unique combination of constraints imposed on them, a process which can be harnessed during physical education lessons. Purpose: In this paper the aim is to provide an overview of the motor learning approach emanating from the constraints-led perspective, and examine how it can substantiate a platform for a new pedagogical framework in physical education: nonlinear pedagogy. We aim to demonstrate that it is only through theoretically valid and objective empirical work of an applied nature that a conceptually sound nonlinear pedagogy model can continue to evolve and support research in physical education. We present some important implications for designing practices in games lessons, showing how a constraints-led perspective on motor learning could assist physical educators in understanding how to structure learning experiences for learners at different stages, with specific focus on understanding the design of games teaching programmes in physical education, using exemplars from Rugby Union and Cricket. Findings: Research evidence from recent studies examining movement models demonstrates that physical education teachers need a strong understanding of sport performance so that task constraints can be manipulated so that information-movement couplings are maintained in a learning environment that is representative of real performance situations. Physical educators should also understand that movement variability may not necessarily be detrimental to learning and could be an important phenomenon prior to the acquisition of a stable and functional movement pattern. We highlight how the nonlinear pedagogical approach is student-centred and empowers individuals to become active learners via a more hands-off approach to learning. Summary: A constraints-based perspective has the potential to provide physical educators with a framework for understanding how performer, task and environmental constraints shape each individual‟s physical education. Understanding the underlying neurobiological processes present in a constraints-led perspective to skill acquisition and game play can raise awareness of physical educators that teaching is a dynamic 'art' interwoven with the 'science' of motor learning theories.

Creating Active Futures : Edited Proceedings of the 26th ACHPER International Conference

Physical inactivity has become a major cause of the global increase in non-communicable disease (World Health Organisation, 2009}. In 2008, the World Economic Forum called for employers to be proactive in the prevention of non-communicable diseases in the workforce. A significant contributor to the development of a healthy workforce is a reliable pool of employees who are receptive to and aware of healthy lifestyle practices even before becoming employed. Health and Physical Education (HPE) is often stereotyped as 'doing sport'. However, if HPE is to play a part in the development of a healthy workforce, then the HPE learning environment must be about creating meaningful learning for all, which is clearly more than the creation of elite athletes. The ultimate aim of health and physical educators must be about 1) developing lifelong and habitual physical activity; 2) developing generic physical skills; 3) inspiring holistic and positive emotional attitudes and 4) instilling a focus on evidence based knowledge as a framework for inspiring active citizenship. As a response to the worldwide move to the development of healthier people, Australia currently has a strong momentum for an expanded and more unified role for HPE within a potential National curriculum. Other countries have engaged in such a process and much can be learned from their experiences of the process. The 2009 Australian Council for Health, Physical Education and Recreation (ACHPER) conference was a landmark conference that included an International group of experts from all continents and twenty three countries. Creating Active Futures: Edited Proceedings of the 26th ACHPER International Conference is an amalgamation of research and professional perspectives presented at the conference. The papers in this volume emerged from those presented for peer review, rather than through seeking specific articles. This volume is divided into sections based on the five conference themes: 1) Issues in Health and Physical Education (HPE) Pedagogy; 2) Practical Application of Science in HPE; 3) Lifestyle Enhancement; 4) Developing Sporting Excellence; 5) Contemporary Games Teaching. The 'Issues in HPE Pedagogy' section provides a diverse set of perspectives on teaching HPE with papers from a range of topics that include first aid, philosophy, access, cultural characteristics, methods and teaching styles, curriculum, qualifications and emotional development. The second section links science to teaching HPE and provides a range of valuable information on injury prevention, information technology, personality and skill development. Section 3 is a collection of writings and research about Lifestyle Enhancement. Topics include the important role of adventure, the natural world, curriculum, migrant viewpoints, beliefs and globally focused programs in the development of active citizens. The section on sporting excellence contains papers that undertake to explain an aspect of excellence in sport. The last section of this volume highlights some contemporary views on teaching games.