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Professional sports clubs (PSCs) are potentially effective settings for health promotion; however, their role within policy is unclear. Potential reasons include lack of awareness about existing provision of health and wellbeing (H&W) programmes and adequacy of monitoring and evaluation (M&E) practices. This review aimed to: (i) map the provision of H&W programmes delivered by PSCs in the United Kingdom (UK), and (ii) explore current M&E practices of PSCs and consider the policy implications of this. Websites from eight professional sport leagues were hand-searched for programmes and impact reports. Suitable programmes were quantified, whilst impact reports were analysed via inductive documentary content analysis. Results identified 176 H&W programmes and 36 impact reports, as well as 43 H&W impact statements, but only 14 of these were aligned to specific H&W outcomes. The H&W aims of programmes were typically vague, measurement tools were rarely used, and evaluations were usually anecdotal case studies and based on engagement figures, which may not only limit the potential uptake of these programmes but also the relevance of PSCs to public policy. Further research is thus needed to build a stronger evidence base for the use of PSCs as vehicles of public health promotion and policy, and to better address the challenges faced when seeking to monitor and evaluate PSC programmes effectively. [ABSTRACT FROM AUTHOR]

Governments in many countries are increasingly interested in using community sport as a vehicle for improving public health through physical activity (PA) promotion. This has been associated with an increasing interdependence between the community sport and health policy sectors. However, there are no empirically grounded studies which have examined this directly and systematically in England. By examining Sport England's Get Healthy, Get Active (GHGA) initiative, this paper presents novel evidence derived from interviews held with strategic policy-makers from Sport England and a professional football charity (Everton in the Community), and 67 men who engaged in one of the GHGA funded programmes, Active Blues. The findings reveal how the increasing interdependence between community sport and health policy has been characterised by tightly contested and congested relations of power at local and national levels. Although Sport England was the lead organisation which coordinated and was accountable for community sport, it was nevertheless highly dependent on organisations outside of the sector, including health organisations, to deliver their community sport goals. This was indicative of the relatively vulnerable and marginal position which Sport England, and sport policy, occupied in the policy landscape and the associated generalisation of interests from sport to public health. The policy spillover from more powerful policy sectors such as health, to comparatively less powerful ones like community sport, raises questions about the degree to which government can realistically expect to achieve their formal community sport and health policy goals. [ABSTRACT FROM AUTHOR]

Background: In England, the onset of COVID-19 and a rapidly increasing infection rate resulted in a lockdown (March-June 2020) which placed strict restrictions on movement of the public, including children. Using data collected from children living in a multi-ethnic city with high levels of deprivation, this study aimed to: (1) report children's self-reported physical activity (PA) during the first COVID-19 UK lockdown and identify associated factors; (2) examine changes of children's self-reported PA prior to and during the first UK lockdown. Methods: This study is part of the Born in Bradford (BiB) COVID-19 Research Study. PA (amended Youth Activity Profile), sleep, sedentary behaviours, daily frequency/time/destination/activity when leaving the home, were self-reported by 949 children (9–13 years). A sub-sample (n = 634) also self-reported PA (Physical Activity Questionnaire for Children) pre-pandemic (2017-February 2020). Univariate analysis assessed differences in PA between sex and ethnicity groups; multivariable logistic regression identified factors associated with children's PA. Differences in children's levels of being sufficiently active prior to and during the lockdown were examined using the McNemar test; and multivariable logistic regression was used to identify factors explaining change. Results: During the pandemic, White British (WB) children were more sufficiently active (34.1%) compared to Pakistani Heritage children (PH) (22.8%) or 'Other' ethnicity children (O) (22.8%). WB children reported leaving the home more frequently and for longer periods than PH and O children. Modifiable variables related to being sufficiently active were frequency, duration, type of activity, and destination away from the home environment. There was a large reduction in children being sufficiently active during the first COVID-19 lockdown (28.9%) compared to pre-pandemic (69.4%). Conclusions: Promoting safe extended periods of PA everyday outdoors is important for all children, in particular for children from ethnic minority groups. Children's PA during the first COVID-19 UK lockdown has drastically reduced from before. Policy and decision makers, and practitioners should consider the findings in order to begin to understand the impact and consequences that COVID-19 has had upon children's PA which is a key and vital behaviour for health and development. [ABSTRACT FROM AUTHOR]

Background/aim: Screening of young competitive athletes remains a contentious issue. In 2010, a nationwide cardiac screening for all elite rugby players was introduced in England. This provided a unique opportunity to prospectively assess the feasibility and cost-effectiveness of a de novo, ECG-based cardiac screening programme.Methods: Between 2010 and 2012, 1191 rugby players aged ≥14 years underwent cardiac screening with a health questionnaire, 12-lead ECG and a consultation with a cardiologist. The players with concerning findings on initial evaluation were offered on-site transthoracic echocardiogram (TTE). Athletes were referred for further investigations as deemed necessary. The overall cost of the screening programme was estimated.Results: After initial evaluation, 9.7% of athletes underwent on-site TTE; 8.2% underwent on-site TTE due to ECG anomalies and 1.4% underwent on-site TTE due to concerns on the questionnaire. After TTE, only 2.9% of the total cohort was referred for further evaluation. Two players were diagnosed with potentially serious conditions; one with Wolff-Parkinson-White, who resumed competition after catheter ablation, and one with hypertrophic cardiomyopathy, who withdrew from competition. During a mean follow-up of 52.8±5.5 months, none of the players who were reassured experienced any adverse cardiac events. The total cost of the screening programme was £59 875, which averaged to a cost of £50 per player or £29 938 per condition identified. Application of refined ECG criteria would reduce the ECG false-positive rate to 4.9%.Conclusions: Preparticipation cardiac screening with 12-lead ECG is feasible. Refinement of the ECG criteria, the use of on-site TTE and expert setting can minimise the burden of unnecessary investigations and reduce costs. [ABSTRACT FROM AUTHOR]

This paper examines teachers' perceptions of their working relationships with learning support assistants (LSAs) when seeking to incorporate young disabled people and pupils with special educational needs (SEN) within mainstream physical education (PE), an area that has been a largely neglected aspect of research in inclusive education. The findings indicate that teachers spoke positively of these relationships when LSAs were perceived as making a positive contribution to the development of pupils' learning and when they supported teachers as they did in other school subjects. Conversely, when LSAs and other support staff failed to provide teachers with information that was related to pupils' needs in PE, and when LSAs did not possess the required skills, knowledge and expertise of the subject, teachers were rather critical of their relationships with them. In this regard, LSAs were seen as placing a particularly significant constraint on teachers' ability to meet the needs of pupils in PE lessons. It is concluded that teachers' perceptions of the constraints they experience from working with LSAs to help support pupils, and the extent and quality of support they receive, cannot be understood adequately unless they are located within the context of the relational constraints experienced by teachers. [ABSTRACT FROM AUTHOR]

This paper explores normalised drug use as an aspect of young people's leisure careers. Qualitative data generated by 24 single-sex focus groups with 153 (85 males; 68 females) 15-16-year-olds attending seven schools in north-west England and north-east Wales revealed that young people's drug use tended to be both heterogeneous and situation specific. Indeed, rather than being actively sought out, 15-16-year-olds' drug use was often characterised by propinquity - either in terms of place (e.g. parties), relationships (in particular, friends and peers), similarities of outlook and style (e.g. engagement in drug-oriented leisure) and time (in the sense of age cohorts) - and by sociability - especially as a means of enhancing friendships - as well as a search for pleasurable excitement in the company of others. Thus, the paper concludes that the illicit use of drugs by 15-16-year-olds can only be meaningfully understood when viewed in light of these leisure preferences that are among the social processes through which drug use can become normalised in some young people's leisure. [ABSTRACT FROM AUTHOR]

Based upon focus groups with 12 secondary school physical education (PE) teachers working in north-west England, this paper examines: (i) how young disabled people and pupils with special educational needs (SEN) were assessed in National Curriculum Physical Education (NCPE) 2000; and (ii) how teachers managed the constraints on them to assess these pupils in the same manner as other young people. The findings indicate that the NCPE assessment criteria were often perceived as inappropriate, inadequate and attainable by only a few pupils. Although teachers were constrained to use these criteria because of their statutory nature, the assessment of pupils was very much a matter of personal judgement and guess work that resulted in pupils being awarded grades that were not necessarily accurate or sufficiently indicative of their abilities. It is concluded that the competing pressures on teachers to include young disabled people and those with SEN in mainstream lessons resulted in a series of unplanned outcomes that were not intended nor desired by government, and which came to limit the extent to which pupils’ abilities could be assessed, in any meaningful way, within the NCPE 2000 statutory assessment arrangements. [ABSTRACT FROM PUBLISHER]

There has been, over the past two or three decades, a growing concern over the emergence of what has been described as a financial 'crisis' in English professional football. In the context of the growing commercialization of the game, this 'crisis' has typically been explained in terms of a series of economic developments that have occurred since the 1980s, and especially since the formation of the Premier League. In this article we argue that, contrary to popular belief, these processes have longer term historical roots that can be traced back to the early nineteenth century, and to the immediate post-1945 period in particular. We also argue that while economic processes have made a central, though largely unplanned, contribution to the widening financial differentials in English football between the late nineteenth century and the 1970s, these processes cannot be explained adequately if considered in isolation from other, yet equally significant, social processes resulting from the changing power differentials that characterized the dynamic, increasingly complex, English football figuration. [ABSTRACT FROM AUTHOR]

One key aspect of the growing policy emphasis on educational inclusion in England has been the tendency for physical education (PE) to be used as an important vehicle of social policy targeted at promoting the inclusion of young disabled people and those with special educational needs in mainstream schools. Drawing on aspects of figurational sociology, the central objective of this study is to examine the extent to which PE teachers have been able to achieve the government's inclusion policy goals articulated in the 2000 National Curriculum for Physical Education (NCPE) for England. The findings indicate that using the NCPE as a means to pursue the government's educational inclusion policy goals has had unplanned outcomes that have the effect of undermining the extent to which the government is able to use inclusion to make a greater contribution to the promotion of young people's experiences of PE. It is also argued that these outcomes that no-one had planned or intended may, for some of the groups involved, be seen as undesirable consequences that emanate from teachers' attempts to manage the contradictory pressures brought about by pursuing the priorities of government. [ABSTRACT FROM AUTHOR]

Few sports teams or sports events compare with the British and Irish Lions series for showcasing collectively the talents of elite-level male rugby union players from England, Ireland, Scotland and Wales. The 2005 tour to New Zealand, which was billed by the Lions management team and media consultants as the 'Power of Four: One Objective', was widely regarded as 'disastrous' and tension-ridden, not least because of the outcome - 3-0 to New Zealand -, the size and national make up of the playing squad, the inclusion of public relations consultant Alistair Campbell in the tour party and the unintended consequences arising from this, and notable tour events such as the 'staged' photo shoot between Clive Woodward and Gavin Henson and the infamous spear tackle on Lions captain, Brian O'Driscoll. The Lions series provides an interesting paradox in its juxtaposition of Celtic and Anglo-Saxon rivalries with international rivalries whilst, at the same time, it reflects unifying and divisive elements of national identity between, and for, the four Home Nations. Set in this context, we examine press coverage of the 2005 series which included four English tabloid and broadsheet newspapers, two from Wales, Ireland and Scotland, including all Sunday editions. Particular sensitizing concepts derived from figurational sociology were used to identify categories of meaning within the coverage such as Lions building, national tagging and untagging, invented traditions and defence of home players. The findings of this study centre around the use of praise and blame gossip in reinforcing national habitus and invented traditions such as the 'Welsh Way', the related amplifying and de-amplifying role of the press, and a correlative heightening of the English-Celtic nations' rivalry despite attempts by the press and other commentators to temper this whilst invoking a sense of Lions unity. [ABSTRACT FROM AUTHOR]

This paper draws on data from a broader study, the central object of which was to explore the place of sport and physical activity in young people's lives. More particularly, the paper reports the findings of 24 focus groups conducted with 153 15-16 year olds in north-west England and north-east Wales in order to examine young people's views towards activity choice in physical education (PE). In this regard, it is suggested that despite their deep-seated preferences for 'traditional', games-dominated PE curricula and the constraints imposed upon them from the existence of a national curriculum for PE and government policy over the past two decades, PE teachers continue to provide young people with a degree of activity choice in the later secondary school years. The 15-16 year olds in this study considered activity choice to be a very positive feature of their experience of PE at key stage 4 and viewed it as a vehicle for greater enjoyment of and engagement with PE. It was also the case that the 15-16 year olds appeared to attach a great deal of importance to the ways in which the activities provided them with the opportunity to engage in activities within PE that they also do in their leisure-time, and which they are likely to do in the future. At the same time, however, many young people expressed dissatisfaction with what they perceived as unnecessary and undesirable limitations on the number and range of activities made available to them. Restrictions on choice were particularly felt among girls and those from lower social class backgrounds who were evidently dissatisfied with what they saw as the over-representation of a small number of traditional team sports and activities in PE. It is concluded that if PE teachers and policy-makers want to increase their impact upon young people's participation in PE and 'modernise' further the curricula provided for pupils, then they need to appreciate more adequately the significance of the twin processes of democratisation and informalisation, since both processes help explain young people's growing preference for choice in PE and in other social contexts. [ABSTRACT FROM AUTHOR]

Drawing upon aspects of figurational sociology, this paper examines the practice of sports development at a time of rapidly changing social and political policy. In particular, the paper examines how sports development officers (SDOs) experience and attempt to manage organizational change. The study was based on semi-structured interviews with sixteen SDOs in the West Midlands and North West of England. The kinds of organizational change experienced by SDOs were associated with a perceived bureaucratization of their role, and increased pressure to develop partnerships with a variety of sporting and non-sports organizations. These developments, which were also related to concerns over the availability of resources and the increasing accountability and “target-hitting” culture within sports development, can only be understood adequately as resulting from the largely unintended outcomes of government policy, which prioritizes the development of non-sports objectives, rather than those related to the achievement of sporting goals. It is concluded that the growing complexity of the networks involved in sports development may undermine the extent to which government is able to achieve its sporting priorities because it is dependent on the actions of other, seemingly less powerful, groups such as SDOs, who simultaneously seek to protect, maintain and advance their own individual and/or collective interests. [ABSTRACT FROM AUTHOR]

This paper examines the levels and forms of participation in extracurricular physical education (PE) of a cohort of 1010 15-16 year olds attending seven state schools in north-west England and north-east Wales. The data reveal that extracurricular PE provision in all schools retained a particular focus on competitive team sports alongside a number of recreational partner sports and individualized activities. At the same time, the study confirmed previous findings that young people's reported levels and forms of participation in different sports and physical activities in extracurricular PE varied significantly and differentially according to gender and, to some extent, social class. To this configuration, however, needs to be added the particularity of the schools young people attend. Schools evidently influenced patterns of participation, particularly among 15-16-year-old girls. It seems likely that the medium through which higher rates of female participation are realized — particularly in lower working class areas — is the particular blend of sports and physical activities available in extracurricular provision. In other words, the kind of sports and physical activities a school provides appears to be a critical factor in understanding school-level differences in participation. In this regard, it seems that becoming a Specialist Sports College is prominent among a number of developments which may result in a diversification of extracurricular PE opportunities. [ABSTRACT FROM AUTHOR]

Drawing on data from a broader study which investigated the place of sport and physical activity in the lives of 15-16 year olds in England and Wales, this paper examines a relatively neglected dimension of research in physical education, namely, young people's participation in sport and physical activity through National Curriculum Physical Education (NCPE). The paper reports upon data generated by questionnaires completed by 1010 15-16 year olds who attended six secondary schools in the North-West of England and one secondary school in the North-East of Wales during 2003 and 2004. The study revealed strong inter-school variations in the mixes of sports that pupils experienced within NCPE. More specifically, the findings revealed that NCPE was largely dominated by competitive team-based sports that tend to be gender-stereotyped, alongside more individualized and less-competitive physical activities, It was also clear, however that the reported levels and forms of participation in different sports and physical activities in NCPE during Years 10 and 11 varied significantly and differentially according to gender, social class, the school which young people attended, specialist sports college status and whether youngsters studied GCSE PE. The paper concludes by suggesting that inter-school variations are probably explainable in terms of a combination of traditions, facilities and the enthusiasms and perceptions of PE teachers. [ABSTRACT FROM AUTHOR]

Amid the long-standing debate about the nature and purposes of physical education (PE) in schools, comparatively little research has examined the ways in which PE is viewed by young people themselves. This study set out, therefore, to explore young people's views on the nature and purposes of PE from a sociological perspective in the belief that a more adequate understanding of the process of PE requires us to appreciate something of the ways in which the subject is viewed and experienced in reality by pupils in schools. The study involved focus group interviews with 38 15–16-year-old white British young people (17 males; 21 females) from one secondary school in the north-west of England during February 2005. The main finding of the study was that young people held an amalgam of views regarding the nature and purposes of PE that centred, for the most part, upon perceptions of fun and enjoyment and the extent to which sociability is recurrently generated in lessons. In addition, young people also offered justifications based on the role of PE in health promotion and the development of game- and sport-related skills and knowledge of a kind more in tune with conventional justifications found in academic literature. It is argued that young people's views on the nature and purposes of PE are characterized by a number of well-understood, shared meanings that can only be adequately understood if we locate them within the networks of relationships characteristic of their lives more broadly. The paper concludes by arguing for the need to engage more in the realities of PE as practice, and to develop a more adequate understanding of what PE is for the young people involved, not least if government, policy-makers and teachers are to provide a more valuable and meaningful PE curriculum for them. [ABSTRACT FROM AUTHOR]

Notwithstanding the apparent consensus in the UK over the last half a century that the 'key goal' of physical education (PE) is to prepare young people for lifelong participation in physical activity ( Kirk, 2002 ), it is evident that the types of PE programmes and activities viewed as most likely to achieve this outcome remain a highly contentious issue. Grounded in sociological work on the 'new condition' of youth ( Roberts, 1999 ), alongside data from various participation surveys in England and Wales, this paper responds to what is seen as the alleged failure of multi-activity, sport-based PE programmes to facilitate lifelong participation in sport and physical activity. It is argued that when developments in PE curricula in England and Wales are considered alongside trends in participation among young people, it is apparent that participation in sport and physical activity has become part of present-day youth cultures. This may well be due, at least in part, to the ways in which multi-activity PE programmes have facilitated the development of wide sporting repertoires among young people, by introducing them to a broad range of sports as well as 'lifestyle activities'. [ABSTRACT FROM AUTHOR]

Background: A large majority of primary school pupils fail to achieve 30-min of daily, in-school moderate-to-vigorous physical activity (MVPA). The aim of this study was to investigate MVPA accumulation and subject frequency during academic lesson segments and the broader segmented school day., Methods: 122 children (42.6% boys; 9.9 ± 0.3 years) from six primary schools in North East England, wore uniaxial accelerometers for eight consecutive days. Subject frequency was assessed by teacher diaries. Multilevel models (children nested within schools) examined significant predictors of MVPA across each school-day segment (lesson one, break, lesson two, lunch, lesson three)., Results: Pupils averaged 18.33 ± 8.34 min of in-school MVPA, and 90.2% failed to achieve the in-school 30-min MVPA threshold. Across all school-day segments, MVPA accumulation was typically influenced at the individual level. Lessons one and two-dominated by maths and English-were less active than lesson three. Break and lunch were the most active segments., Conclusion: This study breaks new ground, revealing that MVPA accumulation and subject frequency varies greatly during different academic lessons. Morning lessons were dominated by the inactive delivery of maths and English, whereas afternoon lessons involved a greater array of subject delivery that resulted in marginally higher levels of MVPA.

Background: UK and global policies recommend whole-school approaches to improve childrens' inadequate physical activity (PA) levels. Yet, recent meta-analyses establish current interventions as ineffective due to suboptimal implementation rates and poor sustainability. To create effective interventions, which recognise schools as complex adaptive sub-systems, multi-stakeholder input is necessary. Further, to ensure 'systems' change, a framework is required that identifies all components of a whole-school PA approach. The study's aim was to co-develop a whole-school PA framework using the double diamond design approach (DDDA)., Methodology: Fifty stakeholders engaged in a six-phase DDDA workshop undertaking tasks within same stakeholder (n = 9; UK researchers, public health specialists, active schools coordinators, headteachers, teachers, active partner schools specialists, national organisations, Sport England local delivery pilot representatives and international researchers) and mixed (n = 6) stakeholder groupings. Six draft frameworks were created before stakeholders voted for one 'initial' framework. Next, stakeholders reviewed the 'initial' framework, proposing modifications. Following the workshop, stakeholders voted on eight modifications using an online questionnaire., Results: Following voting, the Creating Active Schools Framework (CAS) was designed. At the centre, ethos and practice drive school policy and vision, creating the physical and social environments in which five key stakeholder groups operate to deliver PA through seven opportunities both within and beyond school. At the top of the model, initial and in-service teacher training foster teachers' capability, opportunity and motivation (COM-B) to deliver whole-school PA. National policy and organisations drive top-down initiatives that support or hinder whole-school PA. To the authors' knowledge, this is the first time practitioners, policymakers and researchers have co-designed a whole-school PA framework from initial conception. The novelty of CAS resides in identifying the multitude of interconnecting components of a whole-school adaptive sub-system; exposing the complexity required to create systems change. The framework can be used to shape future policy, research and practice to embed sustainable PA interventions within schools. To enact such change, CAS presents a potential paradigm shift, providing a map and method to guide future co-production by multiple experts of PA initiatives 'with' schools, while abandoning outdated traditional approaches of implementing interventions 'on' schools.

Unhealthy behaviours represent modifiable causes of non-communicable disease. In men, concern focuses on those (i) demonstrating the poorest health, exacerbated by a lack of awareness of the risks that their lifestyles pose and (ii) who neither consult their doctor nor use health services. Classed as 'hard-to-engage', distinctive strategies are needed to reach these men. Impact and process evaluations assessed the effect of a programme of men's health-delivered in/by English Premier League football clubs. Men attended match-day events and/or weekly classes involving physical activity and health education. Validated self-report measures for demographics and lifestyle behaviours were completed pre- and post-intervention. Intention-to-treat analysis was performed on pre-versus-post-intervention differences in lifestyle profiles, whereas interviews (n = 57) provided men's accounts of programme experience. Participants were predominantly white British (70.4%/n = 2669), 18-44 (80.2%/n = 3032) and employed (60.7%/n = 1907). One-third (n = 860) 'never' visited their doctor. Over 85% (n = 1428) presented with combinations of lifestyle risk factors. Intention-to-treat analysis showed improvements (P < 0.001) in lifestyle profiles. Interviews confirmed recruitment of men who were hard-to-engage and unhealthy. Men were attracted through football and/or the clubs, whereas specific design factors impacted on participation. Limitations include use of self-reports, narrow demographics, small effect sizes, lack of follow-up and the absence of non-completers in interviews., (© The Author 2014. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.)

Background: Developing Interventions for Children's Exercise (DICE) is an initiative aimed at determining effective school-based exercise programs. To assess feasibility, we conducted a pilot study of exercise sessions which varied in duration and frequency., Methods: Exercise interventions were delivered to Year 3 pupils (age 7-8 years; n = 73) in primary schools within Yorkshire, UK. Evaluations were conducted using focus group sessions, questionnaires and observations., Results: The study revealed positive aspects of all interventions, including favorable effects on children's concentration during lessons and identified the value of incorporation of the DICE concept into curriculum lessons. Children appeared enthused and reported well-being and enjoyment. Areas requiring attention were the need for appropriate timetabling of sessions and ensuring the availability of space., Conclusion: The concept and sessions were well-accepted by teachers who confirmed their full support of any future implementation There appears to be potential for the encouragement and empowerment of teachers to support physical activity and healthy school environments, and to take an interest in the health of their pupils. Ultimately, these findings should assist in the design of successful exercise interventions in the school setting.

This study assessed the effect of a 12-week behavioural intervention delivered in and by English Premier League football/soccer clubs, and its influence on lifestyle behaviours, in men typically regarded as hard-to-reach. One hundred and thirty men aged 18 years or older engaging in the programme self-reported data on optimal lifestyle behaviours (OLBs) (physical activity, diet, smoking and alcohol consumption) at pre- and post-intervention. Logistic regression models were used to predict the likelihood of OLBs post-intervention. Healthy behaviours were uncommon at baseline, yet at 12 weeks, 19% (n = 24) of men displayed positive change in one behaviour and 67% (n = 87) had changed ≥2. A combination of improving diet (odds ratio [OR] = 2.76; 95% confidence interval [CI] = 1.65-4.63) and being employed (OR = 4.90, CI = 1.46-16.5) significantly increased the likelihood of reporting ≥150 min of physical activity per week. Increased physical activity significantly increased the likelihood of self-reporting a healthy diet (OR = 2.32, CI = 1.36-3.95). This study shows that a 12-week behavioural intervention can reach and engage a proportion of at risk men. Further, among such men, the intervention helped to stabilize and improve several of the most important lifestyle behaviours that impact mortality and morbidity.

Pedometers have been identified as a tool for health professionals to promote physical activity. This study, which aimed to evaluate the effectiveness of wearing a pedometer on general practitioners' attitudes to promoting physical activity, was a pragmatic, multi-centred, randomized controlled trial within a primary care trust in England. The participants were 102 general practitioners (GPs). Eighty-five (48 males, 37 females) of the GPs completed pre and post questionnaires, 43 of whom were in the intervention group. Statistical analysis revealed no significant changes between the control and intervention groups for attitude to engage in physical activity (t(83) = 1.13, CI -0.362 to 0.099) or attitude to promote physical activity in their patients (t(83) = 1.7, CI -0.593 to 0.045). A higher volume of walking was significantly correlated with a more positive attitude to engage in physical activity (r = 0.58, P < 0.01) but not with a more positive attitude to promoting physical activity. Wearing a pedometer had no significant effect on GPs' attitudes to engaging in physical activity or promoting physical activity in their patients.

Background: It has been suggested that infection with Toxoplasma gondii is associated with slow reaction and poor concentration, whilst infection with Coxiella burnetii may lead to persistent symptoms of fatigue., Methods: 425 farmers completed the Revised Clinical Interview Schedule (CIS-R) by computer between March and July 1999 to assess psychiatric morbidity. Samples of venous blood had been previously collected and seroprevalence of T. gondii and C. burnetii was assessed., Results: 45% of the cohort were seropositive for T. gondii and 31% were positive for C. burnetii. Infection with either agent was not associated with symptoms reflecting clinically relevant levels of concentration difficulties, fatigue, depression, depressive ideas or overall psychiatric morbidity., Conclusions: We do not provide any evidence that infection with Toxoplasma gondii or Coxiella burnetii is associated with neuropsychiatric morbidity, in particular with symptoms of poor concentration or fatigue. However, this is a relatively healthy cohort with few individuals reporting neuropsychiatric morbidity and therefore the statistical power to test the study hypotheses is limited.