Browsing by Person "Donnelly, Samantha"

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Diagnostic performance of Body Mass Index, Waist Circumference and the Waist-to-Height Ratio for identifying cardiometabolic risk in Scottish pre-adolescents
(Taylor & Francis, 2016-11-06) Buchan, Duncan S.; McLellan, Gillian; Donnelly, Samantha; Arthur, Rosie
Background: Limited studies have examined the diagnostic performance of body mass index (BMI), waist circumference (WC) or waist-to-height ratio (WHtR) for identifying cardiometabolic risk (increased clustered glucose, triglycerides, mean arterial pressure and inv-HDL-cholesterol) in pre-adolescent youth. Aim: To compare the utility of BMI, WC and WHtR as predictors of cardiometabolic risk (CMR) in Scottish pre-adolescent children. Subjects and methods: A cross-sectional analysis of 223 Scottish children (55.2% boys, mean age =8.4 years) was undertaken. BMI, WC and WHtR were used as exposure variables within multivariate logistic regression analysis and ROC analysis to examine the utility of these anthropometrical indices in identifying those at cardiometabolic risk. Results: Individuals with an elevated WHtR, WC and BMI were 3.51 (95% CI = 1.71–7.23; p < .001); 2.34 (95% CI = 1.35–4.06; p = .002) and 2.59 (95% CI = 1.42–4.73; p = .002) times more likely to be at cardiometabolic risk, respectively. The areas under the curves [AUC] to identify children with cardiometabolic risk were significant and similar among anthropometric indices (AUC’s = 0.60–0.65). When stratified by BMI, both WC and WHtR demonstrated a fair-to-good ability for identifying those at cardiometabolic risk (AUC = 0.75–0.81). Conclusions: Findings suggest that the combination of BMI with either WC or WHtR may provide an added benefit in the assessment of cardiometabolic risk amongst pre-adolescents.
The effects of socioeconomic status on parent and child moderate-to-vigorous physical activity and body mass index
(Routledge, 2021-10-28) Donnelly, Samantha; Buchan, Duncan S.; McLellan, Gillian; Arthur, Rosie
Purpose: Physical inactivity and overweight status has been linked to low socioeconomic status (SES) in youth. Parents are known to influence both their child’s weight and physical activity (PA). The relationship between parent and child PA is of interest to many researchers; however, previous research typically relies on self-reported measures. The purpose of this study was to examine the relationship between parent and child moderate-to-vigorous PA (MVPA) and body mass index (BMI) in a sample of children (4–11 years old) using wrist-worn accelerometers and to explore mediating processes by which SES influences child MVPA and BMI through their parents MVPA and BMI. Methods: Parent and child dyads (n = 174) wore an ActiGraph GT3X+ accelerometer on their non-dominant wrist for 7 days. Mediation analyses were conducted to understand the indirect relationships between SES and child MVPA and BMI. Results: Weekend parent and child MVPA was significantly related (p < .01). Parent and child BMIs were also significantly related (p < .001). There was a significant negative direct effect of SES on child BMI (p < .05). Additionally, we observed a significant negative indirect effect of SES on child BMI via their parents BMI (B = −.04, SE .02, 95% CI = −.07 to −.01). Conclusions: Whilst parent and child MVPA were significantly related during the weekend, there were no associations between SES and MVPA. Future interventions aiming to improve health outcomes in children should consider the influence SES can have as well as parental activity on children’s weekend MVPA.
Exploring the feasibility of a cluster pilot randomised control trial to improve children’s 24-hour movement behaviours and dietary intake: Happy homework
(Taylor and Francis Group, 2024-01-14) Donnelly, Samantha; Buchan, Duncan S.; McLellan, Gillian; Roberts, Ross; Arthur, Rosie
We aimed to explore the feasibility, acceptability, and potential efficacy of Happy Homework (HH); an 8-week home-focussed intervention, with the purpose of encouraging children’s positive dietary behaviours and engagement in positive physical activity (PA) and sleep behaviours. We randomised four Scottish schools (n = 71 participants; 5 classrooms) to either the HH intervention (n = 2) or usual curriculum control group (n = 2). HH consisted of movement and dietary-focused parent and child tasks. Primary outcome measures were intervention feasibility, acceptability, and potential efficacy. Secondary outcomes were objectively measured PA via ActiGraph GT3X+, sedentary behaviours (SBs) and sleep duration via activPAL4™ accelerometers and dietary behaviours, fruit and vegetable consumption and screen-time via questionnaires. After controlling for pre-test levels, post intervention stepping time and sleep duration were significantly greater for the HH group in comparison to the control group. The HH group reported eating more fruit and vegetables at post-test than the control group. Participants also reported the intervention to be enjoyable and motivating. These findings provide promising evidence that given a greater sample size, better retention and the prioritisation of health and wellbeing homework, HH could enhance children’s health and wellbeing.
Feasibility and acceptability of a classroom-based active breaks intervention for 8-12-year old children
(Routledge, 2021-11-08) McLellan, Gillian; Arthur, Rosie; Donnelly, Samantha; Bakshi, Andisheh; Fairclough, Stuart J.; Taylor, Sarah L.; Buchan, Duncan S.
Purpose: This study explored the feasibility of conducting a classroom-based active breaks intervention on sedentary behavior (SB), physical activity (PA) and attention in 8–12-year-old children. Methods: Eight schools were randomized on a 1:1 basis to the control or intervention. Teachers selected 10 cards detailing an activity break at random. Children then undertook each of the ten activity breaks for 30 s, three times per day for 6 weeks. School and participant recruitment, attrition rates, percentage of outcome measures collected, and acceptability were used to explore the feasibility of the study. Mixed effects models were undertaken to examine intervention effects upon measures of PA, SB and attention. Results: Two hundred and thirty-nine consent forms were issued and 153 were returned (64%). Of the 153 consents, 146 children (95%) were measured at baseline, and 117 participated in the follow-up measures (80%) 6 weeks later suggesting the intervention was acceptable for the participants. From teacher interviews, it was noted that the intervention was feasible to implement, and teachers observed positive classroom behavior changes in children. Inclusion rates for outcome measures ranged from 49% to 66%. Significant, intervention effects were observed for sitting time (B = −27.19; 95%CI: −36.84, −17.17), standing time (B = 23.51; 95%CI 14.1, 32.45) and the number of sit to stand transitions (B = 16.1; 95%CI 4.7, 26.79). Conclusion: Findings suggest that it was feasible and acceptable to implement an active breaks intervention within the classroom setting. Future work should consider the effectiveness of implementing this intervention across a full academic year.
A feasibility study with process evaluation of a teacher led resource to improve measures of child health
(PLOS, 2019-07-02) Buchan, Duncan S.; Donnelly, Samantha; McLellan, Gillian; Gibson, Ann-Marie; Arthur, Rosie
Previous school-based interventions have produced positive effects upon measures of children’s health and wellbeing but such interventions are often delivered by external experts which result in short-term effects. Thus, upskilling and expanding the resources available to classroom teachers could provide longer-term solutions. This paper presents a feasibility study of an online health resource (Healthy Schools Resource: HSR) developed to assist primary school teachers in the delivery of health-related education. Four schools (n = 2 intervention) participated in this study. Study feasibility was assessed by recruitment, retention and completion rates of several outcomes including height, weight, waist circumference, blood pressure and several metabolic markers including HDL-cholesterol, triglycerides, glucose and dietary knowledge following a 10-12-week intervention period. The process evaluation involved fidelity checks of teachers’ use of the HSR and post-intervention teacher interviews. A total of 614 consent forms were issued and 267 were returned (43%), of which, 201 confirmed consent for blood sampling (75%). Retention of children participating in the study was also high (96%). Of the 13 teachers who delivered the intervention to the children, four teachers were excluded from further analyses as they did not participate in the fidelity checks. Overall, teachers found the online resource facilitative of teaching health and wellbeing and several recommendations regarding the resource were provided to inform further evaluations. Recruitment and retention rates suggest that the teacher led intervention is feasible and acceptable to both teachers, parents and children. Initial findings provide promising evidence that given a greater sample size, a longer intervention exposure period and changes made to the resource, teachers’ use of HSR could enhance measures of health and wellbeing in children.
An insight into parent Involvement in Scottish Primary School Health Education activities
(International Society for Physical Activity and Health, 2018-10) Donnelly, Samantha; Buchan, Duncan; Gibson, Ann-Marie; Arthur, Rosie
Introduction: Childhood overweight and obesity is prevalent worldwide with Scottish children amongst the least active in the world. School-based physical activity interventions involving parents have found success, however limited research exists regarding the best methods to involve parents in these interventions. Socioeconomic status has been found to mediate parent involvement. Therefore, the aim of this study was to interview parents from a low socioeconomic status (SES) to gains insights into their involvement in school-based health activities. Methods: Parents (n = 132) were recruited from five schools. Parents (n = 24) were identified based on the following criteria; being the mother of the child, from a Scottish Index of Multiple Deprivation decile 1 or 2 and scoring low on the Family Involvement Questionnaire- Elementary. Parents (n = 16) agreed to be interviewed. An inductive approach to hierarchical analysis was employed. Results: From the transcripts, 130 first-, 16 second-, and 6 third-order themes emerged. Whilst the influence of children and family can encourage parents to be involved in school-based activities, there are several barriers which result in them being less-involved. The importance of home-school relationships, and the efforts parents and schools play in encouraging parent involvement was evident. Discussion: It is clear that parents of low SES are less-involved in school-based activities. Barriers to their involvement include lack of confidence and additional responsibilities. Our findings indicate that many of these barriers can be overcome based on the recommendations within this study which can help inform future school-based interventions.
An insight into the involvement of mothers of low socioeconomic status in Scottish primary school health education activities
(SAGE, 2019-08-28) Donnelly, Samantha; Buchan, Duncan S.; Gibson, Ann-Marie; McLellan, Gillian; Arthur, Rosie
School-based health activities that involve parents are more likely to be effective for child health and well-being than activities without a parent component. However, such school-based interventions tend to recruit the most motivated parents, and limited evidence exists surrounding the involvement of hard-to-reach parents with low socioeconomic status (SES). Mothers remain responsible for the majority of family care; therefore, this study investigated mothers with low SES to establish the reasons and barriers to their involvement in school-based health activities and to propose strategies to increase their involvement in those activities. Interviews were conducted with mothers with low SES, who were typically not involved in school-based health activities (n = 16). An inductive–deductive approach to hierarchical analysis revealed that there are several barriers resulting in mothers being less involved, particularly due to issues surrounding the schools’ Parent Councils and the exclusivity of school-based events. Efforts made by the school to promote health activities and involve parents in such activities were revealed, alongside recommendations to improve on these practices. The findings offer multiple ways in which future school-based health interventions can recruit and involve mothers with low SES.
A qualitative exploration of parent perceptions and involvement within school-based physical activity and health and wellbeing activities
(British Psychological Society, 2017-12-11) Donnelly, Samantha; Arthur, Rosie; Buchan, Duncan; Gibson, Ann-Marie
Objectives Physical activity and health interventions involving both schools and parents have potential to be effective. However, little is known about the most effective methods to encourage parent involvement in such interventions. Therefore, this study was undertaken to obtain parent perceptions of current school-based physical activity and health practices, informing the design of future school-based interventions in Scotland involving parents. Design Parents (n=11) were recruited from two primary schools in Scotland, participating in a focus group (n=7), telephone interviews (n=2) and face-to-face interviews (n=2). Methods An inductive Social Constructivist analytical approach was taken, which developed explanations and ideas surrounding parent involvement in health and wellbeing, rather than examining pre-conceived themes or hypotheses. Results Parents highlighted positive school-based health activities such as the variety of sports clubs provided whilst raising concerns including aspects of; playtime physical activity levels and walk-to-school initiatives. This study also highlighted barriers to parental involvement in school health and wellbeing activities, not previously seen in research, such as; health and safety issues, issues regarding the relationship between parents and schools, and social anxieties. Furthermore, recommendations to improve parental involvement in these activities included; improving parent-school communication, increasing parent-led activities and varying the timing of events. Conclusions The findings from this study indicate that altering school practices and improving parent-school communication could be effective ways to increase parent involvement in school-based health and physical activity interventions.
Relationship between parent and child physical activity using novel acceleration metrics
(Routledge, 2020-09-23) Donnelly, Samantha; Buchan, Duncan S.; McLellan, Gillian; Arthur, Rosie
Background: Raw acceleration data lend themselves to innovative metrics in which comparisons can be made across populations. This study examined whether the intensity gradient (IG) or average acceleration (AvAcc) was associated with body mass index (BMI) in children and adults and explored parent–child associations between time spent in physical activity intensities and BMI. Methods: Parent–child dyads (n = 90) wore a wrist-mounted ActiGraph GT3X+ monitor for ≥ 3 valid days (i.e., ≥ 16 hrs each day). Participants’ BMI was calculated. Results: Girls’ BMI-z scores were positively associated with parent BMI and inactive time. Parent BMI was negatively associated with boys’ inactive time. Parental inactive time predicted girls’ BMI-z scores. The metrics were not associated with parent BMI, and no independent effects were observed between the metrics. Associations between boys’ IG and BMI z-score were observed. No independent effects were observed between the metrics and no significant associations were observed between boys’ BMI z-score and AvAcc. Girls’ AvAcc and IG were not associated with BMI z-score and no independent effects were observed between the metrics. Conclusion: Findings support previous research which suggests that parent’s activity does not influence their child’s activity.
Segmented sedentary time and physical activity patterns throughout the week from wrist-worn ActiGraph GT3X+ accelerometers among children 7–12 years old
(Shanghai University of Sport, 2019-02-19) McLellan, Gillian; Arthur, Rosie; Donnelly, Samantha; Buchan, Duncan S.
Background This study examined the volume and patterns of physical activity (PA) and sedentary time (ST) across different segments of the week among boys and girls. Methods A total of 188 children aged 7–12 years wore a wrist-mounted ActiGraph GT3X+ accelerometer for 7 days. Time spent in PA and ST was calculated using ActiLife software. The mean number of minutes of light PA, moderate PA, vigorous PA, moderate-to-vigorous PA (MVPA), and ST were calculated per weekday (before school, during school, and after school) and per weekend day (morning and afternoon–evening). Results After school represented the greatest accumulation of ST compared with before school and during school segments. Boys engaged in 225.4 min/day of ST (95% confidence interval (CI): 216–235), and girls engaged in 222.2 min/day of ST (95%CI: 213–231). During school, boys engaged in significantly more MVPA than girls (46.1 min/day (95%CI: 44–48) vs. 40.7 min/day (95%CI: 39–43)). Across the whole weekday, boys participated in significantly more MVPA than girls (103.9 min/day (95%CI: 99–109) vs. 95.7 min/day (95%CI: 90–101)). The weekend afternoon–evening segment represented the larger accumulation of ST, where boys were significantly more sedentary than girls (367.5 min/day (95%CI: 353–382) vs. 339.8 min/day (95%CI: 325–355), respectively). Conclusion Our findings suggest that children are highly sedentary and spend little of their time in school in MVPA, especially girls. Routine breaks in school elicit increases in light PA and MVPA. Future work should consider the use of more active breaks within school time to encourage PA and reduce ST.
The use of the intensity gradient and average acceleration metrics to explore associations with BMI z-score in children
(Routledge, 2019-09-10) Buchan, Duncan S.; McLellan, Gillian; Donnelly, Samantha; Arthur, Rosie
This study used the intensity gradient (IG) and average acceleration metrics to describe children’s activity profiles and explore associations with body mass index (BMI) z-score. Two hundred and forty-six children (n = 138 girls) aged 9.6 ± 1.4 years wore a wrist-mounted ActiGraph wGT3X-BT accelerometer for 7 days on their non-dominant wrist. Physical activity (PA) metrics captured included: the IG which describes the intensity distribution of accelerations across the 24 h monitoring period; average acceleration which provides a measure of the volume of activity; total moderate-to-vigorous PA (MVPA) and inactive time. Acceleration was averaged over 5s epochs. Finally, BMI z-score was calculated for each participant. Average acceleration was negatively associated with BMI z-score (p < 0.05) independent of age and gender but not IG. The IG was negatively associated with BMI z-score independent of potential correlates and average acceleration. Total MVPA was not associated with BMI-z score. The IG and average acceleration metrics may be used to explore the independent or cumulative effects of the volume and intensity distribution of activity upon measures of health and well-being in children to inform specific activity recommendations.