Influence of junior high school health and physical education materials on students' perceptions, intentions, and behaviors regarding sitting too much: a natural experiment
Objective: The present study used a natural experimental approach to examine the influence intention regarding screen time (ST), and ST on these variables one year among students who used and did not use physical education textbooks that contained sedentary behaviors. Methods: Two web-based surveys...
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| Published in | Research in Exercise Epidemiology Vol. 26; no. 2; pp. 85 - 92 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | Japanese |
| Published |
Japanese Association of Exercise Epidemiology
31.12.2024
日本運動疫学会 |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1347-5827 2434-2017 |
| DOI | 10.24804/ree.2405 |
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| Abstract | Objective: The present study used a natural experimental approach to examine the influence intention regarding screen time (ST), and ST on these variables one year among students who used and did not use physical education textbooks that contained sedentary behaviors. Methods: Two web-based surveys were administered in March 2021 (T1; 2,219 students) and 2022 (T2; 778 students) to parents of sixth grade students at T1. Parents were asked about ST, awareness, intentions, attributes (sex, body mass index of the child, and household income in T1), and publishers of the health and physical education textbooks. A path model based on the simultaneous analysis of multiple populations adjusted for attributes was used to examine the effects of T1 awareness, intention, and ST on T2 awareness, intention, and ST in students using textbooks that discussed and did not discuss sedentary behaviors. Results: Of the 624 participants analyzed, 25.2% were students who used physical education textbooks that contained sedentary behaviors boys. Path analysis showed that awareness of T1 and T2 significantly influenced intention in both groups who used and did not use textbooks that discussed sedentary behaviors （AGFI=0.954, HOELTER0.05=575, AIC=133.788, RMSEA=0.005）. The two paths showed no significant difference. Conclusion: Awareness affected intention, but had no effect on ST. These associations were no differences with or without the use of textbooks that discussed sedentary behavior. |
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| AbstractList | Objective: The present study used a natural experimental approach to examine the influence of awareness, intention regarding screen time (ST), and ST on these variables one year among students who used and did not use physical education textbooks that contained sedentary behaviors.
Methods: Two web-based surveys were administered in March 2021 (T1; 2,219 students) and 2022 (T2; 778 students) to parents of sixth grade students at T1. Parents were asked about ST, awareness, intentions, attributes (sex, body mass index of the child, and household income in T1), and publishers of the health and physical education textbooks. A path model based on the simultaneous analysis of multiple populations adjusted for attributes was used to examine the effects of T1 awareness, intention, and ST on T2 awareness, intention, and ST in students using textbooks that discussed and did not discuss sedentary behaviors.
Results: Of the 624 participants analyzed, 25.2% were students who used physical education textbooks that contained sedentary behaviors boys. Path analysis showed that awareness of T1 and T2 significantly influenced intention in both groups who used and did not use textbooks that discussed sedentary behaviors (AGFI=0.954, HOELTER0.05=575, AIC=133.788, RMSEA=0.005). The two paths showed no significant difference.
Conclusion: Awareness affected intention, but had no effect on ST. These associations were no differences with or without the use of textbooks that discussed sedentary behavior.
目的：自然実験アプローチを用い，学校教育場面の中で座位行動についての情報が含まれた教科書を使用している生徒と使用していない生徒での，気づき，意図およびスクリーンタイム（ST）が1年後のそれらに与える影響を検討することを目的とした。
方法：2021年（T1; 2,219名）および2022年（T2; 778名）3月の2回のウェブ調査を，T1時に小学6年生の子どものいる保護者に実施した。 ST，座位行動に関する気づき，意図，属性（T1の子どもの性およびbody mass index，世帯収入），保健体育の教科書の出版社を尋ねた。座位行動に関する内容が含まれている教科書を使用している生徒と含まれていない教科書を使用している生徒における，T1の気づき，意図およびSTがT2の気づき，意図，STそれぞれに与える影響について，属性を調整した多母集団同時分析によるパス解析を実施した。
結果：分析対象者624名のうち，座位行動に関する内容が含まれている教科書を使用している生徒の割合は25.2%であった。パス解析を行った結果，座位行動についての記載された教科書を使用している群と記載されていない教科書を使用している群ともに，T1およびT2それぞれ気づきが有意に意図に影響を与えていた（AGFI=0.954, HOELTER0.05=575, AIC=133.788, RMSEA=0.005）。しかしながら，これらの両群の値の差に対する検定を行った結果，差は認められなかった。
結論：気づきは意図に影響を与えていたが，STへの影響は確認できなかった。この影響は，座位行動に関する情報が含まれた教科書の使用の有無によって差はなかった。 Objective: The present study used a natural experimental approach to examine the influence intention regarding screen time (ST), and ST on these variables one year among students who used and did not use physical education textbooks that contained sedentary behaviors. Methods: Two web-based surveys were administered in March 2021 (T1; 2,219 students) and 2022 (T2; 778 students) to parents of sixth grade students at T1. Parents were asked about ST, awareness, intentions, attributes (sex, body mass index of the child, and household income in T1), and publishers of the health and physical education textbooks. A path model based on the simultaneous analysis of multiple populations adjusted for attributes was used to examine the effects of T1 awareness, intention, and ST on T2 awareness, intention, and ST in students using textbooks that discussed and did not discuss sedentary behaviors. Results: Of the 624 participants analyzed, 25.2% were students who used physical education textbooks that contained sedentary behaviors boys. Path analysis showed that awareness of T1 and T2 significantly influenced intention in both groups who used and did not use textbooks that discussed sedentary behaviors （AGFI=0.954, HOELTER0.05=575, AIC=133.788, RMSEA=0.005）. The two paths showed no significant difference. Conclusion: Awareness affected intention, but had no effect on ST. These associations were no differences with or without the use of textbooks that discussed sedentary behavior. |
| Author | Miyawaki, Rina Oka, Koichiro Ishii, Kaori Shibata, Ai |
| Author_FL | 石井 香織 岡 浩一朗 宮脇 梨奈 柴田 愛 |
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Percept Mot Skills. 2016; 123: 445–459. doi: 10.1177/0031512516662645. 21) Marcus BH, Owen N, Forsyth LH, et al. Physical activity interventions using mass media, print media, and information technology. Am J Prev Med. 1998; 15: 362–378. doi: 10.1016/s0749-3797(98)00079-8. 5) Ishii K, Shibata A, Adachi M, Nonoue K, Oka K. Gender and grade differences in objectively measured physical activity and sedentary behavior patterns among Japanese children and adolescents: a cross-sectional study. BMC Public Health. 2015; 15: 1254. doi: 10.1186/s12889-015-2607-3. 32) Orbell S, Sheeran P. 'Inclined abstainers': a problem for predicting health-related behaviour. Br J Soc Psychol. 1998; 37: 151–165. doi: 10.1111/j.2044-8309.1998.tb01162.x. 34) Triandis H, Howe H, Page M. Nebraska symposium on motivation. H Howe & M Page (Eds). 1980; 27: 195–259. 3) Australian Government Department of Health. Australian 24-Hour Movement Guidelines for Children and Young People (5 to 17 years): an Integration of Physical Activity, Sedentary Behaviour, and Sleep. 2019. https://www.health.gov.au/resources/publications/australian-24-our-movementguidelines-for-children-5-to-12-years-and-young-people-13-to-17-years-an-integration-of-physical-activity-sedentarybehaviour-and-sleep（アクセス日：2024 年 11 月 19 日） 29) Clark KL, AbuSabha R, von Eye A, Achterberg C. Text and graphics: manipulating nutrition brochures to maximize recall. Health Educ Res. 1999; 14: 555–564. doi: 10.1093/her/14.4.555. 14) 田島敬之，齋藤義信，小熊祐子．身体活動ガイドラインの認知・知識の評価方法，並びに身体活動量との関連性についてのレビュー．運動疫学研究．2021; 23: 15–35. doi: 10.24804/ree.2017. |
| References_xml | – reference: 5) Ishii K, Shibata A, Adachi M, Nonoue K, Oka K. Gender and grade differences in objectively measured physical activity and sedentary behavior patterns among Japanese children and adolescents: a cross-sectional study. BMC Public Health. 2015; 15: 1254. doi: 10.1186/s12889-015-2607-3. – reference: 7) Prapavessis H, Gaston A, DeJesus S. The Theory of Planned Behavior as a model for understanding sedentary behavior. Psychol Sport Exerc. 2015; 19: 23–32. doi: 10.1016/j.psychsport.2015.02.001. – reference: 30) Faries MD. Why We Don't "Just Do It": understanding the intention-behavior gap in lifestyle medicine. Am J Lifestyle Med. 2016; 10: 322–329. doi: 10.1177/1559827616638017. – reference: 31) Sheeran P, Webb TL. The intention–behavior gap. Soc Personal Psychol Compass. 2016; 10: 503–518. doi: 10.1111/spc3.12265. – reference: 22) Marks JT, Campbell MK, Ward DS, Ribisl KM, Wildemuth BM, Symons MJ. A comparison of web and print media for physical activity promotion among adolescent girls. J Adolesc Health. 2006; 39: 96–104. doi: 10.1016/j.jadohealth.2005.11.002. – reference: 32) Orbell S, Sheeran P. 'Inclined abstainers': a problem for predicting health-related behaviour. Br J Soc Psychol. 1998; 37: 151–165. doi: 10.1111/j.2044-8309.1998.tb01162.x. – reference: 29) Clark KL, AbuSabha R, von Eye A, Achterberg C. Text and graphics: manipulating nutrition brochures to maximize recall. Health Educ Res. 1999; 14: 555–564. doi: 10.1093/her/14.4.555. – reference: 23) Ishii K, Shibata A, Adachi M, Oka K. Association of physical activity and sedentary behavior with psychological well-being among Japanese children: a two-year longitudinal study. Percept Mot Skills. 2016; 123: 445–459. doi: 10.1177/0031512516662645. – reference: 24) Ishii K, Shibata A, Adachi M, Mano Y, Oka K. Objectively measured sedentary behavior, obesity, and psychological wellbeing: a cross-sectional study of Japanese schoolchildren. J Phys Act Health. 2017; 14: 270–274. doi: 10.1123/jpah.2016-0374. – reference: 16) Nguyen P, Le LK, Nguyen D, Gao L, Dunstan DW, Moodie M. The effectiveness of sedentary behaviour interventions on sitting time and screen time in children and adults: an umbrella review of systematic reviews. Int J Behav Nutr Phys Act. 2020; 17: 117. doi: 10.1186/s12966-020-01009-3. – reference: 8) Rhodes RE, Cox A, Sayar R. What predicts the physical activity intention-behavior gap? a systematic review. Ann Behav Med. 2022; 56: 1–20. doi: 10.1093/abm/kaab044. – reference: 15) Pate RR, Davis MG, Robinson TN, et al. Promoting physical activity in children and youth: a leadership role for schools: a scientific statement from the American Heart Association Council on Nutrition, Physical Activity, and Metabolism (Physical Activity Committee) in collaboration with the Councils on Cardiovascular Disease in the Young and Cardiovascular Nursing. Circulation. 2006; 114: 1214–1224. doi: 10.1161/CIRCULATIONAHA.106.177052. – reference: 34) Triandis H, Howe H, Page M. Nebraska symposium on motivation. H Howe & M Page (Eds). 1980; 27: 195–259. – reference: 4) Canadian Society for Exercise Physiology. Canadian 24-Hour Movement Guidelines for Children and Youth: an Integration of Physical Activity, Sedentary Behaviour, and Sleep. 2016. http://www.csep.ca/CMFiles/Guidelines/24hrGlines/Canadian24HourMovementGuidelines2016.pdf（アクセス日：2024 年11 月19 日） – reference: 10) Hawthorne J, Stanley J. Knowledge and Action. J Philos. 2008; 105: 571–590. doi: 10.5840/jphil20081051022. – reference: 21) Marcus BH, Owen N, Forsyth LH, et al. Physical activity interventions using mass media, print media, and information technology. Am J Prev Med. 1998; 15: 362–378. doi: 10.1016/s0749-3797(98)00079-8. – reference: 26) 日本教育新聞．令和3年度の教科書 小・中学校の占有率．2020． – reference: 9) Landais LL, Damman OC, Schoonmade LJ, et al. Choice architecture interventions to change physical activity and sedentary behavior: a systematic review of effects on intention, behavior and health outcomes during and after intervention. Int J Behav Nutr Phys Act. 2020; 17: 47. doi: 10.1186/s12966-020-00942-7. – reference: 27) 大日本図書．中学校 保健体育．2021: 19． – reference: 14) 田島敬之，齋藤義信，小熊祐子．身体活動ガイドラインの認知・知識の評価方法，並びに身体活動量との関連性についてのレビュー．運動疫学研究．2021; 23: 15–35. doi: 10.24804/ree.2017. – reference: 19) Kidokoro T, Shimizu Y, Edamoto K, Annear M. Classroom standing desks and time-series variation in sedentary behavior and physical activity among primary school children. Int J Environ Res Public Health. 2019; 16: 1892. doi: 10.3390/ijerph16111892. – reference: 20) Vallance JK, Taylor LM, Lavallee C. Suitability and readability assessment of educational print resources related to physical activity: implications and recommendations for practice. Patient Educ Couns. 2008; 72: 342–349. doi: 10.1016/j.pec.2008.03.010. – reference: 11) Tajima T, Harada K, Oguma Y, Sawada S. S. Does health literacy moderate the psychological pathways of physical activity from guideline awareness to behavior? a multi-group structural equation modeling. BMC Public Health. 2023; 23: 106. doi: 10.1186/s12889-023-15012-3. – reference: 6) スポーツ庁．令和3年度全国体力・運動能力．2023. https://www.mext.go.jp/sports/b_menu/toukei/kodomo/zencyo/1411922_00003.html. （アクセス日：2024年9月19日） – reference: 17) Robinson TN, Borzekowski DLG. Effects of the SMART classroom curriculum to reduce child and family screen time. J Commun. 2006; 56: 1–26. doi: 10.1111/j.1460-2466.2006.00001.x. – reference: 18) Andrade S, Verloigne M, Cardon G, et al. School-based intervention on healthy behaviour among Ecuadorian adolescents: effect of a cluster-randomized controlled trial on screen-time. BMC Public Health. 2015; 15: 942. doi: 10.1186/s12889-015-2274-4. – reference: 35) Ekman A, Dickman PW, Klint A, Weiderpass E, Litton JE. Feasibility of using web-based questionnaires in large population-based epidemiological studies. Eur J Epidemiol. 2006; 21: 103–111. doi: 10.1007/s10654-005-6030-4. – reference: 3) Australian Government Department of Health. Australian 24-Hour Movement Guidelines for Children and Young People (5 to 17 years): an Integration of Physical Activity, Sedentary Behaviour, and Sleep. 2019. https://www.health.gov.au/resources/publications/australian-24-our-movementguidelines-for-children-5-to-12-years-and-young-people-13-to-17-years-an-integration-of-physical-activity-sedentarybehaviour-and-sleep（アクセス日：2024 年 11 月 19 日） – reference: 33) Sheeran P. Intention-behavior relations: a conceptual and empirical review. Eur Rev Soc Psychol. 2002; 12: 1–36. doi: 10.1080/14792772143000003. – reference: 12) Baker PR, Francis DP, Soares J, Weightman AL, Foster C. Community wide interventions for increasing physical activity. 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| SubjectTerms | junior high school student physical education sedentary behavior textbook 中学生 保健体育 座位行動 教科書 |
| Title | Influence of junior high school health and physical education materials on students' perceptions, intentions, and behaviors regarding sitting too much: a natural experiment |
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