Communication Dans Un Congrès Année : 2024

Fighting Social Health Inequalities Among Vulnerable Youth (Aged 7–11) Through the Development of Physical and Sports Activities in School Settings

Lutter contre les inégalités sociales de santé auprès d’une jeunesse précaire (7-11 ans) par le développement des activités physiques et sportives en contexte scolaire

Résumé

The aim is to develop and compare two intervention programs in primary schools, targeting children aged 7 to 11 from disadvantaged socio-economic backgrounds to promote sustained engagement in physical activities, both in and outside of school. This approach seeks to assess their influence on motor skills, physical fitness, motivation, and the sense of competence. The purpose of this presentation is to outline the protocol and present the initial results of the measurements while discussing the contributions of these programs. An exploratory survey was conducted to characterize physical activities, measure the physical condition of subjects (N1=1598), and identify two schools where the levels of physical activity and physical fitness are significantly lower than the average of our target sample (N2=135). These two sites serve as the intervention locations. Our programs are constructed around certain dimensions of the socio-ecological model (Sallis, J.F., Owen, N., & Fisher, E.B., 2008), tailored to the audience. We harness social psychology to act at the intra-individual level and modify children's relationship with physical activity, incorporating motivation theories and sociocognitive theories. We employ physiology to evaluate physical fitness levels (Eurofit Battery) and motor skills (TGMD-2, Ulrich, 2000), as well as accelerometers to assess children's physical activity. Lastly, to act and evaluate at the inter-individual and organizational level, sociology is employed to examine the roles of parents, teachers, and the environment. The aim is to consider multiple aspects of the environment, identify relevant factors, and their impact on physical activity. Two protocols are implemented in two schools. The first uses single-lever strategies to develop students' physical skills, focusing on individual and inter-individual aspects. It includes physical education interventions aimed at developing physical literacy through innovative practices, reflective feedback on their practice, and the enhancement of intrinsic motivation. The second protocol offers a similar physical education program but is enriched with classroom interventions, including active breaks over 12 weeks, as well as a family component over another 12 weeks. These programs aim to teach children the skills needed to promote and maintain regular physical activity, emphasizing the development of autonomy, setting personal goals, etc. Meanwhile, the control group follows regular school physical education programs. Results: We do not expect to observe highly significant effects between the initial point (T0) and the follow-up (T1) concerning physical fitness and participation in physical activities outside of school. However, we hope to observe more modest effects regarding the relationship with physical activity and motor skills, compared to the control group. Discussion: Our interventions take place within a relatively short timeframe, which leads us to take a step back on the measurements of these interventions. Results may take time to manifest. Additionally, identifying the source of behaviors is complex due to numerous environmental factors. Despite these challenges, we remain committed to measuring the effects in specific contexts, hoping to observe small positive changes over time.

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hal-05079344 , version 1 (22-05-2025)

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  • HAL Id : hal-05079344 , version 1

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Elise Decorte, Nathalie Jelen, Williams Nuytens. Fighting Social Health Inequalities Among Vulnerable Youth (Aged 7–11) Through the Development of Physical and Sports Activities in School Settings. AIESEP 2024, the University of Jyväskylä, Finland, May 2024, Jyväskylä, France. ⟨hal-05079344⟩
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