OBESITY AND REPORTS OF NO LEISURE TIME ACTIVITY AMONG OLDER AMERICANS: RESULTS FROM THE THIRD NATIONAL HEALTH AND NUTRITION EXAMINATION SURVEY

Physical inactivity is a cardiovascular risk factor that has a higher prevalence among overweight adults. The purpose of this study was to assess the prevalence of not participating in Leisure Time Physical Activity (LPTA) and the relationship to body weight class among older U.S. adults. A nationally representative cross-sectional survey with an in-person interview and medical examination was used. Between 1988 and 1994, 6569 adults 60 years of age or older responded to the household adult and family questionnaires as part of the National Health and Nutrition Examination Survey III. Mexican Americans and non-Hispanic blacks were oversampled to produce reliable estimates for these groups. Overall, 39% of older U.S. adults fall in the overweight range and 23.3% are obese. Obese older adults were more likely than their overweight and healthy weight counterparts to report participating in no LTPA The prevalence of adults reporting no leisure time physical activity (LPTA) is lowest among non-Hispanic whites compared to non-Hispanic blacks and Mexican-Americans in each body mass index category. Future interventions should address strategies to promote an increase in leisure time physical activity among older adults, especially among underserved populations, and help them to prevent weight gain.     

Identity conflict in sojourners

The research adopted an intrapersonal perspective on identity and acculturation and explored the prediction of identity conflict in Chinese sojourners in Singapore. One hundred and six sojourners from the People's Republic of China completed a questionnaire which assessed tolerance of ambiguity, attributional complexity, host and co-national identification, quality and quantity of host and co-national contact, perceived discrimination, cultural distance, length of residence abroad and identity conflict. Step-wise regression analysis revealed that greater tolerance of ambiguity, attributional complexity, and co-national identification and less perceived discrimination and contact with host nationals predicted lower levels of identity conflict. These variables combined to account for 35% of the variance in the outcome measure. Results are discussed in terms of competing models of identity, acculturation and cross-cultural adaptation.     

Celebrating the Contribution of Douglas Hamblin

This article celebrates the life of Douglas Hamblin, and his significant contribution to pastoral care, personal-social education and the lives of schools, teachers and pupils. From very incomplete information, it offers a brief account of his career, and lists his most relevant publications.     

Social effects of collaborative learning in primary schools

There is conflicting evidence on whether collaborative group work leads to improved classroom relations, and if so how. A before and after design was used to measure the impact on work and play relations of a collaborative learning programme involving 575 students 9–12 years old in single- and mixed-age classes across urban and rural schools. Data were also collected on student interactions and teacher ratings of their group-work skills. Analysis of variance revealed significant gains for both types of relation. Multilevel modelling indicated that better work relations were the product of improving group skills, which offset tensions produced by transactive dialogue, and this effect fed through in turn to play relations. Although before intervention rural children were familiar with each other neither this nor age mix affected outcomes. The results suggest the social benefits of collaborative learning are a separate outcome of group work, rather than being either a pre-condition for, or a direct consequence of successful activity, but that initial training in group skills may serve to enhance these benefits.