EMR ass 2 by Murphy Munro
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Health, sport and physical activity in Australia
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EMR ass 2 by Murphy Munro
- 11. ACT Government. (2015, April 17). Student Wellbeing. Retrieved 04/05/2015, from http://www.det.act.gov.au/school_education/guidance_and_counselling_service - See more at: http://reffor.us/index.php#sthash.2TE0wta2.dpuf Anonymous. (September 2014). Outdoor Activities Improve Mental and Physical Health. Journal of Physical Education, Recreation & Dance, 75(7), 7-8. Retrieved from http://search.proquest.com.ezproxy.csu.edu.au/docview/215766033/A253BECA5D474938PQ/3?accountid=10344. Asthma Australia. (N.A.). Exercise. Retrieved 04/05/2015, from http://www.asthmaaustralia.org.au/Exercise.aspx Charles Sturt University. 2015. PROMOTING HEALTH IN SCHOOLS FROM EVIDENCE TO ACTION. [ONLINE] Available at: http://www.dhhs.tas.gov.au/__data/assets/pdf_file/0007/117385/PHiSFromEvidenceToAction_WEB1.pdf. [Accessed 04 May 15]. How to ask. 2015. How to ask. [ONLINE] Available at: https://www.ruok.org.au/how-to-ask. [Accessed 04 May 2015]. Mancuso, Carol A., Choi, Tiffany N., Westermann, Heidi., Wenderoth, Suzanne., Hollenberg, James P., Wells, Martin T., Isen, Alice M., Jobe, Jared B., Allegrante, John P., Charlson, Mary E. (2012, febuary 27). Increasing Physical Activity in Patients With Asthma Through Positive Affect and Self-affirmation: A Randomized Trial. JAMA Internal Medicine, 172(4), 337-343. Retrieved from. http://archinte.jamanetwork.com/article.aspx?articleid=1108750 Netdoctor (2015, March 18). Exercise and diabetes. Retrieved 04/05/2015, from http://www.netdoctor.co.uk/diabetes/managing/exercise_001939.htm O'Dea, J. and Maloney, D. (2000), Preventing Eating and Body Image Problems in Children and Adolescents Using the Health Promoting Schools Framework. Journal of School Health, 70: 18–21. doi: 10.1111/j.1746-1561.2000.tb06441.x Physical Effects of Asthma - University of Illinois Hospital & Health Sciences System. 2015. Physical Effects of Asthma - University of Illinois Hospital & Health Sciences System. [ONLINE] Available at: http://hospital.uillinois.edu/Patient_Care_Services/Pulmonary/Our_Areas_of_Expertise/Asthma/Physical_Effects.html. [Accessed 04 May 2015]. Story, M., Nanney, M.S., & Schwartz, M.B., (2009). Schools and Obesity Prevention: Creating School Environments and Policies to Promote Healthy Eating and Physical Activity. Milbank Quarterly. 87 (1), pp.71–100
Editor's Notes
- In the following presentation we will address the three following issues: The major health issues that impact on the health of Australian youth (patterns, causes, effects); We will explore three major health issues that effect primarily young Australians (Mental health, Diabetes and asthma) How physical activity and sport have the potential to help Australian youth achieve better health outcomes; We will explore how these three health issues (Mental health, Diabetes and asthma) can be prevented/managed through physical activity and sport. The role that schools can play in improving the health status of Australian youth. We will explore the three major areas of the Health Promoting Schools Framework.
- In the following three slides we will address the first issue ‘The major health issues that impact on the health of Australian youth (patterns, causes, effects)’. In this slide we will discuss the patterns, causes and effects of the major health issue affecting the youth of Australia, that is Mental Health. Patterns- In 2007 the National Survey of Mental Health and Wellbeing showed the following results for the Australian population: 20% of adult individuals had a mental disorder within the last 12 months 25% of adult individuals had a mental disorder in their lifetime 26% of young adults (16-24) had a mental disorder in their lifetime Women aged 18-24 have a higher chance then anyone at developing mood disorders. These statistics show that Australia's youth, particularly those between the ages of 16 and 24 have the highest chance of developing a mental disorder and therefore are the most at risk. (Ruskin, Proctor and Neeves, 2009). Causes- The causes of mental health issues can be explained in the two primary causes; Risk factors and determinants. There is a large number of risk factors for developing mental health problems, including some of the following; unemployment, low level of education, geographic location, incarceration, access to firearms (particularly rural males), Aboriginal or Torres Strait Islander (ATSI) background and substance abuse. Mental health determinants are defined by the three following sub headings; Sociocultural e.g. culture and religion, racism in society, family problems, etc. Socioeconomic e.g. larger numbers of unemployment, lower level of education, low socioeconomic status. Environment e.g. geographical location (rural/metro), access to health services, pollution, etc. (Ruskin, Proctor and Neeves, 2009). Effects- An individuals mental health is described as their state of coping, feeling good and being in control of their lives. Therefore poor mental health is what happens to the mind when an individual is not coping, feeling good or in being in control of their own life. Some examples of what can occur due to poor mental health include: Depression- depression has shown to be more predominant in women than men, leads to greater incidence of self-harm, eating disorders and attempted suicides. Between 1 and 3 percent of Australia’s youth will suffer from major depressive disorder, 15 to 40 percent of young Australian’s will have symptoms of a depressed mood disorder meaning that at the age of 18, 24% of young Australians will have experienced depression. Suicide- suicide has shown to be more predominant in males but in recent years female suicide has been on the rise. Australian studies have shown that between 5 and 10 percent of young people will have at least one suicide attempted and 50% of young Australians will have suicidal thoughts. (Ruskin, Proctor and Neeves, 2009).
- In this slide we will discuss the patterns, causes and effects of Diabetes. Patterns- Since 1989 diabetes has almost tripled in prevalence within Australia placing us in the top 10 for countries worldwide. For most age groups males have a higher chance of developing diabetes than females. Between 10 and 30 percent of Aboriginal and Torres Strait Islanders (ATSI’s) have type 2 diabetes Between the ages of 5 and 19 have the highest number of type 1 diabetes with 10 to 14 being the highest overall. These statistics show that type 2 diabetes is more predominant in middle age to elderly individuals but type one diabetes is significantly more predominant in Australia’s youth (0-19) more than any other age group. (Ruskin, Proctor and Neeves, 2009). Causes- The causes of diabetes can be explained in the two primary causes; Risk factors and determinants. The groups with the highest level of risk at developing diabetes include; women who developed diabetes during pregnancy, over the age of 45, family history of diabetes, individuals who are over weight, individuals who consume a high sugar diet and Aboriginal and Torres Strait Islander (ATSI) people. The determinants of diabetes are sociocultural e.g. indigenous Australian’s or family history. Socioeconomic e.g. individuals with low socioeconomic status and low level of education are more likely to consume larger amounts of alcohol, be physically inactive and have a diet that consists of large amounts of sugar and fat. Finally environmental e.g. greater access to technology has shown to promote lower levels of inactivity and therefore increased the chances of developing diabetes. (Ruskin, Proctor and Neeves, 2009). Effects- Diabetes can have a large number of effects on the human body, including: Lower life expectancy than non diabetic individuals Pregnant women who develop diabetes have a higher chance of redeveloping diabetes later in life, still births and congenital malformations And contributes to a number of health issues such as; coronary heart disease (four times more likely in female diabetics and two times in male diabetics), stroke (four times more likely in diabetics than non-diabetics) and heart disease. It also contributes to blindness, cardiovascular disease (CVD), kidney failure and limb amputation. (Ruskin, Proctor and Neeves, 2009).
- In this slide we will discuss the patterns, causes and effects of Asthma. Patterns- High prevalence in young people particularly those aged 5-9. Low number of deaths compared to other diseases but high number of deaths when Australia is compared to international standards. Risk of dying due to asthma increases as an individual ages Deaths due to asthma have significantly decreased in the previous two decades. Female indigenous Australians are more likely to develop asthma than male indigenous Australian’s. (Ruskin, Proctor and Neeves, 2009). Causes- The causes of asthma can be explained in the two primary causes; Risk factors and determinants. There is a large number of risk factors for asthma including, but not limited to; catching a cold or flu, smoking tobacco, air pollution, cold air or changes in temperature, specific drugs like aspirin, inhaling allergens including pollen, animal hair or dust mites. The determinants of asthma include: sociocultural e.g. Indigenous Australian’s due to higher prevalence of smoking and individuals with a family history of allergies. Socioeconomic e.g. lower income leads to higher levels of smoking and less money to spend on treatment and exposure to dangerous chemicals at workplace. Finally environmental e.g. rural and remote areas have lower numbers of available emergency services. (Ruskin, Proctor and Neeves, 2009). Effects- Asthma can have a number of effects on the human body, the symptoms of asthma will vary from person to person, most people with asthma do not have constant symptoms. Some of the common asthma symptoms include but are not limited to: Coughing Wheezing A tight Feeling in the individual’s chest A Shortness of Breath Waking in the middle of the night in a coughing/wheezing fit Trouble sitting still for extended periods of time Unusually tired or restless Breathing very quickly Slouching Over (“Physical Effects of Asthma,” 2015)
- In the next three slides we will explore the second issue ‘How physical activity and sport have the potential to help Australian youth achieve better health outcomes’. In this slide we will discuss how physical activity and sport have the potential to prevent/treat mental health. According to the recent national study released by Outdoor Industry Foundation, individuals who participate in a minimum of one outdoor activity on a regular basis achieve mental and physical health benefits. This study shows that ninety percent of people over the age of fifteen believe that getting outdoors reduces their level of stress and leaves them with a strong sense of accomplishment. In addition to the physical and mental benefits this also showed a social benefit, seventy-nine percent of participants indicated that they felt the relationship between themselves and the individual/individuals they were exercising with was strengthened. This has shown that physical activity improves mental health in that it not only decreases stress and makes the individual feel good but it also strengthens relationships and interaction, strong relationships with friends and family reduces the likely hood of developing mental health problems. Further social benefit was proven in that ninety percent of participants started exercising with their families between the ages of five and eighteen, forty-one percent indicated that their family was the main influence on whether or not they exercised and thirty-three percent indicated that their friends were the major contributors in whether or not they exercised. This shows that individuals don’t just exercise for physical benefit but for social (mental) benefit because they want to exercise with someone else. (Anonymous, 2014)
- In this slide we explore how physical activity and sport have the potential to prevent/treat diabetes. Exercise helps to improve diabetes because by keeping the bodies weight down it reduces the amount of insulin that needs to be used. It also heightens the body’s sensitivity to insulin which means that the glucose that the body uses is more effective. As long as the body contains sufficient levels of insulin the muscles will burn glucose during exercise which will lower the individual’s blood sugar level. Other ways in which exercise helps diabetes is that it; decreases blood pressure, decreases levels of bad cholesterol (LDL) and heightens good cholesterol (HDL), raises fat loss, helps weight loss, builds muscle mass, lowers stress, improves wellbeing, improves circulation, lowers cardiovascular risk and because exercise lowers insulin resistance it eliminates the root cause of type two diabetes. Diabetes is not only a troublesome problem on its own but it is also a gateway to other problems, it increases the chances of developing heart disease (cardiovascular disease), obesity, having a stroke, etc. Therefore it is recommended that individuals with diabetes undergo exercise five times a week for thirty to forty minutes some examples of physical activity that can be beneficial to diabetic patients include: to take the stairs not the elevator, ride a bike or walk for short journeys, go for a walk on lunch break, take the dog for a walk, partake in a sport such as swimming or golf. Diabetics are however recommended to spread their physical activity across the day in order to maintain a stable blood glucose level for as long as possible. (“Exercise and diabetes,” 2015)
- In this slide we look at how physical activity and sport have the potential to prevent/treat Asthma. Individuals with asthma are more at risk of developing other health problems such as cardiovascular disease, obesity and other diseases because individuals with asthma are less likely to engage in regular physical activity than people without asthma. This is due to the fact that exercise is not as easy for asthma effected individuals because of the constant risk of an asthma attack, a large number of individuals with asthma allow this fear to prevent them from exercising regularly. But being active is an important part of life, it is recommended by the National Asthma Expert Panel to participate in regular physical activity because there is compelling evidence that partaking in lifestyle activity such as going for a walk daily can actually be an effective way for an asthma patient to gain control of their asthma (“Increasing Physical Activity in Patients,” 2012). A patient who is truly in control of their asthma will have no restrictions on what they can and cannot do and if they are exercising regularly it can even reduce the amount of medication that they will need to take. The final way in which physical activity and sport can improve asthma is through swimming. Swimming is by far the most effective way to exercise if an individual as asthma, particularly for children because it is the least likely to cause an asthma attack. This is due to the fact that while swimming the body is breathing in air just above the surface of the water which is humid and warmer than normal air. Another benefit of swimming is that it increases the participant’s lung capacity and helps them develop good breathing techniques which can help prevent future asthma attacks. (Exercise,” N.A.)
- The final three slides will address the final issue ‘The role that schools can play in improving the health status of Australian youth’. This will be done by discussing the three major areas of intervention in the school and community in the Health Promoting Schools Framework. This slide will address the first of the three major areas; ‘School ethos, environment and organisation’ (Exercise, diet and counselling). Exercise- As schools have young people under their care they have a responsibility to do everything they can to improve the health status of their students. One way in which schools can improve the health status of their students is by motivating them to exercise. They can motivate them to exercise in one of three ways: During breaks: teachers should not stand idly by and allow the students to sit around and do nothing during breaks (recess, lunch, etc.) instead the should encourage the students to partake in physical activities, sports and games during this time such as running races, tip, a game of soccer or football, etc. Intramural programs: An intramural program is a sporting activity arranged by an institution, which is usually an educational facility such as a school. Schools with sports teams are indirectly encouraging exercise, in that the students on the team have training sessions and games and students who are not on the team are encouraged to go watch the games which may even inspire them to exercise on their own time so that they have the chance to make the team the following year. Access to physical activity within school: a large number of schools will host after school events that promote physical activity. One such event could be tutorials of sports (AFL, Rugby League, Soccer, etc.) in which teachers or instructors will show the students fundamental skills involved in specific sports and example of this is how to correctly strike a soccer ball with your foot or how to properly pass a football. (Story, Nanney & Schwartz, 2009) Diet- Another way in which schools can improve the health status of Australia's youth is through diet. A child/adolescents diet is a major contributor in determining their health status. A large number of schools, secondary schools in particular offer competitive foods (foods that don’t contain high nutritional value) such as chocolate, chips, lollies/candy and soft drink. This unacceptable school diet contains a large number of calories, high amounts of total and saturated fat and overwhelming amounts of sodium. Schools should instead be offering foods that contain large amount of essential nutrients such as calcium, iron, magnesium, folate and vitamin C. These foods will give the children the energy they need to undergo a day at school but will not jeopardise their health, healthy foods should be promoted in schools with competitive foods (low nutritional value foods) only being offered in small amounts. (Story, Nanney & Schwartz, 2009) Counselling- School counsellors provide highly important psychological services to the students that address their educational, social, emotional and/or behavioural needs, either as individuals or in groups. Counsellors will also collaborate with the families, school communities and external agencies to ensure that the student is receiving as much assistance as they need. The primary focus of school counsellors is to support the emotional wellbeing of the students by providing them with pastoral care services and implementing strategies that support the emotional wellbeing of the school community as a whole. Counsellors possess a range of skills that allow them to assist students, parents and teachers with problems that can affect the student's educational progress and adjustment, such as; learning difficulties, behaviour management, special education services, family relationships, grief and loss, study skills, protective behaviours and transition across sectors. Counsellors can address these issues in a variety of different ways including: counselling for individual students or groups, referring students to a liaison with community agencies or other professionals, in-servicing and consulting with school staff, parent liaison, education and discussion groups, developing more appropriate curriculum, mediation and negotiation and offering students the option of confidential discussions. (“Student Wellbeing,” 2015)
- This slide will discuss the second major area of Health Promoting Schools Framework ‘School-community partnerships and services’ (Parent/Community involvement, R U ok? Day) Community involvement- Community links are the connections that exist between the school and the students’ families and the connection between the school and key local groups and individuals. These connections are very important because their consultation and participation will enhance the effectiveness of the health promoting school and provides both the students and staff with a context and support for their actions. By involving the student’s family and community it allows the student to receive health promotion not just during school hours but at home as well. For example if a teacher is promoting the idea of exercising for 30-40 minutes 5 days a week it can be very difficult to implement that if they are restricted to in school hours, however if the parents are on board with this initiative then they can encourage them to perform the required physical activity at home. (“PROMOTING HEALTH IN SCHOOLS FROM EVIDENCE TO ACTION,” 2015) R U ok day- R U OK? Day is a yearly event on a day in September dedicated to remind people to ask family members, friends and colleagues the question, "R U OK?", the purpose of which is to promote connecting regularly and meaningfully with others because having someone to talk to makes a major difference to anyone who might be struggling. It promotes the health of young Australians because much like counselling it allows students to talk to someone about their problems and have help in solving them. R U ok? Day performs the four step plan; Step One: Ask R U OK? Listeners are encouraged to ask if their subject is ok but to do so in a calm and relaxed tone, to help them open up with questions like "How you going?" and to mention specific things that concern them such as "I've noticed that you seem really tired recently". Step Two: Listen without judgement. Listeners are encouraged to take what they are saying seriously, to not interrupt or rush the conversation, to sit patiently if they need time to think and to encourage them to explain. Step Three: Encourage action. Listeners are encouraged to help them identify solutions to manage their situations, to ask "how they can help them get through it?” suggest particular strategies or health services that have been useful in the past and if necessary motivate them to seek professional help. Step Four: Follow up. Listeners are encouraged to call them in a couple of week (sooner if their struggling), to ask them if they have found a way to manage their situation, to be patient and help them through it and to stay in touch. (“How to ask,” 2015)
- The following slide will demonstrate how the third major area of the Health Promoting Schools Framework ‘School curriculum, teaching, and learning’ (education) has the potential to improve the health status of Australian youth. Education- The final thing that schools can do to improve health status Australia’s youth is to offer education. Schools have a responsibility to the young people under their care to inform them about what is good and bad for their health and what they can do personally to better their health. Schools can improve the health status of Australia’s youth by educating students in the following four areas: Exercise- By educating the students about how important exercise is in maintaining a healthy lifestyle and telling them about physical activities and sports that the school and community centres in the area are offering allows the students to take their health into their own hands and improve their health status by making the choice to partake in physical activities and sporting events. (Story, Nanney & Schwartz, 2009) Diet- If schools teach their students about the importance of diet; outlining the foods that they should be consuming large amounts of including: meat, fruits and vegetables and informing them about the foods that they should not be having or only having small amounts of including: chocolate, fast food and soft drinks, in maintaining a healthy lifestyle it allows the students to take their health status into their own hands and make the choice to eat healthy to improve their health. (Story, Nanney & Schwartz, 2009) Counselling/school events- If schools educate students about counselling, outlining the benefits and availability of it allows students to make the choice to go to a counsellor of their own choosing and hence allows them to solve their problems and improve their mental stability. Informing students about upcoming health promoting events such as R U ok? Day also allows students the opportunity to seek assistance and solve their problems. Health problems- Schools have a responsibility to their students to alert them to the health conditions such as mental health, diabetes, ADHD (Attention Deficit Hyperactivity Disorder), asthma, etc. It is important for them to mention that they could develop or possibly already have developed a health problem and to outline the risk factors, early signs and preventative measures that they can take to minimise their chances of developing a health issue. This once more allows the student to take control of their own health status.