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Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study.

ABSTRACT: Background: Daily stressors have a significant impact on students' educational outcomes. However, research on students perceived and common contextual stressors in physical education (PE) lessons is limited. Purpose: To identify potential contextual stressors in PE contexts and what students perceive as stressors. Participants: Ninth-grade students (age 14-15) and their PE teachers recruited from three classes in one lower secondary school in Norway. Research Design: This qualitative case study used data generated from descriptive field notes from participant observations in PE lessons, formal interviews and informal conversations with PE teachers, focus group and individual interviews with students, and a supplementary survey using the TurningPoint student response system. Conversations were transcribed verbatim and analyzed using reflexive thematic analysis (Braun and Clarke, 2006; Tolmie et al., 2011; Braun et al., 2019) and the NVivo 12 Pro analysis software. The survey was analyzed using IBM SPSS Statistics 21. Findings: This study supports and expands previous research exploring students' stressors in PE and highlights the volume and variety of potential stressors in PE contexts. The findings shed light on certain similarities and differences that may exist between students of different genders and grades and with different past physical activity experiences. In the present study, spectators, in addition to difficult tasks and low self-efficacy, seemed particularly stressful for girls. This article presents nuances revealed by various qualitative approaches and a supplementary survey. Conclusion: Students in this study experience a multitude of stressors during PE lessons. These include stressors in the teaching, physical, and social environments, as well as personal factors. The stressors experienced depend on the situation, the lesson content, the parties involved, students' past experiences, and their appraisal of these stressors. In our sample, girls seemed to be more vulnerable to contextual stressors in PE than boys.

SUBMITTER: Asebo ES

PROVIDER: S-EPMC7739826 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study.

Åsebø Eli-Karin Sjåstad ES Løvoll Helga S HS Krumsvik Rune Johan RJ

Frontiers in sports and active living 20201009

Background: Daily stressors have a significant impact on students' educational outcomes. However, research on students perceived and common contextual stressors in physical education (PE) lessons is limited. Purpose: To identify potential contextual stressors in PE contexts and what students perceive as stressors. Participants: Ninth-grade students (age 14-15) and their PE teachers recruited from three classes in one lower secondary school in Norway. Research Design: ...[more]

PMID: 33345110

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Project description:Background The global prevalence of autism is reported to be at least 1% and is rising. Autistic people have a range of comorbidities resulting in a high use of health services. Doctors of nearly all specialties are likely to encounter autistic people in their practice. Autistic people report dissatisfactory care and encounter disproportionately worse health-related outcomes than non-autistic people, which in part has been attributed to a lack of skill and awareness in the medical workforce. At present, autism education is not always included in undergraduate medical curricula. In England, the Department of Health and Social Care has mandated that autism education should be included in all undergraduate medical curricula but current evidence relating to the delivery and receipt of autism education is poor. A greater understanding of medical student perceptions of autism education is required to inform curriculum development. This qualitative study sought to explore the perceptions of autism education in final year medical students at a medical school in South-East England by 1) assessing their perceived preparedness to care for autistic people once they have graduated from medical school and 2) determining their perceived acceptability of a new undergraduate education programme, Time for Autism (TfA). Materials and methods A purposeful sample of ten final-year medical students were recruited. Students completed in-depth, individual interviews. Data was analysed using thematic analysis. Results Four key themes were identified: Learning environment, Exposure, Relevance and Curricular priority. The findings of this study indicate that medical students perceived greatest value in autism education when it was directly relevant to developing preparedness for practice. Value was influenced by the perceived curricular priority attached to autism education. The new autism programme, Time for Autism was perceived to add relevance and priority to autism education in the existing curriculum in this medical school setting. Discussion The study findings shed new light on medical education literature, emphasising the importance of congruence between the provision of autism education and the prioritisation of autism education within the curriculum. Consideration of relevance and curricular priority can be used to support the development of autism education in future medical curricula.

Project description:BackgroundThere is clear evidence that lifestyle interventions are effective towards reducing cardiovascular risk. However, implementing these interventions in real-world setting has been suboptimal, especially in sub-Saharan Africa, thus creating 'evidence to practice gap.' We explore perceptions of community members on contextual factors driving cardiovascular disease (CVD) behavioural risk (alcohol consumption, smoking, physical (in)activity and fruits and vegetables consumption) in Ghana.MethodsThis was a cross-sectional study. Thirty (30) focus group discussions (FGDs) were carried out in five communities in Ghana (Ga Mashie, Tafo, Gyegyeano, Chanshegu and Agorve) between October and November 2017, and these were analysed using a thematic approach.ResultsFive main factors were raised by participants as contextual factors driving alcohol consumption and smoking and these include economic (poverty, unemployment, loss of jobs), psycho-social (worries, hardships, anxieties), medical (pain suppression, illness management), sexual (sexual performance boost), and socio-cultural (curse invocation, quest for supernatural powers) factors. Personal/social factors (time constraints, personal dislike, lack of knowledge of the benefits of exercise), economic factors (poverty, economic hardship), and negative health effects (getting tired easily, medical conditions) were cited as reasons why community members did not engage in physical activity. Consumption of fruits and vegetables in the five communities were determined by availability, cost, personal (dis)like, lack of knowledge about benefits, and cultural taboo. Participants' narratives revealed that the symbolic functions of some of these behavioural risk factors and the built environment were important determining factors that have sustained these behaviours in these communities over the years.ConclusionsThis study showed that successful implementation of CVD interventions in Ghana needs to address the perceptions of community members on factors driving CVD behavioural risk factors. Future policies and interventions should be developed based on these contextual factors taking into consideration the age, sex and ethnic variations especially with interventions seeking to address CVD risk factors at the primary health care level. These findings should urge local policy makers and health managers to incorporate the roles of these contextual factors in new programs targeting cardiovascular health. Closing the 'evidence to practice' gap as far as CVD interventions are concerned may be impossible without this.

Project description:OBJECTIVES:Non-communicable diseases account for 50% of all deaths in Nepal and 25% result from cardiovascular diseases. Previous studies in Nepal indicate a high burden of behavioural cardiovascular risk factors, suggesting a low level of knowledge, attitude and practice/behaviour regarding cardiovascular health. The behavioural foundation for a healthy lifestyle begins in early childhood, when mothers play a key role in their children's lives. This qualitative study, conducted in a Nepalese peri-urban community, aimed to explore mothers' perception of their children's diet and physical activity. DESIGN:We notated, tape-recorded and transcribed all data collected from six focus group discussions, and used qualitative content analysis for evaluation and interpretation. SETTING:The study was conducted in the Jhaukhel-Duwakot Health Demographic Surveillance Site in the Bhaktapur district of Nepal. PARTICIPANTS:Local health workers helped recruit 61 women with children aged 5-10?years. We distributed participants among six different groups according to educational status. RESULTS:Although participants understood the importance of healthy food, they misunderstood its composition, perceiving it as unappetising and appropriate only for sick people. Furthermore, participants did not prioritise their children's physical activities. Moreover, mothers believed they had limited control over their children's dietary habits and physical activity. Finally, they opined that health educational programmes would help mothers and recommended various intervention strategies to increase knowledge regarding a healthy lifestyle. CONCLUSIONS:Our data reveal that mothers of young children in a peri-urban community of Nepal lack adequate and accurate understanding about the impact of a healthy diet and physical activity. Therefore, to prevent future cardiovascular disease and other non-communicable diseases among children, Nepal needs health education programmes to improve mothers' cardiovascular health knowledge, attitude and behaviour.

Dataset Information

Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study.

Publications

Perceptions of Contextual Stressors in Physical Education. A Qualitative Case Study.

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