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Background: Population physical activity promotion (PPAP) is one of the most effective noncommunicable disease prevention strategies, yet coordination is lacking around the world. Whole-of-system approaches and complex systems methods are called for to advance PPAP. This paper reports on a project which (1) used an Attributes Framework with system mapping (group model building and causal loop diagramming of feedback loops) and (2) identified potential leverage points to address the challenge of effective coordination of multisectoral PPAP in British Columbia. Methods: Key findings from stakeholder interviews and workshops described the current system for PPAP in terms of attributes and dimensions in the framework. These were translated into variables and used in group model building. Participants prioritized the importance of variables to address the coordination challenge and then created causal loop diagrams in 3 small groups. One collective causal loop diagram was created, and top priority variables and associated feedback loops were highlighted to explore potential leverage points. Results: Leverage points included the relationships and feedback loops among priority variables: political leadership, visible policy support and governance, connectivity for knowledge translation, collaborative multisector grants, multisector collaboration, and integrating co-benefits. Leveraging and altering "vicious" cyclical patterns to increase coordinated multisector PPAP are key. Conclusions: The Attributes Framework, group model building and causal loop diagrams, and emergent feedback loops were useful to explore potential leverage points to address the challenge of multisectoral coordination of PPAP. Future research could apply the same methods in other jurisdictions and compare and contrast resultant frameworks, variables, feedback loops, and leverage points. [ABSTRACT FROM AUTHOR]

During the paper editing process, two values in Table 2 were mistakenly modified. Milk:serum concentration ratios from the 'Karrman et al. 2007' study should be 0.01 for PFOS and 0.01 [...]

Using the Genetic Analysis Workshop 13 simulated data set, we compared the technique of importance sampling to several other methods designed to adjust p-values for multiple testing: the Bonferroni correction, the method proposed by Feingold et al., and naïve Monte Carlo simulation. We performed affected sib-pair linkage analysis for each of the 100 replicates for each of five binary traits and adjusted the derived p-values using each of the correction methods. The type I error rates for each correction method and the ability of each of the methods to detect loci known to influence trait values were compared. All of the methods considered were conservative with respect to type I error, especially the Bonferroni method. The ability of these methods to detect trait loci was also low. However, this may be partially due to a limitation inherent in our binary trait definitions.

Using the Genetic Analysis Workshop 13 simulated data set, we compared the technique of importance sampling to several other methods designed to adjust p-values for multiple testing: the Bonferroni correction, the method proposed by Feingold et al., and naïve Monte Carlo simulation. We performed affected sib-pair linkage analysis for each of the 100 replicates for each of five binary traits and adjusted the derived p-values using each of the correction methods. The type I error rates for each correction method and the ability of each of the methods to detect loci known to influence trait values were compared. All of the methods considered were conservative with respect to type I error, especially the Bonferroni method. The ability of these methods to detect trait loci was also low. However, this may be partially due to a limitation inherent in our binary trait definitions.

The cost of physical inactivity is alarming, and calls for whole-of-system approaches to population physical activity promotion (PPAP) are increasing. One innovative approach to PPAP is to use a framework of interdependent attributes and associated dimensions of effective systems for chronic disease prevention. Describing system boundaries can be an elusive task, and this article reports on using an attribute framework as a first step in describing and then assessing and strengthening a provincial system for PPAP in British Columbia, Canada. Interviews were conducted with provincial stakeholders to gather perspectives regarding attributes of the system. Following this, two workshops were facilitated to document important stories about the current system for PPAP and link story themes with attributes. Results from interviews and workshops were summarized into key findings and a set of descriptive statements. One hundred and twenty-one statements provide depth, breadth and scope to descriptions of the system through the lens of an adapted framework including four attributes: (i) implementation of desired actions, (ii) resources, (iii) leadership and (iv) collaborative capacity. The attribute framework was a useful tool to guide a whole-of-system approach and turn elusive boundaries into rich descriptors of a provincial system for PPAP. Immediate implications for our research are to translate descriptive statements into variables, then assess the system through group model building and identify leverage points from a causal loop diagram to strengthen the system. Future application of this approach in other contexts, settings and health promotion and disease prevention topics is recommended. [ABSTRACT FROM AUTHOR]

Author(s): Cara E. Pugliese[sup.1] , Laura Gutermuth Anthony[sup.1] , John F. Strang[sup.1] , Katerina Dudley[sup.1] , Gregory L. Wallace[sup.2] , Daniel Q. Naiman[sup.3] , Lauren Kenworthy[sup.1] Author Affiliations: (1) Center [...], This study characterizes longitudinal change in adaptive behavior in 64 children and adolescents with autism spectrum disorder (ASD) without intellectual disability evaluated on multiple occasions, and examines whether prior estimate of executive function (EF) problems predicts future adaptive behavior scores. Compared to standardized estimates for their developmental stage, adaptive behavior in most participants was impaired and did not improve over time. Prior EF predicted later adaptive behavior in daily living skills and socialization domains after controlling for age and IQ. Self-monitoring behaviors robustly predicted later adaptive behavior in all domains (d = 0.60-0.94). Results support targeting treatment of adaptive skills in ASD, as well as the importance of assessing for EF problems that may contribute to adaptive behavior difficulties.

It is well established that physical activity (PA) is beneficial for preventing the onset of obesity, cardiovascular disease, and a number of chronic conditions. (1) However, levels of PA among [...], OBJECTIVES: To explore school and student characteristics associated with the number of physical education (PE) classes that elementary students received and to determine whether these characteristics and amount of PE were associated with the physical activity (PA) levels of elementary students. METHODS: Multi-level modeling with school-level (n = 30) and student-level (n = 2,447) questionnaire data from the PLAY-ON study was used to explore the school factors associated with the number of PE classes that students in grades 5 to 8 report receiving, and how these factors were associated with their PA. The Theories of Organizational Change served to operationalize the main school factors measured in this study and included assessments of: organizational climate (school practices related to PE or PA), organizational capacity (school ability to provide students with more PE or PA), and school PA/PE policies. RESULTS: The number of PE classes reported per week was higher in schools that had two PA facilities in addition to a gymnasium ([beta] =1.13, p = 0.048) and in schools with greater levels of parental involvement in school-based PA decisions and programs ([beta] = 2.06, p = 0.001). However, students in schools that provided more intramural programs reported fewer PE classes than those without ([beta] = -1.97, p < 0.001). The number of PE classes provided in the previous week was associated with greater odds of students being highly active compared to minimally active (OR =1.14, p = 0.003). CONCLUSION: Organizational and structural factors within the school environment are related to the amount of PE that students receive at school. Strategies are required to resolve the resulting inequities. KEY WORDS: School policy; physical activity; school environment; children La traduction du resume se trouve a la fin de l&apos;article. OBJECTIFS: Explorer les caracteristiques d&apos;ecoles et d&apos;eleves du primaire associees au nombre de classes d&apos;education physique (EP) recues par les eleves et determiner si ces caracteristiques, et le nombre de classes d&apos;EP, sont associes aux niveaux d&apos;activite physique (AP) des eleves du primaire. METHODE: Des modeles a niveaux multiples utilisant les donnees des questionnaires de l&apos;etude PLAY-ON a l&apos;intention des ecoles (n = 30) et des eleves (n = 2 447) ont servi a explorer les facteurs scolaires associes au nombre de classes d&apos;EP que les eleves de la 5e a la 8e annee disent avoir recues, et les associations entre ces facteurs et l&apos;AP des eleves. Les " theories du changement organisationnel " ont servi a operationnaliser les principaux facteurs scolaires mesures dans l&apos;etude, notamment les analyses: du climat organisationnel (pratiques scolaires liees a l&apos;EP ou a l&apos;AP), de la capacite organisationnelle (la capacite de l&apos;ecole d&apos;offrir davantage d&apos;EP ou d&apos;AP aux eleves) et des politiques scolaires en matiere d&apos;AP/d&apos;EP. RESULTATS: Le nombre declare de classes d&apos;EP par semaine etait superieur dans les ecoles ayant deux installations d&apos;AP en plus d&apos;un gymnase (P =1,13, p = 0,048) et dans les ecoles oU les niveaux d&apos;implication parentale dans les decisions et les programmes de l&apos;ecole etaient plus eleves (P = 2,06, p = 0,001). Cependant, les eleves des ecoles offrant davantage de programmes intramuros ont dit avoir moins de classes d&apos;EP que ceux des ecoles sans ces programmes (P = -1,97, p < 0,001). Le nombre de classes d&apos;EP offertes au cours de la semaine precedente etait associe a une probabilite accrue d&apos;avoir des eleves tres actifs plutot que minimalement actifs (RC = 1,14, p = 0,003). CONCLUSION: Des facteurs organisationnels et structurels en milieu scolaire sont lies au nombre de classes d&apos;EP que les eleves recoivent a l&apos;ecole. Il faut des strategies pour resoudre les iniquites qui en resultent. MOTS CLES: politique scolaire; activite physique; milieu scolaire; enfant doi: 10.17269/CJPH.106.4899