Transcript 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,
Liverpool John Moores University.
Two-thirds (66%) of current
and ex-smokers started
smoking before the age of 18
The younger adolescents smoke, the
more likely they become regular
smokers and cause greater long term
health risk (Tyas and Pederson, 1998;
(Office for National Statistics, 2013)
Leonardi-Bee, et al., 2011)
Almost all children can be reached
via the school environment
(Thomas et al., 2013)
(Escobedo et al., 1993)
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)
Katy Garnham-Lee: PhD Researcher
Interventions to prevent
smoking should be available
before the age of 12
Twitter: @KGL_
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)
Email: [email protected]
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
An assembly was
delivered by the SFS
team and a local SFS
sports star.
Katy Garnham-Lee: PhD Researcher
Teachers
incentivised to
deliver five of their
own SFS sessions
Twitter: @KGL_
One PE attend briefintervention training
and fed back
information to other
staff
Schools received
five coached
sessions run by
external coaches
Email: [email protected]
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).
Teachers’ sense of self-efficacy can thus influence the
learning and motivation of their students (Guskey and
Passaro, 1994).
NICE guidelines (2010) propose to provide training for all
staff who will be involved.
http://publications.nice.org.uk/school-based-interventions-to-preventsmoking-ph23/recommendations#recommendation-4-training-anddevelopment
Boman (2013) promotes evidence for the effectiveness of
information and skills programs in increasing Teaching
Assistants (TAs’) self-efficacy.
Classroom teachers, who receive training and support, can
improve their teaching of physical education
Katy Garnham-Lee: PhD Researcher
Twitter: @KGL_
Email: [email protected]
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]
Quantitative
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 = MannWhitney U Test. Parametric =
Independent-Samples T-Test
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.
Self-efficacy Score
Pre-Training
Mean
36.67
SD
7.75
Post-Training
53.25
5.95
Post-Intervention
54.00
5.58
The Mean and SD of the
summed totals responses.
Self-efficacy Score
Mean
SD
Did Attend Training
53.71
5.25
Did Not Attend Training
50.63
6.32
The Mean and SD of the
summed totals responses.
General Views of SFS,
Using Sport and PA to
Deliver SF Messages
within a School
Environment &
SFS Impact and Influence
Brief-intervention
training
Coaches and
the Coached
sessions
Issues Raised after SFS
by the Children
General Programme
Recommendations
Katy Garnham-Lee: PhD Researcher
Teacher Delivery,
The SFS Manual & The
Perceived Difference
between Teachers and
Coaches to Deliver SFS
Twitter: @KGL_
Email: [email protected]
Katy Garnham-Lee: PhD Researcher
Twitter: @KGL_
Email: [email protected]
Teachers were
generally very positive
about SFS as a whole.
Both teachers
and children
enjoyed
participating in
SFS.
Participants struggled to
respond when asked what
didn’t work well about
aspects of the
intervention.
Katy Garnham-Lee: PhD Researcher
Highlighted the
importance and
value of providing
a quality training
manual.
Teachers felt they
brought qualities to
the delivery in
addition to the
coaches.
Training increased
teachers’ self-efficacy to
deliver smoke free
messages.
Twitter: @KGL_
Email: [email protected]
Teachers were
generally very positive
about SFS as a whole.
“Smoke free has been a big success, it’s 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]
Katy Garnham-Lee: PhD Researcher
Twitter: @KGL_
Email: [email protected]
Highlighted the
importance and
value of providing
a quality training
manual.
Training increased
teachers’ self-efficacy to
deliver smoke free
messages.
“I think the manual was really good, it’s 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]
Katy Garnham-Lee: PhD Researcher
Twitter: @KGL_
Email: [email protected]
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]
Increased both their
knowledge, awareness and
dangers of smoking
A larger sample of teachers
who did not attend the training
would provide more insight
Including parents and
guardians could be
considered
Katy Garnham-Lee: PhD Researcher
Training increased
self efficacy
When conducting interviews,
teachers’ regularly had time
restrictions
Help govern, inform and tailor
SFS and other smoking
prevention interventions in
the future
Twitter: @KGL_
Email: [email protected]
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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).
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. 284–299.
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).
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
www.facebook.com/SmokeFreeSports
@SmokeFreeSports
REGISTER: ljmu.ac.uk/paexchange/events
Email: [email protected] to be
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