Recent data shows improvements over time in health behaviors among both the general population and young women specifically, however significant differences remain between socioeconomic groups, and most people still engage in multiple unhealthy behaviors. This clustering of behaviors has implications for how public health policies and local practices address health promotion in a more holistic way that considers social determinants of health.
This document discusses electric current and concepts related to electricity. It contains the following key points:
1. Electric current is the flow of electric charge in a conductor. The direction of the flow is from higher electric potential to lower electric potential.
2. The factors that affect the magnitude of electric current include the amount of charge passing through a point in the conductor per unit time, and the resistance of the conductor.
3. Kirchhoff's laws relate the current and potential difference in different parts of an electric circuit.
The document summarizes key concepts about electricity and electrical circuits. It discusses:
1) Direct current (DC) and alternating current (AC), explaining the difference between constant and varying current over time.
2) Transformers, describing how they work by electromagnetic induction to change voltage and current levels while transmitting power.
3) Circuit parameters like voltage, current, resistance and power in AC circuits. Formulas are given relating peak, RMS and average values.
4) Waveforms of voltage, current and power over time in an AC circuit, showing their sinusoidal variation and phase relationship.
In 3 sentences or less, the document provides an overview of basic electrical concepts like different current types, transformer
This document describes the principles of diffraction gratings using the diffraction grating equation. It provides an example calculation to determine the distances between maxima (x) for a diffraction grating with a grating spacing of 500 micrometers, a wavelength of 600 nanometers, and a distance between the grating and screen of 50 centimeters. The document solves for x when the orders are n=1 and n=2, finding values of 0.4x10-3 meters.
This document discusses concepts related to rotational kinematics and dynamics including:
1. Rotational kinematics equations relating angular displacement (θ), angular velocity (ω), angular acceleration (α), and time (t).
2. Rotational dynamics equations relating torque (τ), moment of inertia (I), angular acceleration (α), and angular velocity (ω).
3. Examples calculating values like angular velocity, angular acceleration, linear velocity, torque, power, work, and kinetic energy for rotating objects using the rotational kinematics and dynamics equations.
1. Electric fields are produced by electric charges and can be calculated using Coulomb's law. Positive charges produce outward electric fields while negative charges produce inward electric fields.
2. The electric field strength is directly proportional to the magnitude of the charge producing the field and inversely proportional to the distance from that charge.
3. Electric potential difference is equal to the work done moving a test charge between two points in an electric field, and is calculated by multiplying the charge by the potential.
1. The document discusses concepts related to sound waves including frequency, wavelength, and speed of sound waves. It provides examples of calculating the speed of sound waves at different temperatures.
2. Formulas are given for calculating speed of sound waves based on temperature. The speed increases by 6 m/s as temperature rises from 25°C to 35°C, as shown through an example calculation.
3. Additional concepts covered include using the frequency and wavelength of a sound wave to calculate its speed, and examples of applying the concepts and formulas to solve problems.
1. The document discusses the principles of refraction of light through spherical lenses and thin lenses. It defines terms such as focal length, focal point, radius of curvature, and refractive index.
2. Formulas are provided relating refractive index, angles of incidence and refraction, and focal lengths for different lens materials.
3. Worked examples apply the formulas to calculate focal lengths, refractive indices, angles of refraction and incidence, and image distances for various lens configurations and materials.
This document discusses concepts in mechanics including:
1. Conditions for static equilibrium, including that the net force and net torque must equal zero.
2. Analysis of forces in different mechanical systems using free body diagrams and applying Newton's laws and principles of torque.
3. Problem solving techniques for calculating unknown forces, torques or accelerations given force diagrams and relevant equations of motion.
This document discusses electric current and concepts related to electricity. It contains the following key points:
1. Electric current is the flow of electric charge in a conductor. The direction of the flow is from higher electric potential to lower electric potential.
2. The factors that affect the magnitude of electric current include the amount of charge passing through a point in the conductor per unit time, and the resistance of the conductor.
3. Kirchhoff's laws relate the current and potential difference in different parts of an electric circuit.
The document summarizes key concepts about electricity and electrical circuits. It discusses:
1) Direct current (DC) and alternating current (AC), explaining the difference between constant and varying current over time.
2) Transformers, describing how they work by electromagnetic induction to change voltage and current levels while transmitting power.
3) Circuit parameters like voltage, current, resistance and power in AC circuits. Formulas are given relating peak, RMS and average values.
4) Waveforms of voltage, current and power over time in an AC circuit, showing their sinusoidal variation and phase relationship.
In 3 sentences or less, the document provides an overview of basic electrical concepts like different current types, transformer
This document describes the principles of diffraction gratings using the diffraction grating equation. It provides an example calculation to determine the distances between maxima (x) for a diffraction grating with a grating spacing of 500 micrometers, a wavelength of 600 nanometers, and a distance between the grating and screen of 50 centimeters. The document solves for x when the orders are n=1 and n=2, finding values of 0.4x10-3 meters.
This document discusses concepts related to rotational kinematics and dynamics including:
1. Rotational kinematics equations relating angular displacement (θ), angular velocity (ω), angular acceleration (α), and time (t).
2. Rotational dynamics equations relating torque (τ), moment of inertia (I), angular acceleration (α), and angular velocity (ω).
3. Examples calculating values like angular velocity, angular acceleration, linear velocity, torque, power, work, and kinetic energy for rotating objects using the rotational kinematics and dynamics equations.
1. Electric fields are produced by electric charges and can be calculated using Coulomb's law. Positive charges produce outward electric fields while negative charges produce inward electric fields.
2. The electric field strength is directly proportional to the magnitude of the charge producing the field and inversely proportional to the distance from that charge.
3. Electric potential difference is equal to the work done moving a test charge between two points in an electric field, and is calculated by multiplying the charge by the potential.
1. The document discusses concepts related to sound waves including frequency, wavelength, and speed of sound waves. It provides examples of calculating the speed of sound waves at different temperatures.
2. Formulas are given for calculating speed of sound waves based on temperature. The speed increases by 6 m/s as temperature rises from 25°C to 35°C, as shown through an example calculation.
3. Additional concepts covered include using the frequency and wavelength of a sound wave to calculate its speed, and examples of applying the concepts and formulas to solve problems.
1. The document discusses the principles of refraction of light through spherical lenses and thin lenses. It defines terms such as focal length, focal point, radius of curvature, and refractive index.
2. Formulas are provided relating refractive index, angles of incidence and refraction, and focal lengths for different lens materials.
3. Worked examples apply the formulas to calculate focal lengths, refractive indices, angles of refraction and incidence, and image distances for various lens configurations and materials.
This document discusses concepts in mechanics including:
1. Conditions for static equilibrium, including that the net force and net torque must equal zero.
2. Analysis of forces in different mechanical systems using free body diagrams and applying Newton's laws and principles of torque.
3. Problem solving techniques for calculating unknown forces, torques or accelerations given force diagrams and relevant equations of motion.
This document provides an overview of Metavante Corporation's 40th anniversary in 2004. It discusses Metavante's focus on financial services and payment solutions. In 2004, Metavante made several strategic acquisitions to grow its business and move toward $1 billion in annual revenue. One key acquisition was Printing For Systems, Inc., a provider of identification cards and documents to the healthcare industry. This helped Metavante expand into healthcare eligibility and payment cards to reduce identity theft risks.
1. The document provides definitions and formulas for key kinematic concepts including displacement, velocity, average velocity, and acceleration.
2. Examples are given to demonstrate the calculation of displacement, velocity, average velocity, and acceleration using kinematic formulas and given values.
3. Word problems are worked through step-by-step to apply kinematic concepts and formulas to real-world scenarios.
1. SchoolDD.com provides information about heat transfer and calorimetry. It explains key concepts like specific heat capacity, latent heat of fusion and vaporization, and uses equations like Q=mcΔT.
2. Examples are given to calculate the heat transfer involved in changing temperatures of substances. Specific heat values are provided for various materials at different phases.
3. Phase changes from solid to liquid to gas are explained, along with the concept of latent heat absorbed or released without changing temperature during these phase transitions.
The document summarizes concepts related to forces and motion. It defines key terms like work, kinetic energy, and potential energy. It provides formulas for calculating work, kinetic energy, and gravitational potential energy. Examples are given to demonstrate applying the concepts and formulas to solve physics problems involving changes in kinetic and potential energy.
This document discusses fluid dynamics and pressure. It defines density, pressure, and hydrostatic pressure. It provides examples of calculating hydrostatic pressure at different depths in fluids of varying densities. Formulas are given for calculating force, pressure, volume, and flow rate. Examples are worked through applying these formulas and concepts to problems involving submerged surfaces, fluids with different densities, and flow through pipes.
This document provides a concise summary of key scientific concepts and formulas in fewer than 3 sentences. It begins by defining common scientific units used to measure length, mass, time, electric current, temperature, amount of substance, and luminous intensity. It then explains the International System of Prefixes used to modify unit symbols and provides examples of their use. The document proceeds to demonstrate the application of scientific concepts and formulas to solve problems involving length, area, volume, speed, time period, percentage error, and other topics. Diagrams are included to illustrate geometric and trigonometric relationships. Key formulas from algebra, trigonometry, logarithms, and other areas are also summarized concisely.
This document provides information about a 3-day workshop on planetary astronomy that will be held from August 13-15. The workshop will be hosted by the LESA Center and held at the National Science and Technology Development Agency. It will provide training on identifying planets, exoplanets, and small bodies in the solar system. The workshop is limited to 20 participants and the registration deadline is July 17. More information can be found on the LESA Center website or by contacting provided email address.
1. The document discusses simple harmonic motion (SHM) and describes the sinusoidal function y=Asin(ωt) that models SHM.
2. Various examples of SHM are shown, including spring oscillations and waves on a string. The key parameters like amplitude, angular frequency, and period are defined.
3. Standing waves on a string are analyzed, with nodes and antinodes labeled according to the quantization condition that the string length must be an integer multiple of half wavelengths. Formulas for calculating wavelength and frequency are provided.
The document is about basic physics concepts related to kinetic energy. It contains three main points:
1) It defines kinetic energy (EK) as the energy an object possesses due to its motion, and explains that kinetic energy can be calculated as EK = 1/2 mv^2, where m is the object's mass and v is its velocity.
2) It discusses the relationship between an object's maximum kinetic energy (EKmax) and its maximum velocity (vmax), explaining that EKmax occurs when an object's velocity is at its highest point (vmax).
3) It provides an example calculation of converting between units of kinetic energy, showing how to convert from joules to electron
SchoolDD.com provides concise explanations of trigonometric concepts like sine, cosine, and tangent functions. It explains how to use trigonometric functions to solve problems involving right triangles, with examples calculating values for angles like 30°, 60°, 37°, and 53° degrees. The site also summarizes trigonometric identity formulas and relationships between sine, cosine, and tangent for various angles.
1. The document discusses projectile motion and provides equations to calculate the time, height, horizontal displacement, and velocity of a projectile over time given the initial velocity and angle of launch.
2. Formulas are derived for calculating time, maximum height, and horizontal displacement of a projectile based on the initial velocity components along x and y axes.
3. Examples are provided to demonstrate how to apply the equations to different launch angles like 45 degrees, 60 degrees, and 30 degrees.
CSPN and StreetGames | StreetGames National Conference 2013StreetGames
CSPN represents County Sports Partnerships (CSPs) which are local networks that support sports programs. CSPs are led by boards and staff who work on strategic planning, partnership development, advocacy, and continuous improvement for sports. They provide support to District Sports Clubs through activities like intelligence sharing, promotion, coaching education and funding, and talent identification. CSPs deliver national sports programs locally such as Sportivate and School Games. They also support local initiatives like coach bursaries and talent hubs.
Ronnie Heath has organized a multi-skill PE program professional development week from October 21st-27th. The week includes teachers courses on fun skills and raising the bar, a parent workshop, mentoring for SFS PE teachers, and a conference on the courses. A coaching course will also be offered on the 27th. The events will take place in Seoul and hotels have been selected. Funding will come from SFS, Korcos, and income from the courses. More details on the courses can be found at the attached website.
Introduction to StreetGames | StreetGames Wales Conference 2012 opening plenaryStreetGames
StreetGames was needed to address inequalities in sports participation between wealthy and poor youth. Only 42% of wealthy youth aged 16-24 are coached compared to 21% of poor youth. StreetGames focuses on small street sports projects, works with partners to support existing projects and start new ones, and serves as a national partner to sporting organizations. The core of StreetGames' work involves training, volunteers, and events to connect disadvantaged youth with sports through street-level projects, girls programs, and partnerships with national governing bodies of sport.
What Girls Think, Feel & Do – The Findings of the Us Girls Programme | Us Gir...StreetGames
The Us Girls Programme found that girls are most willing to pay £3 for sports activities. They want women-only activities and prefer informal, fun environments. The top sports girls participate in are fitness, dance, multisport, swimming, netball, and badminton. Most sessions take place indoors at schools and community centers. Coaches who are encouraging and fun help keep girls involved. Girls want rewards for their participation but are wary of leadership roles. Working as a network supports research, events, developing advocates, and campaigns to promote girls' sports participation. Future opportunities include health initiatives and embedding learning.
The importance of programmes targeting young women from disadvantaged areas |...StreetGames
This document discusses Sport England's Active Women programme, which provides £7.5 million in funding to projects targeting women from disadvantaged communities and those caring for children. It summarizes findings from the first year that recruitment targets were largely met but retention was challenging, and that women reported positive impacts on their activity levels, fitness, and self-esteem. It also outlines lessons learned about attracting and retaining women, such as convenient times, childcare, incentives, and social support, and next steps like continued delivery and evaluation and a place-based pilot project.
This document discusses fundamental movement skills (FMS) and provides resources for teaching them. It describes FMS as the building blocks of movement in games, sports, and other activities. They are divided into three categories: locomotor, non-locomotor, and manipulative skills. The optimal period for teaching FMS is Kindergarten through Grade 2 when children have opportunities to practice. The document lists 12 specific FMS and provides videos, checklists, and planning guides to help observe, assess, and teach the skills.
Sport's untapped workforce | StreetGames Wales Conference 2012 workshopStreetGames
This document discusses youth work and sport organizations as an untapped workforce for delivering sport and physical activity opportunities. It identifies that youth workers from organizations like Boys and Girls Clubs, Scouts, and youth clubs could support strategies to engage more young people in sport. Additionally, it presents a case study of Active Community Enterprise (ACE), a partnership that engages university students as a workforce to support community sport clubs and programs. ACE demonstrates that students can be an untapped resource for volunteering in sport delivery if opportunities are built into their courses and training is provided. The document argues that youth organizations and universities could contribute more to increasing sport participation if aware of strategies and opportunities to get involved.
Making social media work for you | StreetGames National Conference 2013StreetGames
The document provides information about using social media effectively for community sports clubs. It discusses the benefits of social media, best practices for engagement, and findings from a project called Talk Right. Key findings include that 100% of participants had internet access, 78% had social media accounts, and 43% used social media late at night. The document recommends clubs provide information, share photos and videos, promote activities, and interact with members online to build their community presence on social media.
Accessing school facilities | StreetGames National Conference 2013StreetGames
Rus Smith discusses how to make school facilities more accessible for community programs like StreetGames. Some key barriers include policies, costs, and security. It is best to start by contacting the PE department to show how programs can help meet Ofsted standards for spiritual, moral, social and cultural development. StreetGames can provide new experiences for disadvantaged students and help PE departments meet outcomes through leadership programs and non-traditional sports. The document provides an overview of talking to teachers and linking community programs to school priorities and student benefits.
This document provides an overview of Metavante Corporation's 40th anniversary in 2004. It discusses Metavante's focus on financial services and payment solutions. In 2004, Metavante made several strategic acquisitions to grow its business and move toward $1 billion in annual revenue. One key acquisition was Printing For Systems, Inc., a provider of identification cards and documents to the healthcare industry. This helped Metavante expand into healthcare eligibility and payment cards to reduce identity theft risks.
1. The document provides definitions and formulas for key kinematic concepts including displacement, velocity, average velocity, and acceleration.
2. Examples are given to demonstrate the calculation of displacement, velocity, average velocity, and acceleration using kinematic formulas and given values.
3. Word problems are worked through step-by-step to apply kinematic concepts and formulas to real-world scenarios.
1. SchoolDD.com provides information about heat transfer and calorimetry. It explains key concepts like specific heat capacity, latent heat of fusion and vaporization, and uses equations like Q=mcΔT.
2. Examples are given to calculate the heat transfer involved in changing temperatures of substances. Specific heat values are provided for various materials at different phases.
3. Phase changes from solid to liquid to gas are explained, along with the concept of latent heat absorbed or released without changing temperature during these phase transitions.
The document summarizes concepts related to forces and motion. It defines key terms like work, kinetic energy, and potential energy. It provides formulas for calculating work, kinetic energy, and gravitational potential energy. Examples are given to demonstrate applying the concepts and formulas to solve physics problems involving changes in kinetic and potential energy.
This document discusses fluid dynamics and pressure. It defines density, pressure, and hydrostatic pressure. It provides examples of calculating hydrostatic pressure at different depths in fluids of varying densities. Formulas are given for calculating force, pressure, volume, and flow rate. Examples are worked through applying these formulas and concepts to problems involving submerged surfaces, fluids with different densities, and flow through pipes.
This document provides a concise summary of key scientific concepts and formulas in fewer than 3 sentences. It begins by defining common scientific units used to measure length, mass, time, electric current, temperature, amount of substance, and luminous intensity. It then explains the International System of Prefixes used to modify unit symbols and provides examples of their use. The document proceeds to demonstrate the application of scientific concepts and formulas to solve problems involving length, area, volume, speed, time period, percentage error, and other topics. Diagrams are included to illustrate geometric and trigonometric relationships. Key formulas from algebra, trigonometry, logarithms, and other areas are also summarized concisely.
This document provides information about a 3-day workshop on planetary astronomy that will be held from August 13-15. The workshop will be hosted by the LESA Center and held at the National Science and Technology Development Agency. It will provide training on identifying planets, exoplanets, and small bodies in the solar system. The workshop is limited to 20 participants and the registration deadline is July 17. More information can be found on the LESA Center website or by contacting provided email address.
1. The document discusses simple harmonic motion (SHM) and describes the sinusoidal function y=Asin(ωt) that models SHM.
2. Various examples of SHM are shown, including spring oscillations and waves on a string. The key parameters like amplitude, angular frequency, and period are defined.
3. Standing waves on a string are analyzed, with nodes and antinodes labeled according to the quantization condition that the string length must be an integer multiple of half wavelengths. Formulas for calculating wavelength and frequency are provided.
The document is about basic physics concepts related to kinetic energy. It contains three main points:
1) It defines kinetic energy (EK) as the energy an object possesses due to its motion, and explains that kinetic energy can be calculated as EK = 1/2 mv^2, where m is the object's mass and v is its velocity.
2) It discusses the relationship between an object's maximum kinetic energy (EKmax) and its maximum velocity (vmax), explaining that EKmax occurs when an object's velocity is at its highest point (vmax).
3) It provides an example calculation of converting between units of kinetic energy, showing how to convert from joules to electron
SchoolDD.com provides concise explanations of trigonometric concepts like sine, cosine, and tangent functions. It explains how to use trigonometric functions to solve problems involving right triangles, with examples calculating values for angles like 30°, 60°, 37°, and 53° degrees. The site also summarizes trigonometric identity formulas and relationships between sine, cosine, and tangent for various angles.
1. The document discusses projectile motion and provides equations to calculate the time, height, horizontal displacement, and velocity of a projectile over time given the initial velocity and angle of launch.
2. Formulas are derived for calculating time, maximum height, and horizontal displacement of a projectile based on the initial velocity components along x and y axes.
3. Examples are provided to demonstrate how to apply the equations to different launch angles like 45 degrees, 60 degrees, and 30 degrees.
CSPN and StreetGames | StreetGames National Conference 2013StreetGames
CSPN represents County Sports Partnerships (CSPs) which are local networks that support sports programs. CSPs are led by boards and staff who work on strategic planning, partnership development, advocacy, and continuous improvement for sports. They provide support to District Sports Clubs through activities like intelligence sharing, promotion, coaching education and funding, and talent identification. CSPs deliver national sports programs locally such as Sportivate and School Games. They also support local initiatives like coach bursaries and talent hubs.
Ronnie Heath has organized a multi-skill PE program professional development week from October 21st-27th. The week includes teachers courses on fun skills and raising the bar, a parent workshop, mentoring for SFS PE teachers, and a conference on the courses. A coaching course will also be offered on the 27th. The events will take place in Seoul and hotels have been selected. Funding will come from SFS, Korcos, and income from the courses. More details on the courses can be found at the attached website.
Introduction to StreetGames | StreetGames Wales Conference 2012 opening plenaryStreetGames
StreetGames was needed to address inequalities in sports participation between wealthy and poor youth. Only 42% of wealthy youth aged 16-24 are coached compared to 21% of poor youth. StreetGames focuses on small street sports projects, works with partners to support existing projects and start new ones, and serves as a national partner to sporting organizations. The core of StreetGames' work involves training, volunteers, and events to connect disadvantaged youth with sports through street-level projects, girls programs, and partnerships with national governing bodies of sport.
What Girls Think, Feel & Do – The Findings of the Us Girls Programme | Us Gir...StreetGames
The Us Girls Programme found that girls are most willing to pay £3 for sports activities. They want women-only activities and prefer informal, fun environments. The top sports girls participate in are fitness, dance, multisport, swimming, netball, and badminton. Most sessions take place indoors at schools and community centers. Coaches who are encouraging and fun help keep girls involved. Girls want rewards for their participation but are wary of leadership roles. Working as a network supports research, events, developing advocates, and campaigns to promote girls' sports participation. Future opportunities include health initiatives and embedding learning.
The importance of programmes targeting young women from disadvantaged areas |...StreetGames
This document discusses Sport England's Active Women programme, which provides £7.5 million in funding to projects targeting women from disadvantaged communities and those caring for children. It summarizes findings from the first year that recruitment targets were largely met but retention was challenging, and that women reported positive impacts on their activity levels, fitness, and self-esteem. It also outlines lessons learned about attracting and retaining women, such as convenient times, childcare, incentives, and social support, and next steps like continued delivery and evaluation and a place-based pilot project.
This document discusses fundamental movement skills (FMS) and provides resources for teaching them. It describes FMS as the building blocks of movement in games, sports, and other activities. They are divided into three categories: locomotor, non-locomotor, and manipulative skills. The optimal period for teaching FMS is Kindergarten through Grade 2 when children have opportunities to practice. The document lists 12 specific FMS and provides videos, checklists, and planning guides to help observe, assess, and teach the skills.
Sport's untapped workforce | StreetGames Wales Conference 2012 workshopStreetGames
This document discusses youth work and sport organizations as an untapped workforce for delivering sport and physical activity opportunities. It identifies that youth workers from organizations like Boys and Girls Clubs, Scouts, and youth clubs could support strategies to engage more young people in sport. Additionally, it presents a case study of Active Community Enterprise (ACE), a partnership that engages university students as a workforce to support community sport clubs and programs. ACE demonstrates that students can be an untapped resource for volunteering in sport delivery if opportunities are built into their courses and training is provided. The document argues that youth organizations and universities could contribute more to increasing sport participation if aware of strategies and opportunities to get involved.
Making social media work for you | StreetGames National Conference 2013StreetGames
The document provides information about using social media effectively for community sports clubs. It discusses the benefits of social media, best practices for engagement, and findings from a project called Talk Right. Key findings include that 100% of participants had internet access, 78% had social media accounts, and 43% used social media late at night. The document recommends clubs provide information, share photos and videos, promote activities, and interact with members online to build their community presence on social media.
Accessing school facilities | StreetGames National Conference 2013StreetGames
Rus Smith discusses how to make school facilities more accessible for community programs like StreetGames. Some key barriers include policies, costs, and security. It is best to start by contacting the PE department to show how programs can help meet Ofsted standards for spiritual, moral, social and cultural development. StreetGames can provide new experiences for disadvantaged students and help PE departments meet outcomes through leadership programs and non-traditional sports. The document provides an overview of talking to teachers and linking community programs to school priorities and student benefits.
Sedentary is the new smoking | StreetGames National Conference 2013StreetGames
This document summarizes a presentation on the health benefits of physical activity. It discusses how physical activity reduces stress and chronic disease risk by reducing inflammation and oxidative stress through increased mitochondrial production of antioxidants. It also outlines how physical activity promotes weight loss and reduces cardiovascular disease risk in diabetics. The presentation concludes by describing an initiative called "Beat the Street" that uses a global walking competition and technology to incentivize physical activity in schools.
Public Health Commissioning & Physical Activity | StreetGames National Confer...StreetGames
The document discusses public health commissioning and physical activity. It provides an overview of public health responsibilities including lifestyle behaviors that influence health, the public health outcomes framework, and general commissioning advice. Local authorities will be responsible for interventions to increase physical activity, tackle obesity, and provide public health services for children and young people. The presentation emphasizes getting to know local leads, considering wider determinants of health, being creative with funding, linking activities to disease management pathways, evaluating programs, and delivering public health initiatives as part of other agency agendas.
StreetGames' New Strategy | StreetGames National Conference 2013StreetGames
StreetGames aims to increase participation in sport among disadvantaged youth through doorstep sport clubs. Its new 2013-2017 strategy has three main goals: 1) Grow the StreetGames network to 1000 doorstep sport clubs and other projects reaching over 168,000 participants; 2) Better understand participants through evaluation to refine the doorstep sport method; and 3) Mainstream and influence the mainstream and non-sport sectors to adopt the doorstep sport method. The strategy will focus on growing participation, evaluating programs, and influencing other organizations over the next four years.
Maximising Volunteers | StreetGames National Conference 2013StreetGames
The document discusses how to maximize volunteers for organizations. It outlines steps for understanding why an organization wants volunteers and what roles and skills volunteers could have. Participants drew diagrams to identify individual and organizational benefits of volunteering. Groups then shared experiences working with volunteers. The key points are to understand why an organization wants volunteers, what motivates people to volunteer, having the right volunteer roles, and using personal experiences to increase volunteer success and retention.
Managing Festivals | StreetGames National Conference 2013StreetGames
The document provides tips for managing small and large scale festivals and events. It discusses the North Tyneside regional festival that attracted 423 participants and 54 young volunteers across 12 sports. Key things to consider when planning a festival include manuals, risk assessments, budgets, marketing, volunteers, staffing, equipment, and contingencies. The document outlines the importance of participant packs, promoting through media, managing budgets, defining staffing and job roles, and utilizing young community volunteers to support delivery and sustainability.
Health commissioning - The Fizzical Project | StreetGames National Conference...StreetGames
The Fizzical Project aims to combat obesity in 8-14 year olds from BME communities by getting them more active through outdoor sports and changing their behaviors and lifestyles long-term. It works with schools and community partners in deprived areas to deliver fun physical activities like boxing and dance over a 6-week program and encourage ongoing participation. Data shows the program increased physical activity in 73% of participants after 6 months. The project seeks to expand nationally and improve exit routes to sustained activity through community partners.
Equality in Doorstep Sport Clubs | StreetGames National Conference 2013StreetGames
The document discusses barriers to participation in sport for minority ethnic communities and strategies for increasing involvement. It notes that Sporting Equals aims to raise awareness of the needs of BME groups in sport and increase participation as players, volunteers and employees. Barriers include stereotyping, lack of cultural awareness, and not accommodating needs like childcare, faith requirements or transport. Successful programs build trust, take place in local familiar facilities, offer single-sex sessions, and involve BME communities in planning. The scenario describes a club seeing declining involvement and needs strategies to engage parents and increase BME volunteers.
Engaging with FE colleges | StreetGames National Conference 2013StreetGames
This document discusses sport in further education colleges in the UK. It touches on several key points:
1) Sport in FE colleges faces challenges like limited funding, inconsistent delivery across colleges, and the need to balance sporting opportunities with other priorities.
2) The context for sport varies significantly between colleges based on factors like location, student demographics, college mission, and available resources.
3) Recent initiatives aim to improve FE sport through new networks, college sport maker positions, and funding to increase participation and track impact. However, the diverse nature of the FE sector means a one-size-fits-all approach will not work.
Doorstep Sport Clubs - What they are and how they work for us | StreetGames N...StreetGames
Doorstep Sport Clubs aim to provide fun, exciting sports activities for young people aged 13 and older in their local communities. The document describes pilot testing of Doorstep Sport Clubs in 8 areas across the UK from July 2012 to March 2013. Over 40 clubs were established offering a variety of sports. The pilots attracted over 2,000 participants and generated over 11,500 attendances. Feedback from participants was overwhelmingly positive about enjoying being active and learning new skills. The pilots demonstrated that Doorstep Sport Clubs can effectively engage young people in disadvantaged areas in sport. However, some clubs struggled with aspects like developing their offerings and attracting committed members.
Analysing your project | StreetGames National Conference 2013StreetGames
The document discusses the importance of analysing projects and collecting data. It states that data collection is important for tracking progress, identifying successes and areas for improvement, and demonstrating impact. However, data has limitations and may not explain why something is or isn't working. The document recommends collecting both quantitative data like participation numbers as well as qualitative feedback through methods like interviews, surveys and case studies. The final key point made is that all collected information should be used to tell the overall "story" of the project.
Doorstep Sport Clubs | StreetGames Wales Conference 2012 workshopStreetGames
The document discusses a vision for increasing sports participation in Wales through community programs. It summarizes StreetGames and Doorstep Clubs, which aim to get more young people and 16-24 year olds participating in sports regularly. These programs emphasize developing local community sports models, empowering communities, and investing in volunteers. The Pill Youth Forum in Newport, Wales runs a Doorstep Sport Club to provide opportunities for local youth through partnerships with organizations like StreetGames and local sports clubs. The Forum believes these partnerships help them achieve their goal of benefiting their deprived community.
The document discusses strategies for developing lifelong participation in sports through Doorstep Sport Clubs. It aims to encourage regular participation among young people and equip them with skills, confidence and knowledge to participate independently after age 16. This includes gaining knowledge of various sports facilities, awareness of cultural norms, activity-specific skills, and social connections to feel comfortable participating regularly over the long term. The strategies suggested are providing a range of activities, visits to sports centers, links to national governing bodies, skills development, opportunities to compete, and developing leadership skills among young people.
Engaging women and girls in sport - What a Doorstep Sport Club needs to knowStreetGames
This document provides guidance for Doorstep Sport Clubs on engaging women and girls in sport. It discusses what has been learned from the Us Girls initiative over 12 months, including that partnerships, flexibility, and participant-led programming are key. Multi-sport sessions that allow girls to try different activities in a fun, informal social environment are recommended. The document also outlines other considerations like appropriate communication channels, developing leadership skills, and supporting progression into clubs or competitions. Plans for the future include practical guides and workshops on best engaging this audience in physical activity.
Special Olympics Great Britain introductionStreetGames
‘Unified Sports breaks down barriers and brings people together. It’s about
inclusion and celebrating our differences.’
Coach:
‘Unified Sports is about ability not disability. It’s about friendship, fun and
fair play for all.’
Parent:
‘My child loves Unified Sports. It gives them confidence and a sense of
belonging. They are just like any other young person who loves sport.’
So in summary, Unified Sports is about inclusion, ability not disability,
friendship, fun and fair play for all.
Top tips from a Doorstep Sport Clubs in actionStreetGames
The document provides tips for a doorstep sports club to engage participants. It recommends that the club be fun and informal while having a clear long-term plan. It suggests giving participants ownership through membership cards and competitions at the right level. Regular variety in activities, communication, and opportunities to try new sports can help the club be successful.
Fundraising and Financial SustainabilityStreetGames
This document discusses fundraising and financial sustainability. It covers the competitive funding landscape for non-profits and different potential sources of income, including grants, donations, sponsorships, and fees. It provides tips for applying for small grants, such as being clear, concise, and proving organizational credibility. Key differences between grants, commissions, and commercial contracts are also outlined.
Recent changes in health behaviours of young women and the new public health system | Us Girls 'Get in the Know' 2013
1. Recent changes in health behaviours
of young women and the new public
health system
David Buck
The King’s Fund
Us Girls! Get in the Know! What girls, think, feel and do!
University of Warwick, 15th January 2013
3. For adults, some encouraging news on trends
in behaviours in recent years
Source: Gregory et al (2012) Health policy under the coalition government: A mid-term assessment. The
King’s Fund. Available from, http://www.kingsfund.org.uk/publications/health-policy-under-coalition-
government
4. Even more encouraging for young women?
Source: King’s Fund analysis, derived from Health Survey for England adult trend tables, from
http://www.ic.nhs.uk/catalogue/PUB09302/HSE2011-Adult-trend-tbls.xls
Note: Each series has its own caveats and qualifications, see source for details. Data presented here has been chosen
for reasonable comparability over time.
5. But we all know that most health behaviours
are not experienced in isolation...
6. ..this matters a lot. Having many poor
behaviours has an increasing impact on health..
Source: EPIC-Norfolk cancer studies
8. Government policy has focussed on
behaviours in isolation...
March 2011 October 2011 March 2012
9. ...is this enough? We looked at the Health
Survey for England to find out..
What has been happening over time?
– As a population, do more or fewer of us smoke and drink above limits
and exercise below guidelines and eat unhealthily?
– And if so, are we all doing so equally, or are certain groups more likely
to be doing so than others?
What might this mean for policy?
– How government decides to focus its policies
– How government designs payments to the NHS, and other elements of
the health and public health system
What might this mean for practice?
– Does is mean we would be more effective if we focussed on people
with “clusters” of behaviour, rather than those with single behaviours?
– What about local health and wellbeing strategies?
10. We found real improvements over time
Consistent with movements “down ladder”
– Shedding 3 and 4 behaviours, maintaining 1 and 2
– Overall about a 20% drop in 3+ behaviours for men and women
– But, 70% of the population still have at least 2 behaviours
11. Within this there are 16 specific risk
combinations, poor diet and exercise dominant
Prevalence of combinations of multiple lifestyle risk factors in 2003 by sex
35
Men
30
women
25
20
15
10
A
n
p
u
d
e
a
g
v
c
s
r
t
j
l
5
0
d
P
D
D
D
D
d
P
p
d
p
P
s
d
p
P
p
d
P
S
D
S
D
D
F
D
S
S
F
f
d
s
s
P
p
d
P
p
s
s
P
p
F
S
f
F
F
S
f
F
f
f
F
S
F
S
f
f
s
s
Combinations of lifestyle risk factors
Note: S=Smoking; D=Drinking; F= Fruit&Vegetable; P=Physical activity; Capital letters= presence of risk factor
12. Significant changes over time in some of these
combinations
Change in prevalence of combinations of multiple lifestyle risk factors
between 2003 and 2008 by sex
-2
8
0 4.0
3.0
2.0
*
1.0
**
* *
**
0.0
** * ** *
**
-1.0
Men
-2.0
Women
-3.0
w
o
b
h
p
n
-4.0
P
3
0
2
e
a
g
v
c
r
t
l
i
D
D
d
P
d
p
d
P
p
D
D
P
D
D
S
S
p
d
p
d
s
P
P
d
P
p
d
P
p
s
s
D
D
S
S
F
F
f
F
S
F
F
S
F
f
f
f
f
p
s
s
P
s
s
F
S
F
S
f
f
Combinations of lifestyle risk factors
Note: S=Smoking; D=Drinking; F= Fruit&Vegetable; P=Physical activity; Capital letters= presence of risk factor;
* = significant change
13. ..but improvements come from some sectors
of the population and not others
Change in prevalence of multiple lifestyle risk factors
between 2003 and 2008 for men in professionals and
unskilled manual households
110
100
4 * 4 * 4
90 People with no formal
80 3 * 3 * 3 qualifications 3x as
70
likely to have 3 or 4
behaviours in 2003
60
compared to those
50
2 2
with the most
2
40
30 ..by 2008, this had
20 risen to 5x as likely.
* 1 *
10 1 1 *
0 0 * 0 * 0
2003 - All pop 2008 - All pop 2003 - 2008 - 2003- 2008
Professionals Professionals Unskilled Unskilled
15. Young women more likely to have very
unhealthy and very healthy behaviour in 2003
Note: S=Smoking; D=Drinking; F= Fruit&Vegetable; P=Physical activity; Capital letters= presence of risk factor;
* = significant change
16. Significant improvement by 2008, not more
likely to be very unhealthy but also not very
healthy
Note: S=Smoking; D=Drinking; F= Fruit&Vegetable; P=Physical activity; Capital letters= presence of risk factor;
* = significant change
17. Overall, a real and significant improvement for
young women
Pattern of lifestyle risk factors 2003-08 for women 16-24
Number of 2003 2008 Statistically
risk factors significant?
4 10.5% 5.7% Y
3 31.2% 23.8% Y
2 39.6% 43.3% N
1 14.9% 22.2% Y
0 3.8% 4.9% N
... but 95% of young women will have at least one risk factor and almost
3 in 4 will have 2 or more
19. Findings have implications for policy...
Keep doing what seems to be working
– For most of population, things look like “they are working”
– Don’t forget what you already know e.g. Healthy Foundations
“Improving the health of the poorest fastest”
– Relook at relationship between PH and inequalities policy
– A multi-behaviours approach, with a socio-economic focus?
– Public health ambitions – how targeted are they?
Levers
– What does this mean for “Making Every Contact Count”?
– How should levers and incentives be designed to take into
account lifestyle clustering?
20. Local authorities have new behaviour change
responsibilities
New local authority role
– Responsibility for health improvement including tobacco control,
alcohol, obesity and physical activity
– Can call on a wide diversity of “channels” for behaviours change, from
NHS staff to council, to health trainers and health champions
..not forgetting the NHS
– Making Every Contact Counts policy
– Public health outcomes inc behaviour change in QOF
– Enhanced potential for influence of NICE
– New inequalities duties on the NHS
But...
– often easy to see behaviours in isolation from one another
– and from people’s individual & economic & social environment
21. ..this sets the context for their new role
Be aware
– 70% of adults seen by services will not be adhering to
government guidelines on 2+ unhealthy behaviours
– ...but many will have had a recent record of success in other
areas of behaviour change, can be built on
– Health trainer evidence suggests “the visible” often drives first
contact, but the real issues & desire to change are often in other
areas
– Every relationship, not every contact that counts
22. ..and for your practice?
Many of the young women you work with will have
combinations or clusters of unhealthy behaviours, even
though generally things seem to be improving over time
Q: Do you feel you have a better understanding of healthy
and unhealthy behaviours, and the concept of clustering?
Q: Can you see the opportunity and the reason to engage
with the health and local authority sectors?
Q: Do you know what your next step could be?