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The main aim of this study was to assess the effects of a fitness assessment and exercise consultation on physical activity over 1 year in non-regularly active participants drawn from a socially and economically deprived community. Of 3000 people invited to volunteer for either intervention, 225 fitness assessment volunteers were randomly assigned to an experimental or control group; 145 exercise consultation volunteers were similarly assigned. Physical activity was measured at baseline, 4 weeks, 3 months (plus an intervention re-test), 6 months and 1 year. Analysis of variance and follow-up Bonferroni analysis showed that, for those not regularly active at baseline, physical activity increased significantly to 4 weeks, was maintained to 6 months but had fallen by 1 year. Only those receiving an exercise consultation significantly increased their physical activity after 1 year. Compared with fitness assessments, chi-square analysis showed that significantly more non-regularly active participants volunteered for an exercise consultation and those receiving an exercise consultation had significantly better long-term study adherence than those receiving a fitness assessment. The study also showed that, contrary to popular opinion, those in a socially and economically deprived community are not 'hard to reach' and respond well to physical activity interventions. 相似文献
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This paper presents conclusions from recent systematic reviews and highlights individually targeted interventions that are effective at increasing physical activity. It discusses the limitations of currently available evidence, considers what factors lead to these limitations and what barriers exist in terms of implementing the evidence as part of local and national policy and practice. Barriers present themselves in terms of getting evidence into practice and in terms of ensuring that practice informs the evidence base. These barriers include difficulties in conducting systematic reviews, disaggregating knowledge from complex interventions, making local adaptations to existing evidence, the lack of an evaluation culture, ethical and pragmatic difficulties in designing interventions, selecting appropriate outcome measures, poor designs and implementation of evidence and, finally, a recognition that policy making is not only based on the available evidence. New and more integrated approaches to evaluation and to practice are needed. 相似文献
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Changing the individual to promote health-enhancing physical activity: the difficulties of producing evidence and translating it into practice 总被引：1，自引：0，他引：1
This paper presents conclusions from recent systematic reviews and highlights individually targeted interventions that are effective at increasing physical activity. It discusses the limitations of currently available evidence, considers what factors lead to these limitations and what barriers exist in terms of implementing the evidence as part of local and national policy and practice. Barriers present themselves in terms of getting evidence into practice and in terms of ensuring that practice informs the evidence base. These barriers include difficulties in conducting systematic reviews, disaggregating knowledge from complex interventions, making local adaptations to existing evidence, the lack of an evaluation culture, ethical and pragmatic difficulties in designing interventions, selecting appropriate outcome measures, poor designs and implementation of evidence and, finally, a recognition that policy making is not only based on the available evidence. New and more integrated approaches to evaluation and to practice are needed. 相似文献
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Nanette J Welton 《Journal of the Medical Library Association》2010,98(3):217-219
The Health Sciences Library at the University of Washington initiated and continues to develop a role in the electronic medical record, starting with the development of the first integrated web-based interface, called MINDscape. An Integrated Academic Information Management System (IAIMS) grant in 1992 began the process, which also led to the development of a clinical medical librarian position. Over the years, the librarian''s role in the clinical environment became more established, and with the advent of clinical online resources, it offered further opportunities for librarians to provide the expertise needed to incorporate the appropriate resources. The collaborative journey continues as librarians, now able to directly access the EMRs, provide information about what resources to use and where best to place them and design how best to provide notes or feedback to clinicians. 相似文献
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Andrew Dalziell Josephine N. Booth James Boyle Nanette Mutrie 《British Educational Research Journal》2019,45(3):576-591
This study aimed to identify what impact a novel approach to teaching physical education (PE) had on children's physical activity (PA), coordination and cognition compared to current provision. One hundred and fifty children were recruited from six primary schools in Scotland. Outcome measures were the Cognitive Assessment System, the Physical Activity Habits Questionnaire for Children and fundamental locomotor skills (crawling, creeping, marching and skipping). Pre-, post- and 6-month follow-up testing was conducted and data analysed comparing a control and an intervention group. Each group received 2 hours of PE each week during the 16-week intervention. Current provision in PE was delivered in the control group and a Better Movers and Thinkers approach to PE delivered in the intervention group. Significant effects of intervention relative to the control group were identified in cognition (p ≤ 0.001, d = 0.76) and coordination (p ≤ 0.001, d = 0.97). No significant effects of intervention were identified for PA (p ≤ 0.200, d = 0.24). The improvement in the outcome measures remained at the 6-month follow-up testing. The present study has identified cognitive and coordination improvements as a result of a novel PE intervention with benefits maintained 6 months later. This supports the need for modification in current PE provision to optimise the potential for learning across the curriculum. 相似文献
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Nanette Svenson 《Higher Education》2013,65(5):661-676
This article examines the state of scientific research and development in Central America, highlighting the potential contribution of international partners. It separates Central America from the larger region of Latin America and the Caribbean to underscore its differences and how these affect scientific and technological capacities, priorities and possibilities. Using primarily data from the Ibero-American Network of Science and Technology Indicators and the United Nations Educational, Cultural and Scientific Organization Institute for Statistics, current research and development trends in the region are explored, as defined by international Frascati norms, and juxtaposed against broader scientific and technological parameters. Challenges within this environment include educational quality and completion rates; low public and private funding of scientific research; lack of institutionalization; limited understanding of the potential returns associated with research; and the fact that the region operates almost entirely in Spanish, limiting opportunities for global publication and exchange. In addition to national efforts, collaborative international initiatives that appear to be yielding dividends against these obstacles are multinational and intergovernmental supported research training and monitoring partnerships; cross-border university- and research institute-led programs; and international joint publishing projects. 相似文献
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Michael Huberman Nanette Levision 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(4):385-404
There has been a good deal of hand-wringing over the lack of strong connections between universities and schools, but surprisingly little empirical enquiry. What happens when colleges or faculties of education and schools collaborate enduringly and intensively? How may these arrangements be strengthened? The data presented here show that such arrangements can, and do, strengthen both research, teaching and instructional practices. From these data, an empirical model can be derived showing that the type and number of links created, along with specific staff and programme characteristics within the intermediary unit, are not only decisive variables but also the most ‘manipulable’ ones. These variables combine to create still greater interdependence and linkage which, in turn, translate into measurably improved knowledge and practice, not only within the institutions to which the university reaches out, but also within the university itself. 相似文献