Purpose: Literature detailing the effectiveness of school-based physical activity promotion in- terventions in prevocational adolescents was reviewed to identify effective intervention characteristics.Methods: The search strategy assessed studies against inclusion criteria study design, study population, school setting, language, and construct. The risk of bias of the included studies was assessed, and extractions were made of the physical activity (PA) level outcome measures and intervention characteristics regarding organizational, social, and content features. A meta-analysis was conducted to determine the overall effect of the interventions on the PA level. Identification of effective intervention characteristics was done by subgroup analyses. Meta-regression analysis was performed with PA level as dependent variable and intervention characteristics as covariates. Results: A total of 40 eligible studies was included for meta-analyses. Among the included studies, the overall intervention effect on increasing the PA level of prevocational adolescents was weak (standardized mean difference [SMD] .19, 95% confidence interval [CI] .12e.27). Intervention characteristics that improve the effect size to a moderate level were intracurricular PA (SMD .43, 95% CI .19e.68), involving school staff in an intracurricular intervention (SMD .37, 95% CI .16e.58) and a tailored intracurricular intervention (SMD .35, 95% CI .13e.58). Meta-regression analysis confirmed PA as a positive predictor.Conclusions: The effect of a school-based PA intervention was small to moderate. A sensible choice in the assembly of a multicomponent school-based PA intervention increases the effectiveness considerably. Physical education teachers, school administrators, and policy makers should consider organizational (intracurriculum, short and medium duration), personal (tailoring, participation), social (school staff) and content (PA) determinants.
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Limited evidence is available about (non)-representativeness of participants in health-promoting interventions. The Dutch Healthy Primary School of the Future (HPSF)-study is a school-based study aiming to improve health through altering physical activity and dietary behaviour, that started in 2015 (registered in ClinicalTrials.gov on14-06-2016, NCT02800616). The study has a response rate of 60%. A comprehensive non-responder analysis was carried out, and responders were compared with schoolchildren from the region and the Netherlands using a cross-sectional design. External sources were consulted to collect non-responder, regional, and national data regarding relevant characteristics including sex, demographics, health, and lifestyle. The Chi-square test, Mann-Whitney U test, or Student's t-test were used to analyse differences.
In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on what types of knowledge students learn in these environments and how they integrate these different types of knowledge. Individual and group interviews were conducted with students, teachers and workplace supervisors in a vocational programme in the Netherlands. Results show that students recognise the importance of vocational knowledge learned in school-based learning environments while they are in the workplace and vice versa, and continuously contextualise knowledge to make it applicable for new circumstances. Also, students learn differently at school due to their experiences in the workplace.
Depressieklachten bij adolescente meisjes vormen een belangrijk probleem voor de volksgezondheid. Depressiepreventie staat bijgevolg hoog op de agenda van de Rijksoverheid alsook bij Rotterdamse middelbare scholen. Co-ruminatie, d.w.z. het excessief bespreken van problemen en negatieve gevoelens in hechte vriendschappen, is bij meisjes een kernfactor in het ontstaan, continueren en escaleren van depressieklachten. Rotterdamse middelbare scholen krijgen moeilijk in beeld welke vriendinnen (leerlingen) gevaarlijk co-ruminatiegedrag laten zien en ervaren dientengevolge ernstige handelingsverlegenheid in het effectief beïnvloeden van dit co-ruminatiegedrag en de daarmee samenhangende depressieklachten. Het is belangrijk dat scholen de beschikking krijgen over een effectief depressiepreventieprogramma, met de dyadische relatie tussen co-ruminerende meisjes als focus van interveniëren. Een dergelijk programma bestaat echter nog niet. Met voorliggende projectaanvraag beoogt ons multidisciplinaire Happy Friends, Positive Minds-consortium (HFPM) een eerste impuls te geven aan de ontwikkeling van een stepped-care, school-based depressiepreventieprogramma voor meisjes. Onderdeel van dit stepped-care programma is de interactieve App je Happy-app met dashboardfunctie, waarmee schoolprofessionals de ontwikkeling van meisjes kunnen monitoren en kunnen ondersteunen. We vragen financiering aan voor de eerste fase van de ontwikkeling van de App je Happy-app, een applicatie die vriendinnen gaat ondersteunen hun co-ruminatiegedrag te doorbreken en om te buigen naar gezamenlijke, uitdagende, en ontspannende fysieke activiteiten en positieve communicatie en sociale interacties in hun dagelijkse leven. Hierdoor zal het risico op chronische, klinische depressie verminderen. Concreet beogen we met voorliggend projectvoorstel middels conceptuele sprints en co-creatie tijdens een driedaagse Hackaton en daaropvolgende doelgroepen-tests de innovatievraag te beantwoorden hoe we de werkzame mechanismen van de App je Happy-app moeten vormgeven zodat de app effectieve impact kan sorteren op het terugdringen van co-ruminatiepatronen en daarmee samenhangende depressieklachten bij adolescente meisjes.
