Process to Product and Product to Process - Professor Gareth Stratton
•Download as PPT, PDF•
0 likes•414 views
![How can NICE help? ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Process to Product and Product to Process - Professor Gareth Stratton
Similar to Process to Product and Product to Process - Professor Gareth Stratton (20)
More from ukactive
More from ukactive (20)
Recently uploaded
Recently uploaded (20)
Process to Product and Product to Process - Professor Gareth Stratton
- 1. Professor Gareth Stratton Chair, NICE Physical activity and Children PDG Research Institute for Sports and Exercise Sciences Liverpool John Moores University Producing Public Health Guidance the “NICE” Way Process to Product and Product to Process
- 3. How can NICE help? Public Health Problem Low Physical Activity Where is the problem? Young People Can PA be changed? Evidence Effectiveness:Cost Use Evidence Recommendations Use Recommendations Policy, Strategy, Practice Monitor Evaluate Product
- 5. Assessing Cost Effectiveness Probability of rejection Cost per QALY (£K) x XX XX 10 20 30 40 50 0 1
- 6. Promoting physical activity for children and young people Schools and colleges Implementing NICE guidance 2009 NICE public health guidance 17
- 7. Decrease in Physical Activity in School Age Children Physical activity Overestimated
- 8. EYHS Physical Activity and Metabolic Risk Increased risk SD>1 Andersen LB , Lancet. 2006 Jul 22;368(9532):299-304 >2000 cpm 116 min 9y olds 88 min 15y olds
- 9. Mapping the obesity epidemic in Liverpool 9-10 year olds Taylor, Stratton, and Hackett, Health Educ Res (2004). Dummer, Hackett, Stratton, Taylor PHN (2004). Stratton, Hackett, Boddy, Taylor, Buchan and Canoy IJO (2007) 30000 children 1998-2004 Fitness, fatness, parents activity, diet, sports preference .
- 10. Data from G Stratton, Liverpool Sportlinx Rise in BMI and fall in cardio-respiratory endurance of Liverpool 10 year olds from 1998 to 2004
- 15. Product Children’s Physical Activity Guidelines (draft) Positive + Marks et al. (2006) RNCT No change Positive No change Positive - - - - Baxter et al. (1997) Metzker (1999) Moon et al. (1999) Winett et al. (1999) CNRT Positive Positive No change Positive No change + + + + + Simon et al. (2004) Schofield et al. (2005) Haerens et al. (2006) Murphy et al. (2006) Robbins et al. (2006) CRCT No change No change ++ ++ Prochaska & Sallis (2004) Patrick et al. (2006) RCT Physical activity change? Study Quality Authors Study Type
- 22. How the Recommendations Fit Together Local Practitioners Delivery Local Organisations Planning, Delivery, Training Local Strategic Planning High Level Policy And Strategy National Policy
- 24. “ Between the thought and the action lies the shadow” (Mark Twain) www.nice.org.uk/PH17 Using NICE Public Health Guidance
Editor's Notes
- NOTES FOR PRESENTERS: Key points to raise: Bullet 1 NICE recommendations are based on proven best practice. By implementing them, schools are demonstrating to parents and Ofsted that they take pupils’ physical and mental wellbeing seriously. Bullet 2 Our recommendations have been incorporated into the physical activity resources produced by the Department for Children, Schools and Families (DCSF) and the Department of Health (DH) for the Healthy Schools programme. Bullet 3 School governors can use NICE guidance to demonstrate that they are fulfilling their remit on ensuring the health and wellbeing of pupils. (The Education and Inspections Act (Department for Education and Skills 2006) places a duty on governing bodies to promote wellbeing and community cohesion and to take the local area ‘Children and young people's plan’ into consideration. The Act also gives legal force to many of the proposals set out in the schools white paper: ‘Higher standards, better schools for all’.) Additional information: As part of their self-evaluation, schools are expected to indicate the extent to which DCSF standards are being met. Ofsted assesses (among other things) the school’s contribution to wellbeing. ‘Wellbeing’ in this context is defined in terms of the five outcomes in ‘Every child matters’: be healthy stay safe enjoy and achieve make a positive contribution achieve economic wellbeing. The five outcomes are mutually reinforcing. For example, children and young people learn and thrive when they are healthy, safe and engaged; and the evidence shows that educational achievement is the most effective route out of poverty. The NICE work programme is decided by the Department of Health and informed by the Department for Children, Schools and Families.
- NOTES FOR PRESENTERS: Key points to raise: Bullet 1 NICE recommendations are based on proven best practice. By implementing them, schools are demonstrating to parents and Ofsted that they take pupils’ physical and mental wellbeing seriously. Bullet 2 Our recommendations have been incorporated into the physical activity resources produced by the Department for Children, Schools and Families (DCSF) and the Department of Health (DH) for the Healthy Schools programme. Bullet 3 School governors can use NICE guidance to demonstrate that they are fulfilling their remit on ensuring the health and wellbeing of pupils. (The Education and Inspections Act (Department for Education and Skills 2006) places a duty on governing bodies to promote wellbeing and community cohesion and to take the local area ‘Children and young people's plan’ into consideration. The Act also gives legal force to many of the proposals set out in the schools white paper: ‘Higher standards, better schools for all’.) Additional information: As part of their self-evaluation, schools are expected to indicate the extent to which DCSF standards are being met. Ofsted assesses (among other things) the school’s contribution to wellbeing. ‘Wellbeing’ in this context is defined in terms of the five outcomes in ‘Every child matters’: be healthy stay safe enjoy and achieve make a positive contribution achieve economic wellbeing. The five outcomes are mutually reinforcing. For example, children and young people learn and thrive when they are healthy, safe and engaged; and the evidence shows that educational achievement is the most effective route out of poverty. The NICE work programme is decided by the Department of Health and informed by the Department for Children, Schools and Families.
- NOTES FOR PRESENTERS: Key points to raise: The estimated costs include both the direct costs of treating major, lifestyle-related diseases and the indirect costs of sickness absence. Definition of physical activity Physical activity is any force exerted by skeletal muscle that results in energy expenditure above resting level: m oderate-intensity activity increases breathing and heart rates to a level where the pulse can be felt and the person feels warmer. It might make someone sweat on a hot or humid day (or when indoors) vigorous-intensity activity results in being out of breath or sweating. Recommended levels of physical activity The Chief Medical Officer recommends that children and young people should do a minimum of 60 minutes moderate to vigorous physical activity daily. At least twice a week, this should include weight-bearing activities to improve bone health, muscle strength and flexibility. This can be achieved in a number of short, 10-minute (minimum) bouts. There is likely to be a link between the amount and intensity of physical activity and its effect on health. Recent evidence suggests that children aged 9 may need 120 minutes per day and young people aged 15 may need 90 minutes per day, to reduce their risk of cardiovascular disease. (Please see the guidance for more information.) Additional information: Opportunities for moderate to vigorous physical activity include everything from competitive sport and formal exercise to active play and other physically demanding activities (such as dancing, swimming or skateboarding). They also include some of the actions involved in daily life (such as walking, cycling or using other modes of travel involving physical activity).
- ABOUT THIS PRESENTATION: This presentation has been written to help you raise awareness of the NICE public health guidance on promoting physical activity for children and young people. The guidance is for all those who have a direct or indirect role in – and responsibility for – promoting physical activity for children and young people. This includes those working in the NHS, education, local authorities and the wider public, private, voluntary and community sectors. It will also be of interest to parents, grandparents and other carers (including professional carers), children and young people and other members of the public. It includes recommendations for schools, but does not make recommendations for the national curriculum. The guidance and a quick reference guide are available from NICE. You may want to hand out copies of the quick reference guide at your presentation so that your audience can refer to it. See the end of the presentation for ordering details. You can add your own organisation’s logo alongside the NICE logo. We have included notes for presenters, broken down into ‘key points to raise’, which you can highlight in your presentation, and ‘additional information’ that you may want to draw on, such as a rationale or an explanation of the evidence for a recommendation. DISCLAIMER This slide set is an implementation tool and should be used alongside the published guidance. This information does not supersede or replace the guidance itself. PROMOTING EQUALITY Implementation of this guidance is the responsibility of local commissioners and/or providers. Commissioners and providers are reminded that it is their responsibility to implement the guidance, in their local context, in light of their duties to avoid unlawful discrimination and to have regard to promoting equality of opportunity. Nothing in this guidance should be interpreted in a way which would be inconsistent with compliance with those duties.
- NOTES FOR PRESENTERS: Key points to raise: The recommendations cover all children and young people up to 18, including those with a medical condition or disability. They do not apply to children and young people who require clinical assessment or monitoring prior to and/or during physical activity. They do not cover specialised services for children and young people with a disability. Rationale for the target age groups: Girls aged 11 to 18 There is evidence of a reduction in children’s physical activity after the age of 11. This is more marked in girls than boys, which may result in health inequalities. Children aged 11 and under There is evidence that early development of core physical skills would lead to greater enjoyment of physical activities. In addition, being physically active from an early age would become an ingrained habit.
- How much? One RCT? 20 RCTS? 30 cohort studies? In clinical settings, maybe that 1 well-conducted, large RCT in the relevant population is enough to make recommendations (clear evidence of effect, and no evidence of harms). In PH, this becomes a lot more difficult to answer, as likely to be limited RCT evidence, evaluating complex interventions, in populations that may not be relevant. In addition, outcomes may be more difficult to define and measure How good? Does a well-conducted observational study outweigh a flawed RCT? Again, accepted clinical evidential hierarchy is that interventions should be based on RCT evidence as some attempt has been made to limit potential biases…but this may not be case in PH interventions… What type of evidence? In obesity, even where RCT evidence was identified, lower levels (cohorts) were used to provide corroborative evidence to support the results of the RCTs…how do you integrate policy and expert opinion? How important is the context or perspective of the population?
- Diversity – for PH is much bigger question than in Clinical, but even in the clinical arena, debate is ongoing about the broader meaning of evidence. I would like to talk you through an example from the clinical Obesity guidelines where we looked at the evidence for changing the diet of children who were overweight or obese.
- The success of targeting older girls may be due to two factors. First, younger girls are likely to be reasonably active and thus an intervention may find it difficult to change an already positive behaviour. Moreover, older girls are likely to show lower levels of activity and be more amenable to change. Second, the older girls may be better placed to understand certain types of interventions, such as educational materials and mediated approaches.