Intracavitary vaginal brachytherapy using a custom balloon applicator.

A custom balloon applicator was created to deliver intracavitary high-dose-rate brachytherapy to a patient with a superficial vaginal cancer. The patient was unable to be treated conventionally due to an extremely narrow introitus that prevented the introduction of a conventional cylinder applicator. The custom applicator was constructed by inserting a straight titanium tandem applicator through the drainage lumen of a Foley catheter. The applicator was inserted and the catheter balloon was inflated when positioned at the vaginal apex. Three brachytherapy treatments were performed using this technique. Individual balloon eccentricities resulted in small radial tandem offsets within the balloon. This phenomenon was exploited by orientating the tandem offset in the direction of the target volume. Acceptable dosimetry was achieved for all fractions and the procedure was very well tolerated. The custom applicator was a viable solution that was safely developed in a short time frame using equipment readily available in our department.

Active School Lesson Breaks Increase Daily Vigorous Physical Activity, but Not Daily Moderate to Vigorous Physical Activity in Elementary School Boys.

PURPOSE: Brief classroom-based episodes of physical activity (active lesson breaks, ALBs) have improved schoolchildren's classroom behaviors in some studies, and may also increase the likelihood of children meeting the recommended daily minutes of moderate to vigorous physical activity (MVPA). However, there is emerging evidence that increases in physical activity at particular times of the day may lead to compensatory declines at other times. This study explored evidence for compensatory declines in response to a 10 min ALB during the school day. METHOD: Thirty-eight 12-year-old boys from a single elementary school completed intervention and control conditions in a cross-over design, with each phase lasting one week. The intervention consisted of a single 10-min active lesson break delivered on each of three days in the intervention week. Twenty-four hour accelerometry was used to quantify moderate and vigorous physical activity. RESULTS: ALBs increased in-school MVPA by 5.8 min (p < .0001), but overall daily MVPA was similar between intervention and control conditions (77.2 vs 77.4 min/d, p > .05), However, vigorous physical activity increased significantly over the whole day (11.2 vs 8.9 min, p = .0006). CONCLUSION: A brief episode of classroom-based play led to a modest increase in vigorous physical activity in elementary school students, but did not increase MVPA across the day.

The impact of 10-minute activity breaks outside the classroom on male students' on-task behaviour and sustained attention: a randomised crossover design.

AIM: The aim was to evaluate the impact of a brief activity bout outside the classroom on boys' attention and on-task behaviour in the classroom setting. METHODS: Fifty-eight boys (mean age 11.2 ± 0.6 years) were recruited from a boys' elementary school in Adelaide, South Australia. Two year 5 and, similarly, two year 6 classes were assigned using a crossover design to either four weeks of a 10 minute Active Lesson Break followed by four weeks of a 10 minute Passive Lesson Break (reading) or visa versa. Attention was quantified using a computerised psychomotor vigilance task, and on-task behaviour by direct observation. RESULTS: Neither the Active Lesson nor the Passive Lesson condition significantly affected sustained attention or on-task behaviour, and there were no significant differences between conditions. CONCLUSION: There was no impact on participants' sustained attention or on-task behaviour after a short activity break between lessons. Brief activity breaks outside the classroom do not compromise participants' on-task behaviour or attention levels upon returning to the classroom, although improvement in these variables is not seen either. However, the results suggest that active breaks are effective for accruing moderate-to-vigorous physical activity without compromising classroom behaviours.

Social influences on physical activity in Anglo-Australian and Vietnamese-Australian adolescent females in a single sex school.

Social support is a consistent correlate of youth physical activity (PA) but few studies have examined this in cultural sub-groups. Female adolescents (n=113; 13.9+/-0.6years) from a metropolitan single sex private school participated in this study. PA was estimated using the 3 Day Physical Activity Recall (3dPAR), and aspects of social support using a specifically designed questionnaire. Anglo-Australians (n=74), whose parents were both born in Australia, were compared with Vietnamese-Australians (n=39), whose parents were both born in Vietnam. There were non-significant trends towards higher engagement in all measures of PA among Anglo-Australians. Anglo-Australians perceived higher levels of social support to be physically active. In the whole sample and in cultural sub-groups, support by mothers was a consistent predictor of PA. Among Vietnamese-Australians, activities shared with the mother predicted moderate to vigorous PA. Interventions targeting PA among adolescent females should consider interactions of social support and cultural background.

Social influences on physical activity in Anglo- and Vietnamese-Australian adolescent males in a single sex school.

Understanding factors that influence physical activity levels of adolescents can assist the design of more effective interventions. Social support is a consistent correlate of youth physical activity but few studies have examined this in different cultural settings. Male adolescents (n=180, age=13.58+/-0.97 years) from a metropolitan single sex private school participated in this study. Habitual physical activity was estimated using the 3-day physical activity recall (3dPAR), and aspects of social support to be physically active using a specifically designed questionnaire. Comparisons were made between Anglo-Australians (n=118), whose parents were both born in Australia, and Vietnamese-Australians (n=62), whose parents were both born in Vietnam. There was a trend towards higher physical activity among Anglo-Australians, particularly on weekends. Anglo-Australians reported significantly more parental and peer support across most items pertaining to these constructs. Among the whole sample, social support variables explained 5-12% of the total explained variance in physical activity, with items pertaining to father and best friend support emerging as the strongest and most consistent predictors in multiple regression models. Among Anglo-Australians, the prediction models were relatively weak, explaining 0-9% of the total explained variance in physical activity. Prediction models for physical activity among Vietnamese-Australians were much stronger, explaining 11-32% of the total explained variance, with father's support variables contributing consistently to these models. The strong paternal influence on physical activity among Vietnamese-Australians needs to be confirmed in more diverse population groups, but results from this study suggest that interventions promoting physical activity among adolescent boys need to take into account cultural background as a moderator of widely reported social influences.