Mary Immaculate College

Abstract Body-mass index (BMI) has increased steadily in most countries in parallel with a rise in the proportion of the population who live in cities 1,2 . This has led to a widely reported view that urbanization is one of the most important drivers of the global rise in obesity 3–6 . Here we use 2,009 population-based studies, with measurements of height and weight in more than 112 million adults, to report national, regional and global trends in mean BMI segregated by place of residence (a rural or urban area) from 1985 to 2017. We show that, contrary to the dominant paradigm, more than 55% of the global rise in mean BMI from 1985 to 2017—and more than 80% in some low- and middle-income regions—was due to increases in BMI in rural areas. This large contribution stems from the fact that, with the exception of women in sub-Saharan Africa, BMI is increasing at the same rate or faster in rural areas than in cities in low- and middle-income regions. These trends have in turn resulted in a closing—and in some countries reversal—of the gap in BMI between urban and rural areas in low- and middle-income countries, especially for women. In high-income and industrialized countries, we noted a persistently higher rural BMI, especially for women. There is an urgent need for an integrated approach to rural nutrition that enhances financial and physical access to healthy foods, to avoid replacing the rural undernutrition disadvantage in poor countries with a more general malnutrition disadvantage that entails excessive consumption of low-quality calories.

The purpose of this research is to review the literature about young people's meaningful experiences in physical education and youth sport. We reviewed 50 empirical peer-reviewed articles published in English since 1987. Five themes were identified as central influences to young people's meaningful experiences in physical education and sport: social interaction, fun, challenge, motor competence, and personally relevant learning. These themes provide future direction for the design and implementation of meaningful physical education and youth sport experiences. We also highlight the need for the development of pedagogies that facilitate and promote meaningful engagement in physical education and youth sport settings.

Objective Walking interventions in healthy populations show clinically relevant improvements for many cardiovascular disease (CVD) risk factors. We aimed to assess the changes in CVD risk factors and the dose–response relationship between frequency, intensity, duration and volume of walking and cardiovascular risk factors based on randomised controlled trials (RCTs). Design A systematic review with meta-analysis and meta-regression. Data sources Four electronic databases searched from January 1971 to April 2017. Eligibility criteria Walking RCTs reporting one or more CVD risk factor outcomes; trials including at least one group with walking intervention and a no-walking control group; duration ≥8 weeks; participants ≥18 years old, inactive but healthy; risk factors assessed preintervention and postintervention; English-language articles in peer-reviewed journals. Results Thirty-seven RCTs, involving 2001 participants (81% women) and assessing 13 CVD risk factors, were identified. Pooled meta-analysis showed favourable effects (P≤0.05) of walking intervention for seven CVD risk factors (body mass, body mass index, body fat, systolic and diastolic blood pressure, fasting glucose and VO 2 max). T here were no significant effects (P>0.05) for waist circumference, waist-to-hip ratio and four blood lipid variables. Despite testing 91 possible dose–response relationships, linear meta-regression analysis adjusted for age indicated just 7 (or 7.7%) statistically significant findings. Summary/conclusion Walking interventions benefit a number of CVD risk factors. Despite multiple studies and tested metrics, only a few dose–response relationships were identified and the possibility of chance findings cannot be ruled out. There is insufficient evidence to quantify the frequency, length, bout duration, intensity and volume of the walking required to improve CVD risk factors. PROSPERO registration number CRD42016039409.

OBJECTIVE: To synthesize evidence from qualitative studies relating to adolescent girls' perceptions of physical activity participation. The protocol for this review is registered with PROSPERO (ID no. CRD42017054944). DATA SOURCE: PubMed, Sports Discus, Academic Search Complete, and Education Resources Information Centre. INCLUSION AND EXCLUSION CRITERIA: Studies reporting qualitative data that explored the views/opinions/perceptions of adolescent girls (>12 and <18 years old) published between 2001 and 2016 were included. Studies not in English, those focusing on school physical education or specific sports, and those including special populations were excluded. EXTRACTION: Study characteristics and results were extracted to a form developed by the authors and managed using NVivo 10 (QSR International's NVivo 10 software). Data were extracted by 1 reviewer, and a sample (25%) was checked by a second reviewer. SYNTHESIS: Data were synthesized using a thematic network and managed using NVivo 10. The validity of the included studies was assessed using the "Critical Appraisal Skills Programme (2018)" checklist. The ENTREQ and PRISMA statement was followed when reporting this qualitative synthesis. RESULTS: Of the 1818 studies identified in the search strategy, 24 met the inclusion criteria and were included in the analysis. Global themes were identified using a thematic network. These themes were "Gender Bias in Sport," "Motivation and Perceived Competence," "Competing Priorities during Adolescence," and "Meeting Societal Expectations." CONCLUSIONS: The results of this review provide insights into adolescent girls' views on physical activity. Future research is needed to investigate the potential impact of alternative activity programs on adolescent girls with appropriate follow-up. Researchers and individuals working with young girls must consider the role of perceived motor competence in participation and how this can impact their perceptions.

From 1985 to 2016, the prevalence of underweight decreased, and that of obesity and severe obesity increased, in most regions, with significant variation in the magnitude of these changes across regions. We investigated how much change in mean body mass index (BMI) explains changes in the prevalence of underweight, obesity, and severe obesity in different regions using data from 2896 population-based studies with 187 million participants. Changes in the prevalence of underweight and total obesity, and to a lesser extent severe obesity, are largely driven by shifts in the distribution of BMI, with smaller contributions from changes in the shape of the distribution. In East and Southeast Asia and sub-Saharan Africa, the underweight tail of the BMI distribution was left behind as the distribution shifted. There is a need for policies that address all forms of malnutrition by making healthy foods accessible and affordable, while restricting unhealthy foods through fiscal and regulatory restrictions.

Internationally, the consequences of the ‘Mathematics problem’ are a source of concern for the education sector and governments alike. Growing consensus exists that the inability of students to successfully make the transition to tertiary level mathematics education lies in the substantial mismatch between the nature of entrants’ pre-tertiary mathematical experiences and subsequent tertiary level mathematics-intensive courses. This paper reports on an Irish study that focuses on the pre-tertiary mathematics experience of entering students and examined its influence on students’ ability to make a successful transition to tertiary level mathematics. Brousseau's ‘didactical contract’ is used as an intellectual tool to uncover and describe the contract that exists in two case mathematics classrooms in Irish upper secondary schools (Senior Cycle). Although the authors are professional mathematics educators and well informed about classroom practice in Ireland, they were genuinely surprised by the very restrictive nature of this contract and the damaging consequences for students’ future mathematical education.

The merits of qualitative research remain an issue of ongoing debate and investigation. Qualitative researchers emphasise issues such as credibility, dependability, and transferability in demonstrating the trustworthiness of their research outcomes. This refers to the extent to which the research outcomes are conceptually sound and serves as the basis for enabling other researchers to assess their value. Carcary (2009) proposed trustworthiness in qualitative inquiry could be established through developing a physical and intellectual research audit trail – a strategy that involves maintaining an audit of all key stages and theoretical, methodological, and analytical decisions, as well as documenting how a researcher’s thinking evolves throughout a research project. Since 2009, this publication has been cited in greater than 600 studies. The current paper provides an analysis of the use and value of the research audit trail, based on the author’s application of this strategy across diverse research projects in the field of Information Systems management over a ten year time period. Based on a critical reflection on insights gained through these projects, this paper provides an in‑depth discussion of a series of guidelines for developing and applying the research audit trail in practice. These guidelines advance existing thinking and provide practical recommendations in relation to maintaining a research audit trail throughout a research project. Based on these guidelines and the core issues that should be covered at a physical and intellectual research audit trail level, a checklist that can be tailored to each project’s context is provided to support novice researchers and those who are new to the research audit trail strategy. As such, this paper demonstrates commitment to rigor in qualitative research. It provides a practical contribution in terms of advancing guidelines and providing a supporting checklist for ensuring the quality and transparency of theoretical, methodological, and analytical processes in qualitative inquiry. Embedding these guidelines throughout the research process will promote critical reflection among researchers across all stages of qualitative research and, in tracing through the researcher’s logic, will provide the basis for enabling other researchers to independently assess whether the research findings can serve as a platform for further investigation.

Background: Concerns that current forms of physical education teacher education (PETE) are not adequately providing teachers with the tools necessary for working with the realities and challenges of teaching physical education in contemporary schools has led some scholars to advocate for an approach that prioritises meaningfulness in physical education. There is, however, little empirical evidence of how future teachers might be taught to facilitate meaningful physical education experiences.Purpose: This paper describes a pedagogical approach to PETE to support pre-service teachers (PSTs) in learning how to facilitate meaningful experiences in physical education. We aim to contribute new understanding through sharing pedagogical principles that support PSTs’ ‘Learning About Meaningful Physical Education’ (LAMPE).Participants and setting: The research team consisted of three physical education teacher educators: Tim and Déirdre who implemented LAMPE pedagogies and Mary who acted as meta-critical friend (pseudonyms used for the review process). Results from the LAMPE innovation reported here are taken from implementation across four semesters of two academic years 2013–2015. Déirdre implemented LAMPE in an introduction to teaching physical education course for pre-service generalist elementary teachers. Tim implemented the approach in an undergraduate developmental games course for future physical education teachers. A total of 106 PSTs participated in the research.Data collection and analysis: Data included teacher educator reflections and non-participant observer data from 33 individual lessons, over 7 hours of transcribed teacher educator Skype conversations, 8 ‘turning point’ documents, 15 sets of PST work samples, and transcripts of individual (n = 10) and 9 focus group interviews (n = 18 participants) with PSTs. Data were analysed inductively. Triangulation of multiple data sources and an expert member check supported trustworthiness of the LAMPE approach and data analysis.Findings: We share five pedagogical principles that reflect how PSTs were supported to learn how to facilitate meaningful physical education experiences. Pedagogies included planning for, experiencing, teaching, analysing, and reflecting on meaningful participation. Implementing pedagogies aligned with these five pedagogical principles helped participants learn why meaningful participation should be prioritised as well as how to facilitate meaningful physical education experiences.Conclusions: Pedagogical principles of LAMPE have been constructed from empirical evidence of both teacher educator and PST experiences that supported learning how to promote meaningful physical education. This research contributes new understanding of how to support PSTs in learning to teach with an emphasis on facilitating meaningful physical education experiences.

Research has demonstrated that induced mental fatigue impairs soccer-specific technical, tactical and physical performance in soccer players. The findings are limited by the lack of elite players and low ecological validity of the tasks used to induce mental fatigue, which do not resemble the cognitive demands of soccer. The current study collected survey data from English academy soccer players (n = 256; age groups - U14 - U23), with questions comprising of five themes (descriptors of physical and mental fatigue, travel, education, match-play and fixture congestion). The survey consisted of multiple choice responses, checkboxes and blinded/unblinded (for duration based questions) 0-100 arbitrary unit (AU) slider scales. Listening to music (81.6% of players), using social media (58.3%) and watching videos (34.3%) were the most common pre-match activities. Pre-match subjective mental fatigue was low (18.7±18.8 AU), and most frequently reported at the end of a match (47±26 AU) and remained elevated 24-hours post-match (36±27 AU). Travel (29±24 AU), fixture congestion (44±25 AU) and education (30±26 AU) demonstrated a low to moderate presence of subjective mental fatigue. These findings provide an overview of activities performed by English academy soccer players pre-match, and demonstrate that mental fatigue is experienced as a result of match-play.

Background An emphasis on meaningfulness may facilitate the types of experiences that are more likely to lead children towards a commitment to physical activity participation in ways that enrich the quality of their lives. While several authors have highlighted the importance of prioritising meaningfulness, direction is lacking on how teachers can consistently and intentionally foster meaningful experiences for pupils in physical education.Purpose Our purpose in this paper is to draw on conceptual understandings of meaningful experiences to propose a coherent set of pedagogical principles that can support teachers in making decisions that facilitate meaningful experiences for pupils.Pedagogical Principles Interrogation of the concepts meaningful experiences provides two preliminary pedagogical principles for teaching for meaningfulness. First, the personal nature of identifying experiences as meaningful indicates the value of adopting democratic approaches that allow for ownership and individualisation of experience. Democratic principles include teachers fostering inclusive environments and helping pupils actively make authentic connections between their lived experiences inside and outside of their classroom and communities. Second, the introspective and retrospective characteristics of meaningful experiences points to the central role of reflection. Reflective principles capture the continuity of experience (past-present-future) to help pupils look back and generate awareness of what makes an experience meaningful while also moving toward future meaningful experiences. These principles also provide insight into ideas and actions that do not represent an approach where personal meaningfulness is prioritised.Conclusions Reflective and democratic pedagogical principles provide concept-based practical direction for teachers in facilitating meaningful experiences for pupils in physical education and for future research on meaningfulness in physical education.

Increasing physical activity opportunities in schools has emerged as a global priority among school-aged youth. As a result, many countries have designed and implemented whole-of-school physical activity initiatives that seek to increase physical activity opportunities that are available to school-aged children before, during, and after school. Considering the comprehensive school physical activity program conceptual framework, this article includes a discussion of the initiatives from four countries: Finland (Finnish Schools on the Move), Ireland (Active School Flag), Poland (PE with Class), and the United States (Let’s Move Active Schools). Background information, implementation strategies, best practices, development opportunities, and relevant research from each country will be presented. Exploring different perspectives sheds some light on the international landscape relative to whole-of-school physical activity promotion and provides direction for future and continued research and practice.

Background:Previous research has identified areas of organic chemistry that learners find difficult and exploring the reasons why. This paper investigates teachers’ and learners’ perceptions of organic chemistry. Teachers’ understanding of their learners’ perspectives has a critical influence on developing meaningful learning.Material and methods:This study involved those teaching and learning organic chemistry at high school and university level. Surveys were used to gather data from four cohorts of participants. These included high school students (n=276) and teachers (n=79) from 73 high schools as well as university students (n=121) and lecturers (n=20) from 12 different universities in Ireland.Results:While many of the learners enjoyed organic chemistry and found it interesting, the majority found it difficult to learn and understand. The comparison of the learners’ attitudes and actual level of understanding in organic chemistry revealed some disparity. The teachers showed a relatively accurate perception of their learners’ experiences. However, there were different reasons why teachers and learners identified topics as easy or difficult.Conclusions:The participants’ views are largely-dominated by external factors, many of which are beyond the control of teachers and learners. The critical role of teachers’ empathy and other intrinsic factors are identified and addressed to facilitate meaningful learning.

In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, Learning about Meaningful Physical Education (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (1) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (2) the third author acted as a meta-critical friend, providing support for and critique of the first two authors’ development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year’s data showed that we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year, guided by suggestions from our meta-critical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback and pushing each other beyond our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practices and advanced the development of the LAMPE innovation.

The teaching of young children has long been dominated by women. This global phenomenon is firmly rooted in issues related to economic development, urbanization, the position of women in society, cultural definitions of masculinity and the values of children and childcare. Yet, amongst the media scare stories and moral panics about underachieving boys, there are surprisingly few empirically-supported answers to vital questions such as: Is the feminisation of teaching really a problem? How is the relationship of gender and teaching considered within a framework of&nbsp; feminist theory? What are the perceptions of students of teaching, in comparison to other professions? Why are so few men attracted to teaching? Can more men be attracted into the classroom? The authors of this groundbreaking book have undertaken the largest, most in-depth study ever carried out on this topic, in order to assess both teachers and students' views across primary education. &nbsp;

Sporadic school closures and a shift to online teaching have resulted in significant work changes for teachers in Ireland during the COVID-19 pandemic. Such rapid changes are likely to compound other personal or family stressors resultant from the pandemic. This study examines occupational stress levels during COVID-19 amongst a national sample of 245 teachers in Ireland using the Copenhagen Burnout Inventory as the main outcome measure. Moderate or high levels of personal burnout was reported by 82% (n = 202) of the sample and 79% (n = 193) reported work burnout. COVID-19 related adverse effects were reported by teachers on physical (43%) and mental health (67%), with deterioration in eating (34%), sleeping (70%) and alcohol use (33%). 100 (42%) participants felt unable to keep safe at work. Low levels of job satisfaction were present (66%), negatively correlating with burnout scores (rs=-0.405, p<.01). 142 (58%) teachers had seriously considered changing jobs in the previous 6–12 months. Plans for continued educational access for students must urgently include interventions optimising the occupational environment and resources for teachers. This is necessary to prevent the deleterious impact of personal burnout on teacher wellbeing and to minimise the likelihood of increased staff turnover, early retirement and adverse impacts on teaching quality relating to work burnout.

Mental health disorders are currently the leading cause of disability among young people, internalising disorders such as anxiety and depression representing the most predominant mental health problems experienced. Given the high prevalence rates, low rates of treatment and associated adverse effects on social, emotional and academic functioning, the need to prevent the development of anxiety disorders in children and adolescents is paramount. The FRIENDS for Life intervention programme has been endorsed by the World Health Organisation as an evidence based programme effective for the prevention of child and youth anxiety. The purpose of this article is to systematically review the research base surrounding the FRIENDS for Life programme. All reviewed studies found that the programme had a positive impact on primary anxiety outcome measures compared to control groups, with small to medium effect sizes reported. However, a number of methodological and design concerns were identified across studies. Further quality school-based research is needed to ameliorate these challenges.

Book Review| January 01 2010 The Science Fiction Handbook The Science Fiction Handbook. Oxford: Wiley-Blackwell, 2009. 360 pp. Cloth, $104.95, isbn: 978-1-4051-6205-0. Paperback, $27.42, isbn: 978-1-4051-6206-7. Booker, M. Keith Eugene O’Brien Eugene O’Brien Mary Immaculate College, Limerick Search for other works by this author on: This Site Google Utopian Studies (2010) 21 (2): 339–343. https://doi.org/10.5325/utopianstudies.21.2.0339 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Eugene O’Brien; The Science Fiction Handbook. Utopian Studies 1 January 2010; 21 (2): 339–343. doi: https://doi.org/10.5325/utopianstudies.21.2.0339 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectivePenn State University PressUtopian Studies Search Advanced Search The text of this article is only available as a PDF. Copyright © 2010 by The Pennsylvania State University. All rights reserved.2010The Pennsylvania State University Article PDF first page preview Close Modal You do not currently have access to this content.

BACKGROUND: Irish adolescents have the third highest asthma prevalence in the world. Few data examine trends of prevalence of asthma and allergic disorders in younger Irish children. We compared the prevalence of asthma, allergic rhinitis and eczema in school children, aged 6-9 in 2002 and 2007. METHODS: In two cross-sectional studies, parents of children aged 6-9, completed identical ISAAC-based questionnaires in the same 24 Cork City schools in 2002 (n = 1474, response rate = 74.8%) and in 2007 (n = 1535, response rate = 76.2%). RESULTS: The prevalence of asthma in our study population of schoolchildren, aged 6-9 remained stable in 2007 (23.5%) since the 2002 finding of 21.7% (p = 0.27). Significant increases were found in the prevalence of rhino-conjunctivitis (7.6-10.6%, p = 0.005) and eczema (8.9-13.5%, p < 0.001). In 2007, male preponderance for suffering the symptoms of current asthma existed (M:F 1.2:1, p = 0.075), although it had lost its significance since 2002 (M:F 1.5:1, p < 0.001). M:F ratio for most allergic rhinitis related symptoms moved from equal sex distribution to male predominance (nasal problems ever: 2002 - M:F, 1.1:1, p = 0.117; 2007 - M:F, 1.2:1, p = 0.012, current rhinitis: 2002 - M:F 1.2:1, p = 0.98; 2007 M:F 1.3:1, p = 0.009, hay fever ever: 2002 - M:F 1:1, p = 0.57; 2007 - M:F 1.5:1, p = 0.007). The sex-specific prevalence of rhino-conjunctivitis and the severity of symptoms suffered, remained equally sex distributed in both timeframes. From 2002 to 2007, the prevalence of all the reported symptoms of eczema were equally distributed between the sexes, while lifetime prevalence of eczema moved from male predominance to equal distribution. CONCLUSION: The prevalence of asthma in 6-9 yr old Cork schoolchildren remained static between 2002 and 2007; however, rhino-conjunctivitis and eczema have become increasingly prevalent. Co-morbidity of allergic conditions continues to pose a considerable health burden in this young population. We also demonstrated an alteration in the sex-specific profile of current asthma and lifetime allergic rhinitis towards equalization in distribution.

Abstract Optimal growth and development in childhood and adolescence is crucial for lifelong health and well-being 1–6 . Here we used data from 2,325 population-based studies, with measurements of height and weight from 71 million participants, to report the height and body-mass index (BMI) of children and adolescents aged 5–19 years on the basis of rural and urban place of residence in 200 countries and territories from 1990 to 2020. In 1990, children and adolescents residing in cities were taller than their rural counterparts in all but a few high-income countries. By 2020, the urban height advantage became smaller in most countries, and in many high-income western countries it reversed into a small urban-based disadvantage. The exception was for boys in most countries in sub-Saharan Africa and in some countries in Oceania, south Asia and the region of central Asia, Middle East and north Africa. In these countries, successive cohorts of boys from rural places either did not gain height or possibly became shorter, and hence fell further behind their urban peers. The difference between the age-standardized mean BMI of children in urban and rural areas was &lt;1.1 kg m –2 in the vast majority of countries. Within this small range, BMI increased slightly more in cities than in rural areas, except in south Asia, sub-Saharan Africa and some countries in central and eastern Europe. Our results show that in much of the world, the growth and developmental advantages of living in cities have diminished in the twenty-first century, whereas in much of sub-Saharan Africa they have amplified.

There is growing recognition of the importance of developing young students’ informal inferential reasoning (IIR). This focus on informal inference in school statistics has implications for teacher education. This study reports on 26 preservice teachers utilizing Lesson Study to support a focus on the teaching of IIR in primary classrooms. Participants demonstrated proficiency reasoning about the elements fundamental to informal inferential reasoning but had difficulties developing pedagogical contexts to advance primary students’ informal inferential reasoning. Specifically, issues emerged relating to data type, an excessive focus on procedures, locating opportunities for IIR, and a lack of justification and evidence-based reading. Focusing on the lesson as the unit of analysis combined with classroom-based inquiry supported the development of statistical and pedagogical knowledge. First published May 2010 at Statistics Education Research Journal: Archives