Activity Program Research Articles

175 FunFit: A Collaborative Community-based Physical Activity Programme for Children aged 6-12 with Diagnosed Delayed Gross Motor Skill Development

175 FunFit: A Collaborative Community-based Physical Activity Programme for Children aged 6-12 with Diagnosed Delayed Gross Motor Skill Development

169 Strategies for recruitment of adolescent girls into physical activity programmes: a systematic review

Abstract Purpose Physical activity is essential for youth physical and mental health, yet just 15% of adolescent girls worldwide meet the World Health Organization guideline of 60 minutes of moderate-to-vigorous physical activity per day. A persistent challenge faced by physical activity providers, however, is recruiting adolescent girls into their programmes. This review aims to provide quantitative evidence-based recommendations for optimal recruitment practices for this cohort. Methods Five electronic databases were searched (Embase, Medline, CINAHL, Web of Science, and Cochrane Library – Central Trial Registry) including database-specific terms, truncations, and synonyms combining ‘adolescent females’, ‘recruitment’, and ‘physical activity’ to identify randomised controlled trials of physical activity interventions for adolescent girls worldwide. Hand searches of references were also conducted. Data was extracted regarding study, participant, and intervention characteristics, pre-determined recruitment goals, recruitment strategies employed, and the number of participants screened, eligible, approached, randomised, and retained. Outcomes included whether recruitment goals were met, recruitment rate, and any revised recruitment measures implemented mid-study. Results After removal of duplicates (n = 71), 5460 articles were screened by title and abstract independently by two reviewers. 70 full-text articles were screened by two reviewers, resulting in 26 included studies. Preliminary analysis showed that most physical activity programmes were school-based (76.4%), multicomponent (65.4%), and designed based on behaviour change theories (80.8%). All studies employed multiple recruitment strategies such as distributing information to eligible students in schools (14 studies), researchers presenting directly to eligible students at their school (10), teachers assisting with recruitment (6), providing small gifts, vouchers, or the ability to earn awards for participation (5 each), and posting flyers in schools (4). The mean recruitment rate for adolescent girls into physical activity randomised controlled trials was 60.4% (SD = 26.94), with high variability (23.6%-99.2%). Ongoing analysis will provide regression results regarding the effectiveness of recruitment strategies employed and their impact on recruitment outcomes. Conclusions Application of the findings of this review by physical activity programme providers may enhance their recruitment processes, potentially increasing teenage girls’ physical activity enrolment worldwide. Funding This research was funded by the Irish Research Council and the Dublin City Sport & Wellbeing Partnership through the Enterprise Partnership Scheme.

Promoting an Active School Culture: Tools, Resources, and Recognition

Within a whole-of-school approach to student wellness, comprehensive school physical activity programs (CSPAPs) offer opportunities for physical activity before, during, and after the school day. However, to successfully influence behavior and fully reap the physical, cognitive, and psychological benefits of an active lifestyle, schools must strive to embed a culture of physical activity into the fabric of the school community. The national Active Schools movement, established to provide schools with the necessary tools to ensure that all children in the United States have the opportunity to participate in 60 minutes of physical activity each day, has developed a framework for an active school culture that includes nine essential elements. This article introduces the framework and describes the open-source tools and resources offered through Active Schools to promote school-based physical activity, including foundational guidance documents, assessment tools, professional development opportunities, and a school recognition system.

Get Fit! With Math and Lit: Pedagogical Implications for a Newly Developed Physical Activity Program

This article details the development of a physical activity curriculum used in an after-school program for youths. The program, Get Fit! With Math & Lit, employed culturally relevant pedagogies as its guiding framework and the Teaching Personal and Social Responsibility Model to structure its content. This multifaceted framework of the curriculum elevates holistic health considerations of youths to include social, emotional, mental, and physical needs, especially in relation to academic achievement. Particularly, positively engaging youths in physical activity and academics necessitates an integrated approach to instruction. The program utilized multimodal literacies to engage participants in collaborative games, physical exercises, mathematical problems, literacy practices, and reflective discussions. These multimodal literacies can be incorporated into various settings such as middle school classrooms, after-school programs, and physical education contexts. The purpose of this article is to share the curriculum's objectives, content, learning activities, materials, processes, evaluation, and implications.

144 Generations Uniting through Movement - Good practices on intergenerational physical activity programs

144 Generations Uniting through Movement - Good practices on intergenerational physical activity programs

126 An examination of changes in an academic year in the Post-primary whole-school physical activity program

126 An examination of changes in an academic year in the Post-primary whole-school physical activity program

Optimizing intervention dissemination at scale: A qualitative study of multi-sector partner organization experiences.

For population-wide impact of interventions, evidence-based programs must be successfully disseminated and adopted at scale. Research-practice partnerships can legitimize programs and support organizational adoption, however, ways of leveraging the contributions of partners during dissemination processes are less clear. TransformUs is a school-based physical activity and sedentary behaviour program, and since 2018, has been disseminated at scale to all primary schools in Victoria, Australia, in partnership with 16 state and national organizations. The study objective was to investigate the experiences of partner organizations disseminating TransformUs within their networks, and factors associated with awareness and adoption of the program in schools, from the perspective of partner organizations. Semi-structured interviews with representatives from 15 (out of 16) partner organizations in 2019 involved in disseminating TransformUs state-wide. An interview guide was informed by the RE-AIM framework. Interviews were audio-recorded, transcribed, and coded anonymously. Data were analysed thematically. Four themes (and 13 sub-themes) were identified: (i) organizational barriers and facilitators to dissemination; (ii) implementation support for partners; (iii) overall research experience; and (iv) dissemination strategy. Partners used multiple dissemination channels to increase adoption, and strong alignment between TransformUs and the partner organization's goals appeared to enable dissemination. Partners outlined several local, regional, and state organizations to partner with, and offered suggestions regarding preferred content and timing of dissemination activities for their networks. Researchers planning research-practice partnerships should proactively consider organizational barriers partners may face during dissemination. Regular communication and feedback on dissemination outcomes may contribute to positive research-practice experiences and allow for tailored dissemination strategies.

Relationship between Physical Activity Levels and Sleep Quality in College Students

Purpose: The aim of the study was to assess the relationship between physical activity levels and sleep quality in college students. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study showed that students who engage in regular physical activity tend to experience better sleep quality compared to their less active peers. Regular exercise appears to enhance various aspects of sleep, including sleep duration, sleep onset latency (the time it takes to fall asleep), and sleep efficiency (the percentage of time spent asleep while in bed). Additionally, physically active students often report fewer sleep disturbances and improved overall restfulness. The type and intensity of physical activity also play crucial roles. Moderate to vigorous physical activities, such as aerobic exercises and strength training, have been particularly effective in promoting better sleep quality. These activities help regulate circadian rhythms, reduce symptoms of anxiety and depression, and alleviate stress, all of which contribute to more restful and uninterrupted sleep. Conversely, a lack of physical activity is associated with poorer sleep outcomes. Sedentary behavior, common among college students due to academic pressures and lifestyle choices, can lead to sleep problems such as insomnia and excessive daytime sleepiness. Furthermore, inadequate sleep can negatively impact academic performance, mental health, and overall well-being, creating a cyclical problem where poor sleep and inactivity reinforce each other. Implications to Theory, Practice and Policy: Self-determination theory (SDT), stress and coping theory and circadian rhythm theory may be used to anchor future studies on assessing the relationship between physical activity levels and sleep quality in college students. Colleges and universities should create and promote structured physical activity programs tailored for students. Universities should develop health-integrated policies that promote physical activity as a fundamental component of student life.

‘Release them into the wild, but how far can they go?’ Improving social and emotional mental health through teaching bushcraft skills to children with special educational needs and disability: a preliminary case series evaluation study

ABSTRACT Previous research indicates that outdoor activity and learning programmes are a beneficial educational approach, but studies have neglected to consider how well this approach may address the social, emotional and mental health needs of children with Special Educational Needs and Disability (SEND). In this study, seven Key-Stage 3 children with SEND (aged 11 to 14) from a special educational needs provision within a mainstream school attended a five-week ‘bushcraft’ programme. Standardised psychometric measures of self-concept were completed by children before and after the intervention, and teachers rated pupils’ stress levels before and after. Results indicate that the programme was associated with a range of mental health, social and emotional benefits, suggesting that teaching bushcraft skills to this group is an acceptable, feasible and effective intervention leading to improvements in social and emotional function and mental health in children with SEND. Directions for future programme development and evaluation are considered.

The Use of Social Marketing in Community-Wide Physical Activity Programs: A Scoping Review.

Previous community-wide physical activity trials have been criticized for methodological limitations, lack of population-level changes, and insufficient reach among underserved communities. Social marketing is an effective technique for community-wide behavior change and can coincide with principles of community-based participatory research (CBPR). A systematic scoping review of community-wide interventions (system-level) targeting physical activity and/or weight loss was conducted to (i) describe and critically discuss how social marketing strategies are implemented; (ii) identify which populations have been targeted, including underserved communities; (iii) evaluate the use of CBPR frameworks; (iv) assess retention rates; and (v) identify gaps in the literature and formulate future recommendations. Eligible studies included those that: aimed to improve physical activity and/or weight loss on a community-wide level, used social marketing strategies, and were published between 2007 and 2022. Approximately 56% of the studies reported a positive impact on physical activity. All studies described social marketing details in alignment with the five principles of social marketing (product, promotion, place, price, and people). Only two studies explicitly identified CBPR as a guiding framework, but most studies used one (k = 8, 32%) or two (k = 12, 48%) community engagement strategies. Few studies included at least 50% representation of African American (k = 2) or Hispanic (k = 3) participants. This review highlights key gaps in the literature (e.g., lack of fully-developed CBPR frameworks, reach among underserved communities, randomized designs, use of theory), highlights examples of successful interventions, and opportunities for refining community-wide interventions using social marketing strategies.

Effect of eight weeks of swimming on cardiovascular health: Reduction of risk factors in middle-aged men with hypertension

The aim of this study was to determine the effect of a swimming training course on cardiovascular risk factors in 50-60 year old men with high blood pressure. For this purpose, 20 hypertensive men aged 54.95±3.18 years, height 174.05±18.5 cm and weight 82.20±5.36 kg were selected in a targeted manner and they were randomly selected. They were placed in two groups of swimming training and control (10 people in each group). The swimming training group participated in an 8-week swimming training program. Aerobic swimming training with an intensity of 70% of the maximum heart rate, three sessions per week and 15 minutes in the first week, which gradually reached 45 minutes in the last week. During this period, the control group did not follow any regular physical activity program and only did their normal daily activities. Blood pressure, resting heart rate, body weight, cholesterol, triglyceride, LDL and HDL serum levels were evaluated before and after the intervention. Student's t statistical method for dependent and independent groups was also used for intra-group and inter-group comparison of variables, respectively. The results showed that a period of swimming training decreased weight, cholesterol, triglycerides, LDL, resting heart rate and blood pressure, as well as increased HDL in 50-60-year-old men with high blood pressure (P<0.05). Therefore, based on these findings, it is concluded that a course of swimming training improves the profile of blood lipids and blood pressure in elderly men with high blood pressure, and since high blood pressure threatens health and heart attacks, swimming training can improve the health of old and elderly men is beneficial. The aim of this study was to determine the effect of a swimming training course on cardiovascular risk factors in 50-60 year old men with high blood pressure. For this purpose, 20 hypertensive men aged 54.95±3.18 years, height 174.05±18.5 cm and weight 82.20±5.36 kg were selected in a targeted manner and they were randomly selected. They were placed in two groups of swimming training and control (10 people in each group). The swimming training group participated in an 8-week swimming training program. Aerobic swimming training with an intensity of 70% of the maximum heart rate, three sessions per week and 15 minutes in the first week, which gradually reached 45 minutes in the last week. During this period, the control group did not follow any regular physical activity program and only did their normal daily activities. Blood pressure, resting heart rate, body weight, cholesterol, triglyceride, LDL and HDL serum levels were evaluated before and after the intervention. Student's t statistical method for dependent and independent groups was also used for intra-group and inter-group comparison of variables, respectively. The results showed that a period of swimming training decreased weight, cholesterol, triglycerides, LDL, resting heart rate and blood pressure, as well as increased HDL in 50-60-year-old men with high blood pressure (P<0.05).

Effectiveness and cost-effectiveness of a community intervention in enhancing access to care and improving clinical outcomes for depression: a protocol for a cluster randomised controlled trial in India

BackgroundAlthough depression is the leading cause of disability worldwide, treatment coverage for the condition is inadequate. Supply-side barriers (e.g. shortage of specialist mental health professionals) and demand-side barriers (e.g. lack of awareness about depression) lead to limited availability of evidence-based interventions, poor demand for care, and low levels of adherence to care. The aim of our study is to examine if the addition of a community intervention delivered by community volunteers enhances the population-level impact of an evidence based psychosocial intervention (Healthy Activity Program [HAP]) in routine primary care by increasing demand for HAP and improving HAP adherence and effectiveness.MethodsA hybrid type 2 effectiveness implementation cluster randomised controlled trial will be implemented in the state of Goa, India. Twenty-eight clusters of villages and their associated public sector health centres will be randomly allocated through restricted randomisation. Clusters will be randomly allocated to the ‘Community Model’ or ‘Facility Model’ arms. All clusters will offer the HAP and clusters in the ‘Community Model’ arm will additionally receive activities delivered by community volunteers (“Sangathis”) to increase awareness about depression and support demand for and adherence to HAP. The primary outcomes are Contact Coverage (Patient Health Questionnaire [PHQ-9] score > 4 as a proportion of those screened) and Effectiveness Coverage (mean PHQ-9 score amongst those who score ≥ 15 at baseline, i.e. those who have moderately severe to severe depression) at 3 months post-recruitment. Additional outcomes at 3 and 6 months will assess sustained effectiveness, remission, response to treatment, depression awareness, social support, treatment completion, and activation levels. Economic and disability outcomes will be assessed to estimate incremental cost-effectiveness ratios. Implementation will be evaluated through process data and qualitative data informed by the RE-AIM framework. A minimum of 79488 primary care attenders will be screened for the Contact Coverage outcome, and 588 individuals with PHQ-9 ≥ 15 will be recruited for the Effectiveness Coverage outcome.DiscussionIf effective, our community intervention will have relevance to India’s Ayushman Bharat universal healthcare programme which is scaling up care for depression in primary care, and also to other low- and middle- income countries.Trial registrationRegistered on ClincalTrials.gov (NCT05890222.) on 12/05/2023.

Effect of Physical Activity on Students’ Social Skills :Research Factor Analysis at South Tangerang Elementary Schools

This study investigates the impact of physical activity on the social skills of elementary school students in South Tangerang. Utilizing a factor analysis approach, the research examines various dimensions of physical activity—including frequency, duration, and type—and their correlations with key social competencies such as communication, teamwork, empathy, and conflict resolution. A sample of 164 students from ten elementary schools in South Tangerang was selected through stratified random sampling to ensure representativeness. Data were collected using validated questionnaires and observational assessments conducted over six months. Statistical analysis revealed that regular participation in structured physical activities significantly enhances students' social skills, with team-based sports showing the most substantial positive effects. Additionally, the study identified specific factors within physical activity programs that contribute to developing social competencies, including cooperative gameplay, leadership opportunities, and inclusive participation strategies. These findings suggest that integrating comprehensive physical activity programs into the elementary school curriculum can foster essential social skills, thereby contributing to students' overall personal and academic development. The study recommends that educators and policymakers prioritize implementing and supporting diverse physical activity initiatives to promote a holistic educational environment. Future research should explore the long-term effects of sustained physical activity on social skills and investigate the potential moderating variables such as socioeconomic status and cultural background.

Effects of Physical Activity on Disordered Eating Behaviours in Individuals With a Psychotic Disorder.

This study aims to determine the effect of physical activity on cognitive restraint, uncontrolled eating and emotional eating in individuals with a psychotic disorder. Twenty-seven participants with a psychotic disorder (55% male; mean age: 30 ± 7.5 years; Caucasian: 66.7%; schizophrenia spectrum disorders: 44.4%; bipolar disorder with psychotic features: 29.6%) took part in a 6-month bi-weekly physical activity program (walking, running, yoga, cycling and dancing). The Three-Factor Eating Questionnaire was used to assess participant's eating behaviours, and the frequency of completed physical activity sessions was compiled. The mixed models analysis approach revealed that the level of cognitive restraint remained unchanged (pre: 39.2 ± 18.7 vs. post: 44.1 ± 18.3; p = 0.24), while the levels of uncontrolled eating (pre: 39.7 ± 19 vs. post: 31.6 ± 19.7; p = 0.02) and emotional eating (pre: 45.5 ± 22.3 vs. post: 32.2 ± 22.2; p < 0.001) decreased at the end of the 6-month physical activity program. This study showed that physical activity has positive effects on disordered eating behaviours in individuals with a psychotic disorder, similarly to previous studies on other populations (e.g., overweight and obese participants, postmenopausal women). Further studies are warranted to better understand the role of physical activity in moderating eating behaviours.

Daur Ulang Minyak Jelantah: Pengelolaan Limbah Domestik Rumah Tangga melalui Pembuatan Lilin Aromaterapi di Desa Sarirogo, Sidoarjo, Jawa Timur

The community service activity program that we carried out entitled MIGUNANI (Processing Used Cooking Oil Waste into Valuable Goods) involving the women of Sarirogo Village, Sidoarjo Regency, East Java was held on August 15, 2024. The purpose of this activity is to reduce the risk of environmental pollution due to used cooking oil waste by processing it into aromatherapy candles. Thus, used cooking oil waste, which can initially pollute the environment, can be turned into valuable goods and can become a business idea for additional income for mothers. The output targets produced are aromatherapy candles and devotion journals. In realizing the output targets, the methods used include socialization, training and direct practice to increase the creativity of participants. The hope of the activity program that we have carried out is that the participants will have knowledge and insight in processing used cooking oil waste into valuable goods and creative business ideas.

Computing the alpha complex using dual active set quadratic programming

The alpha complex is a fundamental data structure from computational geometry, which encodes the topological type of a union of balls B(x;r)⊂Rm\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$B(x;r) \\subset {\\mathbb {R}}^m$$\\end{document} for x∈S\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$x\\in S$$\\end{document}, including a weighted version that allows for varying radii. It consists of the collection of “simplices” σ={x0,...,xk}⊂S\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\sigma =\\{x_0,...,x_k\\} \\subset S$$\\end{document}, which correspond to nonempty (k+1)\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$(k+1)$$\\end{document}-fold intersections of cells in a radius-restricted version of the Voronoi diagram Vor(S,r)\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$${{\\,\ extrm{Vor}\\,}}(S,r)$$\\end{document}. Existing algorithms for computing the alpha complex require that the points reside in low dimension because they begin by computing the entire Delaunay complex, which rapidly becomes intractable, even when the alpha complex is of a reasonable size. This paper presents a method for computing the alpha complex without computing the full Delaunay triangulation by applying Lagrangian duality, specifically an algorithm based on dual quadratic programming that seeks to rule simplices out rather than ruling them in.

A cross-sectional study assessing modifications to the delivery of a multi-component implementation strategy (the Get Outside, Get Active program) to improve child physical activity in early childhood education and care services.

The Get Outside, Get Active (GOGA) program is a randomised controlled trial which tested the impact of a multi-component implementation strategy to support early childhood education and care (ECEC) services to replace indoor-only free play with indoor-outdoor-free play. This cross-sectional study aims to describe the extent and nature of modifications made to implementation strategies and Behaviour Change Techniques (BCTs) using the Framework for Reporting Adaptations and Modifications to Evidence-based Implementation Strategies (FRAME-IS) and to describe the fidelity of BCT delivery throughout GOGA. An audit of records was undertaken throughout the intervention delivery period in the intervention arm. GOGA included 14 standard BCTs within six implementation strategies. Modifications and BCT delivery were recorded by Health Promotion Officers via project records. Modifications were categorised according to the FRAME-IS. BCT delivery was recorded using a checklist. Forty-four ECEC services received the GOGA program. Overall, 60 modifications were recorded. According to FRAME-IS categories, most modifications related to: content; format; pragmatic or practical considerations; tailoring/tweaking/refining in nature; fidelity was inconsistent; the goal was to increase the acceptability, appropriateness, or feasibility of the implementation effort; the rationale was at the practitioner level; and were unplanned/reactive. Overall, 96.4% of standard BCTs were delivered as intended. GOGA was delivered with high fidelity to protocol as indicated by the level of BCT delivery. This article details a thorough approach to documenting modifications and provides guidance for future studies. SO WHAT?: This article contributes to the emerging evidence regarding documentation of adaptations and modifications to public health implementation interventions.

Development and evaluation of the Capability, Opportunity, and Motivation to deliver Physical Activity in School Scale (COM-PASS)

BackgroundTeachers are recognized as ‘key agents’ for the delivery of physical activity programs and policies in schools. The aim of our study was to develop and evaluate a tool to assess teachers’ capability, opportunity, and motivation to deliver school-based physical activity interventions.MethodsThe development and evaluation of the Capability, Opportunity, and Motivation to deliver Physical Activity in School Scale (COM-PASS) involved three phases. In Phase 1, we invited academic experts to participate in a Delphi study to rate, provide recommendations, and achieve consensus on questionnaire items that were based on the Capability, Opportunity, and Motivation Behavior (COM-B) model. Each item was ranked on the degree to which it matched the content of the COM-B model, using a 5-point scale ranging from ‘1 = Poor match’ to ‘5 = Excellent match’. In Phase 2, we interviewed primary and secondary school teachers using a ‘think-aloud’ approach to assess their understanding of the items. In Phase 3, teachers (n = 196) completed the COM-PASS to assess structural validity using confirmatory factor analysis (CFA).ResultsThirty-eight academic experts from 14 countries completed three rounds of the Delphi study. In the first round, items had an average rating score of 4.04, in the second round 4.51, and in the third (final) round 4.78. The final tool included 14 items, which related to the six constructs of the COM-B model: physical capability, psychological capability, physical opportunity, social opportunity, reflective motivation, and automatic motivation. In Phase 2, ten teachers shared their interpretation of COM-PASS via a 20-min interview, which resulted in minor changes. In Phase 3, CFA of the 3-factor model (i.e., capability, opportunity, and motivation) revealed an adequate fit to the data (χ2 = 122.6, p < .001, CFI = .945, TLI = .924, RMSEA = .066). The internal consistencies of the three subscale scores were acceptable (i.e., capability: α = .75, opportunity: α = .75, motivation: α = .81).ConclusionCOM-PASS is a valid and reliable tool for assessing teachers’ capability, opportunity, and motivation to deliver physical activity interventions in schools. Further studies examining additional psychometric properties of the COM-PASS are warranted.

Hubungan Dinamika Kelompok Tani Hutan dengan Tingkat Partisipasi pada Program KTH Persemaian di Desa Nagrog

This research aims to examine the dynamics of forest farmer groups, the level of farmer participation, the relationship between the dynamics of forest farmer groups and the level of farmer participation. This research uses a case study method at KTH Giri Jaya in Nagrog Village, Cicalengka District, Bandung Regency. The technique for taking respondents was the census method with the unit of analysis being all members of KTH Giri Jaya, 20 farmers. The research results show that: (1) Group dynamics are in the high category; group goals, group structure, task functions, group development and maintenance, group cohesiveness, and group atmosphere are included in the high category; while group effectiveness is in the medium category, and group pressure and hidden intentions are in the low category. (2) The level of farmer participation in the KTH activity program is in the high category, with details: at the planning and evaluation stage it is in the medium category, while at the implementation and results utilization stage it is in the high category; (3) The relationship between group dynamics and the level of farmer participation in the KTH activity program shows that the higher the group dynamics, the higher the level of farmer participation which will have an impact on achieving the objectives of the KTH program activities.

Lipid synthesis, triggered by PPARγ T166 dephosphorylation, sustains reparative function of macrophages during tissue repair

Macrophages may acquire a reparative phenotype that supports tissue repair and remodeling in response to tissue injury. However, the metabolic requirements underpinning this process are incompletely understood. Here, we show that posttranslational modification (PTM) of PPARγ regulates lipid synthesis in response to wound microenvironmental cues and that metabolic rewiring orchestrates function of reparative macrophages. In injured tissues, repair signaling leads to decreased macrophage PPARγ threonine 166 (T166) phosphorylation, which results in a partially active PPARγ transcriptional program comprised of increased binding activity to the regulator regions of lipid synthesis-associated genes, thereby increased lipogenesis. The accumulated lipids serve as signaling molecules, triggering STAT3-mediated growth factor expression, and supporting the synthesis of phospholipids for the expansion of the endoplasmic reticulum (ER), which is required for protein secretion. Genetic or pharmacological inhibition of PPARγ T166 phosphorylation promotes the reparative function of macrophages and facilitates tissue regeneration. In summary, our work identifies PPARγ T166-regulated lipid biosynthesis as an essential pathway for meeting the anabolic demands of the activation and function of macrophages and provides a rationale for potential therapeutic targeting of tissue repair.