Posters 1

Background: Children’s independent mobility (CIM) represents their freedom to travel in their neighbourhood without adult supervision. It has been speculated that secular declines in CIM have coincided with a major increase in mental health problems such as anxiety and depression among children.Purpose: We investigated the relationships between two indicators of CIM and parent-perceived child distress in a national longitudinal study of Canadian parents.Methods: We recruited 2,291 parents of 7- to 12-year-olds across Canada and followed up with participants every 6 months until June 2022 (i.e., 4 assessments spanning 1.5 years). We assessed mobility licenses (i.e., children’s permission to do certain activities on their own) with 6 items (Hillman et al., 1990) and home range (i.e., how far [in minutes] children can roam with friends and/or siblings) with a 4-point item. Parents reported their child’s distress on a validated 11-point scale. We used generalized estimating equations to assess relationships between CIM measures and distress controlling for children’s age and gender, household income, study wave, school attendance and whether the household was in isolation in the week preceding the survey.Results: At each successive time point, the percentage of children experiencing clinically elevated distress was 51.8%, 44.0%, 43.2% and 42.4%, respectively. There was a graded association between home range and distress (p[trend] < 0.001). Compared to children allowed to roam 15-minutes (OR = 0.61; 95% CI: 0.51-0.72) had lower odds of elevated distress. CIM licenses were not associated with distress.Conclusions: Higher home range was associated with significantly lower parent-perceived child distress during the COVID-19 pandemic.Practical implications: Findings underscore the need for interventions to prevent child distress, including strategies to support children’s home range.Funding: Heart and Stroke Foundation of Canada.

Background: due to the high levels of sedentary behaviour among youths, cycling, as an active mode of transport is a public health issue to maintain a sustainable daily activity. However, many children stopped their Physical Activity (PA) when they become adults, and it seems interesting to understand how a cycling interventions with adolescents can improve their overall PA. Purpose: following the ecological framework of human development, the aim of this systematic review is to evaluate the effectiveness of cycling school-based interventions (interpersonal determinant) and environmental interventions (environmental determinant) to promote sustainable engagement in PA. Methods: the Prisma guidelines was followed. Also, the PICO method was used to define the research question and we searched for articles in 11 databases (WOS, Embase, Psychinfo, Cochrane, Pubmed, ScienceDirect, Proquest, ERIC, Lilacs, Sportdiscus, and Scopus). Eligibility criteria were (1) school-aged population, (2) bicycle intervention study on education and on built environment, (3) primary study, (4) quantitative outcomes on PA engagement and, (5) English language. The risk of bias was assessed. Inverse variance meta-analyses using random effects models were conducted, stratified following the ecological framework. Results: a relatively small number of studies attempting to promote PA through cycling are highlighted (n = 6). Despite the lack of interaction between the levels of the ecological model (interpersonal: n = 3; environmental: n = 1; mixed: n = 2), the meta-analysis found a non-significant increase for energy-expenditure outcomes (Hedges’ g = 0.30). Moreover, the meta-regression analyses showed a significant negative association between the age of participants and the interventions effect on energy-related behaviours (β = -0.311, p = 0.047). Conclusions: an active transport education provides an interesting opportunity to improve PA. Practical implications: interventions are encouraged to start early and to be systemic to promote PA practices throughout the lifespan. Funding: N/A

Background: Child pedestrian/cyclist safety remains a concern, particularly in marginalized and underserved communities where access to resources is an issue. Traffic gardens (TG) offer purpose-built, authentic, and engaging informal learning environments. They are cost-effective, adaptable, and simple to implement, making them readily deployable in communities with greater disparities.Purpose: To examine the logistics of program delivery and reach among underserved populations for TG in North America.Methods: An online survey invitation was sent to TG representatives from across North America. Participants reported details on TG logistics, programming, curriculum, and reach with fixed and open-ended questions. Frequencies and descriptives summarized the sample and open-ended responses were coded using qualitative methods.Results: Participants represented TG (n=50) from across the USA and Canada. The majority (n= 38, 76%) were fixed/permanent facilities, established within the last 5 years (84%), with early elementary as the most commonly served age group (n=48, 96%). Non-profit organizations, schools and local governments were the most common partners for planning, installation and routine operations. Free play (n=41, 82%) was the most common type of activity at the TG, followed by rodeos (n=28, 56%), lessons (n=26, 54%), and physical education class (n=20, 40%). Most (n=30, 60%) reported having established curriculum for bicycle safety or bicycle skill-building (n=22, 44%) or promotion of bicycling (n=10, 20%). Most (n=44, 88%) respondents indicated there was some programming to reach specific groups: low income (n=27, 54%), Spanish speaking (n=5, 25%), specific racial/ethnic groups (n=3, 6%) and special needs (n=2, 4%).Conclusions: TG offer a range a programming and can serve as a resource to their communities and an asset to encourage the development and practice of bicycling skills and enjoyment for all.Practical implications: TG can serve as a partner for building children’s bicycling skills thereby encouraging lifelong participation in active transportation and address existing inequities.

Background: Recent literature suggests pregnant individuals believe there is inconsistent guidance from healthcare professionals, and pregnancy resources regarding antenatal physical activity (PA) and nutritional practices (NP). It is reported that only 15.8% of pregnant individuals engage in PA at the recommended level which may be attributed to a lack of information and guidance, despite desires to participate in PA and NP health behaviour change during pregnancy. Similarly for NP, a lack of continuity is noted, with minimal healthy eating advice offered and messages from healthcare providers uninformative or inadequate.Purpose: The proposed study aims to investigate the lived experiences of individuals who were previously pregnant on the island of Ireland and gain insights into their maternity care, with a focus on PA and NP. Following this, a consensus will be established with key recommendations and preferences for improving maternity care practices related to PA and NP on the island of Ireland.Methods: Pending ethical approval, a sequential, qualitative study design will be employed. Semi-structured, exploratory, inductive interviews will take place with individuals who have given birth in the last five years and received maternity care on the island of Ireland throughout their pregnancies. Qualitative data analysis will be conducted using the six-step thematic analysis process described by Braun and Clarke (2006). A triangulation will then be applied, and member checking implemented. Subsequently, there will be a consensus-based, deductive focus-group interview.Practical Implications: The proposed study will provide valuable insights and recommendations to inform policy development, improve maternity care practices on the island of Ireland and contribute to the enhancement of maternal well-being by influencing future guidelines relating to PA and NP during pregnancy.Funding: The proposed study will be funded by the Atlantic Technological University, Donegal Research Bursaries and is supported by the Health Research Board’s SPHeRE PhD Programme.

Background Eighty one percent of adolescents do not meet the recommended physical activity (PA) guidelines with levels of physical inactivity declining steadily with age and more pronounced in girls of low socioeconomic position (SEP). Furthermore, early adolescence is a time when the rate of decline in PA is most severe amongst girls, placing them at an increased likelihood of developing negative health outcomes associated with physical inactivity. Purpose In response, the aim of this study was to explore low-SEP pre-teen girls’ experiences of being physically active and to understand their perceptions of the individual, social and environmental factors that influence these experiences. Methods Focus groups were conducted with 107 girls aged 10 – 12 years from four urban and three rural primary schools. Reflexive thematic analysis was used to analyse the data, with themes mapped to the relevant domains of the Theoretical Domains Framework (TDF). Results Themes highlighted how confidence and emotion underpin girls’ self-identity for PA. Girls described how their social network (i.e., peers, family, coaches and teachers) shaped their experiences of being active. Girls recognised how being active was impacted by the challenges and opportunities in their local community (e.g., lack of facilities and anti-social behaviour). Conclusion This study provides insight into low-SEP pre-teen girls’ experiences of being physically active in both rural and urban locations, while highlighting the complex interplay of individual, social and environmental factors that influence how, where and why girls engage or disengage in PA. Practical implications The use of the TDF as a theoretical lens provides an in-depth behavioural diagnosis of the factors influencing pre-teen girls’ PA, and by aligning with potential mechanisms of action this information can be used to inform future theoretically informed interventions promoting PA in pre-teen girls of low-SEP. Funding The author(s) received no specific funding for this work

Background: Available evidence regarding activity behaviours and mental health among adolescents has focused primarily on physical activity (PA) and negative mental health outcomes such as anxiety, or more commonly, depression. An emerging field of research is determining associations between sedentary behaviours and screen-time, and worse mental health symptoms in adolescents. However, mixed results occur when type and context of the sedentary behaviour and screen-time is considered. Furthermore, the association between PA and sedentary behaviour and screen-time with positive mental health is relatively unknown. Establishing what is known on the synergistic or independent associations of sedentary behaviour, screen-time and PA with mental health is imperative for future research. Purpose: This review synthesised the available evidence on individual and joint associations between sedentary behaviours, screen-time, PA, and positive and negative mental health outcomes in adolescents. Methods: A systematic search of PubMed, Web of Science, CINAHL and PsychINFO, PsychARTICLES electronic databases was conducted in March to May 2021. Twelve independent researchers took part in the selection process using predefined inclusion criteria. Studies were included if they included either or both PA and sedentary behaviour or screen-time data and at least one mental health outcome (depression, anxiety, or positive mental health) in adolescents. A narrative synthesis of observational studies was conducted. Results: Thirty-six original articles met the eligibility criteria and were included in the review. There was a limited number of articles considering sedentary behaviour or screen-time in the context of PA levels (and vice-versa). Evidence on positive mental health was nearly non-existent. Conclusions: Ultimately, this review highlighted that a critical gap in the field is apparent. Practical implications: Considering the association of these exposures together may lead to a better understanding of the optimal ‘dose’ of PA, sedentary behaviour and screen-time to buffer negative mental health effects. Funding: N/A

Background: Coaches are a key influence of athletes’ body image but feel ill-equipped to address body image concerns and no tested body image intervention for coaches exists.Purpose: To evaluate a novel web-based intervention (Body Confident Coaching; BCC) aimed at upskilling coaches in improving athletes’ body image.Methods: A pilot randomised controlled trial with 97 coaches of adolescent girls (Mage=36.6, SD=10.4yrs; 70% female). Coaches were randomised into the intervention condition (five self-led 20-minute modules of BCC) or a waitlist control condition. Participants completed a survey pre- and post-intervention (coach self-efficacy body image scale, fat phobia scale, gender essentialism scale, feasibility and acceptability measures).Results: Coaches found the intervention easy to follow, appropriate, useful, and enjoyable. Preliminary efficacy analyses indicated that the intervention group reported higher levels of self-efficacy towards body image (η𝑝2=.19), and lower levels of fat phobia (η𝑝2=.39) and gender essentialism (η𝑝2=.20) at post-intervention, compared to the waitlist control group. However, these results need to be considered in light of the small sample size and high attrition rate (51%).Conclusions: BCC can increase coaches’ self-efficacy to identify and address athletes’ body image concerns, as well as reduce coaches’ fat phobia and gender essentialist beliefs.Practical implications: BCC is the first evidence-based and empirically tested intervention that targets coaches of adolescent girls and aims to increase their ability to identify and address body image concerns among their athletes and teams. Given many girls drop out of sports due to body image concerns, it is important for sport organisations to understand coaches’ influence on, and responsibility to address, body image concerns among their athletes.Funding: The study was funded by a research grant from the Dove Self-Esteem Project (Unilever; ref no. RHSS0180) and Nike (ref no. CON000000089960).

Background: Based on the World Health Organisation’s recommendations, children can be engaged with active learning to promote their physical activity levels.Purpose: To evaluate the feasibility of an acute study with a single session of physical activity through active video engagement.Methods: This was an experimental study conducted at the Science Space of the University of Wollongong. Children during their regular visit at the museum were randomly allocated to: 1) an active video group, with animated animals showing movements while children were asked to imitate these movements, or 2) a control condition, with children looking at the same videos while seated. The videos, each lasting 5 minutes, were played twice and contained information about the world’s continents, aimed at teaching children geography. Children’s geography learning skills were assessed both before and immediately after the video sessions. Following the video sessions, students’ enjoyment levels were assessed by asking them if they liked “this game” and if they would be interested in playing it again in the future. Linear mixed models, controlling for children’s ID, were used for the learning assessments.Results: 75 participants were recruited (intervention n = 37; 36 female; M = 6.09, SD = 0.68 years). Group-by-time effects revealed no significant differences between the groups (Mean difference = 1.4, (95% CI, -0.28-3.08, p = 0.101). Enjoyment scores did not differ between the groups at post-test (intervention: M = 3.9, SD = 0.6; control: M = 3.6, SD = 0.6; F = 2.6, p = 0.109).Conclusions: Active videos did not significantly impact children’s learning or enjoyment.Practical implications: Integrating technology with movements and learning can be applied in children’s daily practices without impeding their learning outcomes.Funding: This study is supported by the UOW VC Fellowship Award (Myrto Mavilidi) and the ARC Centre of Excellence for the Digital Child.

Background: Compensatory behavior of physical activity (PA) in adolescents based on the ActivityStat hypothesis is scarcely investigated, and existing studies show inconclusive results. Especially, little is known about influencing factors of compensatory behavior.Purpose: The aim of the present study is to investigate the occurrence, direction, and timeframe of compensation in adolescents. Furthermore, we want to identify the awareness and influencing factors of compensatory behavior.Methods: A mixed methods crossover analysis design with 15 adolescents (8 boys,7 girls) aged 11–15 (mean 13.04 ± 1.28) years was conducted. Participants provided a habitual weekly schedule with regular activities, then kept an activity diary to capture their actual behavior for one week. Data between the weekly schedule and activity diary were compared. Deviations in the diary > ±20% were considered as possible compensation opportunities. Compensation opportunities were assessed to determine if compensation had occurred (or not) within-day and/or between-day, and in which ‘direction’ (i.e., positive or negative). Additionally, interviews were conducted to explore awareness and influencing factors.Results: Overall, 198 compensation opportunities were identified. Compensation occurred in 109 of these opportunities (69 within-day, 40 between-day). Negative compensation occurred in 57 opportunities and 52 opportunities were compensated positively. Approximately half of the adolescents were unaware of their compensatory behavior, and only one participant was aware of all compensatory behavior. The most mentioned influences for positive compensation were social support and good weather. For negative compensation, tiredness as well as no need for movement were predominantly mentioned. No negative compensation occurred because adolescents wanted to stick to their routines or participate in hedonistic activities (i.e., activities they enjoy).Conclusion: New insights into adolescent compensatory behavior were gained, but consistency in occurrence, direction, and timeframe was lacking.Practical Implications: Supporting hedonistic activities and routines may aid individuals in managing compensatory behaviors.Funding: No funding.

Several studies have shown that visual impairment has a profound and negative impact on the visually impaired child in social behavior. As it results in many difficulties in the processes of growth, social interaction and in acquiring the necessary skills to achieve independence and a sense of self-sufficiency. Does practice physical education and sports have a positive effect on achieving social adaptation for visually impaired children aged 09-12 years old? The Attitude towards blind people has changed, and more emphasis was placed on the need to offer the services required for their inclusion and adaptation in society. This interest emerged as a result of research on the integration of this category into society and the provision of facilities for the blind especially in childhood. Physical and sports education are among most recent and effective methods for integrating and adapting visually impaired children, especially in private centers. Most studies on disability and sports have addressed the importance of sports for people with disabilities, including blind children. This shows the possibilities of blind children practicing physical education and sports., as this practice provides them a safe space to highlight their abilities and unload their energy, which leads to improving their sensorimotor and socio-emotional levels, and help them to adapt well socially. Recommendations resulting from the results of this study we suggests opening the largest possible number of schools for blind children, giving this disadvantaged group an opportunity to enroll, in a way that boarding at such a young age is not even an option, because children need the care and affection of their families.

Background: Research indicates 21% of primary schoolchildren and 16% of post-primary schoolchildren in Northern Ireland (NI) currently meet the daily recommended minimum of 60 minutes of moderate-to-vigorous PA. Whole-of-school approaches have been identified as one of 7 key investments for PA promotion, including active classrooms and high-quality physical education. Purpose: This research involves adapting and feasibility testing two successful interventions: TransformUs (primary schools, Australia) and the Youth – Physical Activity Towards Health (Y-PATH) intervention (post-primary schools, Ireland) for the NI context. Methods: As part of the adaptability, the interventions were rebranded as Children – Sit Less, Move More (C-SLAMM) intervention (formerly TransformUs) and Y-PATH NI. Within both studies, we conducted focus groups with pupils, and interviews with stakeholders (ranging from parents to school senior leadership), to understand current views and perceptions of opportunities for PA within the classroom and wider school environment. In addition, we conducted an online survey with n1500 post-primary schoolchildren to better understand their preferences for PA provision. Results: Findings from the Y-PATH NI study have highlighted a preference for PA to be provided with friends, during schooltime. Findings from our qualitive work highlighted several important factors that should be closely considered within school-based PA promotion, including incorporating an element of choice, adaptability, and flexibility within approaches. Based on findings from the qualitative work, we feasibility tested the C-SLAMM intervention in 8 primary schools in Northern Ireland, over an 8-week period. Conclusions and practical implications: Evaluation of the C-SLAMM intervention highlighted the importance of stakeholder buy-in from teachers, parents, and pupils if school-based PA promotion is to be successful. This feasibility work developed methods to assess implementation and adherence, which will be utilised within our feasibility testing of the Y-PATH NI intervention, commencing in early 2024. Funding: Northern Ireland Chest Heart and Stroke.

Background: Although adolescent physical activity (PA) tracks into adulthood, it is unclear if adolescent participation in different types of PA predicts adult PA.Purposes: 1) Identify adolescent profiles of PA participation. 2) Assess associations between these profiles and levels of PA in emerging adulthood.Methods: We used data from 893 participants in the Monitoring Activities of Teenagers to Comprehend Their Habits (MATCH) longitudinal study. Participants self-reported their involvement in 36 different PAs three times per year for eight years during adolescence (11-18 years). They also reported their PA level (IPAQ) 2.5, 3.5 and 4.5 years later when they were emerging adults (20, 21 and 22 years). We used group-based multi-trajectory models to identify longitudinal joint-trajectories of adolescent PA participation. We included these adolescent profiles in a mixed-distribution two parts model as predictors of i) the probability of reporting any PA during emerging adulthood, and ii) the PA level of emerging adults reporting PA.Results: We identified five adolescent PA profiles: “non-participants” (9% of the sample), “dropouts” (30%), “active in unorganized PA” (19%), “active in organized PA” (27%), and “highly active through a variety of PA” (15%). Being categorized as “non-participant” or “dropout” during adolescence was associated with similar likelihoods of reporting PA and PA level during emerging adulthood. In contrast with “non-participants”, those in the “active-unorganized” (OR, 95% CI: 2.9, 2.1-3.8), “active-organized” (2.4, 1.7-3.2), and “highly active-variety” (4.2, 3.3-5.1) were considerably more likely to report any PA during emerging adulthood. Among emerging adults who reported PA, those with an adolescent profile of “active-unorganized”, “active-organized” and “highly active-variety” had higher PA levels than “non-participants” (all p<0.001).Conclusions: Patterns of PA participation during adolescence represent strong predictors of PA in emerging adulthood.Practical implications: Promoting maintenance of any type of PA during adolescence is key to preventing low PA among emerging adults.

Background: There is an urgent need to tackle low physical activity (PA) levels in Australia and the Pacific Islands. This necessitates innovative solutions to address insufficient daily moderate-to-vigorous PA (MVPA) in adolescents. The iEngage program, co-designed with a digital health industry partner, is a modular and technology-based health educational program that was designed to enhance MVPA among adolescents. It was tested in distinct school contexts, specifically in Australia and New Caledonia. Methods: iEngage was implemented a) in urban area with two Sydney schools over 5 weeks, engaging 10–12-year-olds (n = 57), and b) in remote area with 24 adolescents from New Caledonia aged 12 to 14 years. The program incorporated technology, integrating Misfit Ray© activity trackers and mobile apps, while providing goal-setting guidance, self-monitoring, and experiential learning. Results: In the urban iEngage study, adolescents exhibited a 30% increase in daily steps (+2647 steps/day, P < .001) at completion of the program, with boys outpacing girls in goal attainment. Proportion of days exceeding 11,000 steps increased from 35% to 48%, indicating sustained improvement. In the trial implemented in a remote area, adolescents showed a consistency rate of reaching 11,000 steps per day peaking at 59% toward the end of the program, demonstrating progressive adherence to international recommendations. Daily behaviour clustering indicated a 27% increase in adherence, which was particularly noticeable in less active adolescents. Conclusion: These trials collectively affirm the efficacy of technology-supported educational programs in enhancing adolescents' PA levels in both urban and remote contexts. The iEngage program, with its comprehensive approach, successfully empowered adolescents to set and achieve PA goals. These findings underscore the potential of technology-driven interventions to bridge the gap between global health recommendations and the specific needs of Pacific adolescents, providing valuable insights for future health promotion initiatives. Funding: Pacific Fund, Diabetes Australia.

Background: Screen time is often used as an indicator of sedentary behaviour and has been linked to many poor health outcomes including cardiovascular disease, mental health and musculoskeletal disorders. However, there is limited evidence on how screen time by infants and their mothers could impact infant development.Purpose: This study aimed to investigate the influence of infant and maternal screen time (i.e. mobile touchscreen devices [MTSD] and television) and other family factors on infant development.Methods: This analysis used data from 1157 participants from The ORIGINS Project, collected when the infant was 12 months of age. Data on maternal and infant screen time (Technology Use Questionnaire, TechU-Q), sociodemographic factors (e.g. infant sex, household income), maternal mental health (Depression Anxiety Stress Scales, DASS-21), and child development (Ages and Stages Questionnaire, version 3, ASQ-3) were used. Multivariable linear regression with parametric bootstrap sampling was used for analyses.Results: When considering family factors, infants with higher MTSD use had poorer infant development. However, there were no associations between infant television use or maternal screen time, and infant development. Associations were also found between some family factors and infant development, including maternal mental health and parental education, with maternal mental health being the most consistent predictor of infant development.Conclusion: Overall, screen time by infant or their mothers may not be that important for infant development and rather should be best considered as part of the family system in which many behaviours and factors are interrelated. Practical implications: To improve infant development outcomes, less emphasis should be on screen time, and more on supporting the family as a whole, with a focus on supporting maternal mental health in particular.Funding: The Australian Research Council Centre of Excellence for the Digital Child and core funding was received for ORIGINS project.

Background: TransformUs program has improved physical activity (PA) and reduced sedentary time (SED) in primary schools through active pedagogy and supportive classroom and school ground environments. Purpose: This pilot study aims to trial TransformUs to determine the effect on PA and SED in secondary schools. Methods: This study involved adolescents (n=129) from three Australian schools. Each school selected a different combination of TransformUs strategies (active classrooms, active recreation, and supportive school environments) to increase PA and reduce SED, which included active academic breaks/lessons, standing desks, teacher’s professional development, sport/fitness equipment, and organised activities. Interventions spanned 12, 11, and 6 weeks for schools 1, 2, and 3, respectively. Garmin Vivosmart 4 heart rate monitoring tracked SED and PA (light [LPA], moderate [MPA], and vigorous [VPA]) at baseline, every 2 weeks during the interventions, and at follow-up. Mixed model analysis separately assessed intervention effects on each school’s SED and PA during school, class, and recess.Results: School 1 showed no significant intervention effect. School 2 exhibited increased MPA during class time in the first 2 weeks, with significant variations during recess. School 3 displayed decreased LPA during the second 2 weeks of intervention compared to baseline, particularly during class time. Secondary analysis revealed significant differences within the intervention period, including increased SED and decreased LPA during recess in the first 2 weeks. Conclusion: Overall, no movement behaviours were significantly changed before and after the intervention in any of the three schools during school time. Significant changes in SED, LPA and MPA within the intervention period indicate variability in the response to the implemented strategies.Practical implications: The variability in response to the implemented strategies among the three schools highlights the importance of carefully tailoring interventions to each school’s specific context and needs.The study was funded through the Victorian Department of Education.