Participation in leisure activities among adolescents born extremely preterm
Notice bibliographique
Résumé
Leisure provides constructive opportunities for adolescents; with benefits ranging from better physical, social and emotional health. Adolescence is an important time when a child gradually takes on new life roles and becomes increasingly independent, preparing for successful transition to adulthood. At least 40% of children born extremely preterm who survive exhibit long-term developmental deficits, which places them at risk for activity limitations and participation restrictions in the home, at school and in the community. Regular active, physical and skill-building activities are especially indicated for youth with greater likelihood for chronic health conditions, such as adolescents born preterm. However, the area of leisure participation in this population has been under-studied. Evaluating whether or not adolescents born preterm are successfully participating in leisure activities is essential in ensuring optimal integration into society and maximising their health. The aim of this thesis was to describe leisure participation in adolescents born extremely preterm and to explore the child and environmental factors associated with leisure participation. Participants consisted of adolescents aged 12-20 years who were born at ≤29 weeks gestational age (extremely preterm) between January 1991 and July 2000 and were eligible at birth for the Neonatal Follow-up Program of the McGill University Health Centre. Whenever possible, a healthy term born sibling (gestational age ≥37 weeks) within 3.5 years of the participant's age and aged 10-21 years was recruited for comparative purposes. Ethical approval for this study was obtained from the Montreal Children's Hospital Research Ethics Board. To participate, informed signed consent and assent were obtained. One hundred and twenty-eight adolescents participated in the cross-sectional study. Leisure participation, which is the primary outcome of this study, was assessed using the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children. Potential determinants of participation, including child and environmental factors, were ascertained using standardized or formal questionnaires and obtained from the child's medical chart. To describe the level of participation, descriptive statistics were used. Chi-square and t-tests were used to explore participation differences between sex, age groups, motor competence and cognitive ability. Paired t-tests were used to compare participation across sibling pairs. Multiple linear regression models were used to explore potential child and environmental determinants of participation. Adolescents born preterm participated in a range of leisure activities; but intensity of participation was lower in active-physical and skill-based activities when compared to other activity types, and lower than the national recommended guidelines for physical activity. Greater motor competence, higher maternal education, male sex and preference for physical activities were associated with greater involvement in active-physical activities. Families oriented to hobbies, higher maternal education and preference for skill-building activities were positively associated with participation in skill-based activities. Girls preferred social, skill-based and self-improvement activities, whereas boys preferred physical types of activities. The findings of this thesis suggest that leisure activities must be affordable, meet individual skill levels and preferences, and be encouraged by parents if participation is to be promoted in adolescents born preterm. Additionally, offering an array of sex-specific activities with opportunities for mastery motivation may promote healthy activity choices. Health promotion initiatives encouraging leisure participation, as well as specific leisure programs for this population may be helpful in augmenting participation levels in active-physical and skill-based activities.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».