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Sortwell A, O’Brien K, Murphy A, Ramirez-Campillo R, Piggott B, Hine G, Newton M. Effects of plyometric-based structured game active breaks on fundamental movement skills, muscular fitness, self-perception, and actual behaviour in primary school students. Biol Sport 2024; 41:69-78. [PMID: 38952915 PMCID: PMC11167464 DOI: 10.5114/biolsport.2024.132991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2023] [Revised: 09/27/2023] [Accepted: 11/08/2023] [Indexed: 07/03/2024] Open
Abstract
This study examined the effects of plyometric-based structured game active breaks on fundamental movement skills (FMS), muscular fitness, student self-perception, and teacher's rating of actual behaviour in Grade 3 and 4 students. Primary school children aged 8-10 years old, from four classes, were cluster-randomly assigned to an intervention group (IG) (n = 54) or a control group (CG) (n = 48). The IG participated in structured plyometric-based game active breaks for 7-10 minutes daily, for six consecutive weeks. The CG resumed their regular daily school routine. FMS were assessed with the Canadian Agility Movement Skills Assessment test, and muscular fitness with the standing long jump (SLJ), countermovement jump (CMJ), and seated medicine ball chest throw tests. The Self-Perception Profile for Children and the Teacher's Rating Scale of Child's Actual Behaviour assessed student self-perception and teacher's perception of student actual behaviour, respectively. A significant (p < 0.01) interaction group by time was observed, with greater improvements in the IG compared to the CG in FMS (%diff = 13.11, ƞp2 = 0.12), SLJ (%diff = 6.67, ƞp2 = 0.02), seated medicine ball chest throw (%diff = 4.69, ƞp2 = 0.08), student social self-perception (%diff = 9.31, ƞp2 = 0.10), student scholastic self-perception (%diff = 7.27, ƞp2 = 0.10), and teacher perception of student social competence (%diff = 8.31, ƞp2 = 0.05). No difference (p > 0.05) was found in other variables. Integrating plyometric-based structured game active breaks into primary school settings evidenced improvement in FMS, muscular fitness, student self-perception, and teacher's rating of student actual behaviour.
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Affiliation(s)
- Andrew Sortwell
- School of Health Sciences and Physiotherapy, University of Notre Dame Australia, Sydney, Australia
- Education and Research Directorate, Sydney Catholic Schools, Sydney, Australia
| | - Kate O’Brien
- Education and Research Directorate, Sydney Catholic Schools, Sydney, Australia
| | - Aron Murphy
- School of Health Sciences and Physiotherapy, University of Notre Dame Australia, Sydney, Australia
| | - Rodrigo Ramirez-Campillo
- Exercise and Rehabilitation Sciences Institute, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago, Chile
| | - Benjamin Piggott
- School of Health Sciences and Physiotherapy, University of Notre Dame Australia, Perth, Australia
| | - Gregory Hine
- School of Education, University of Notre Dame Australia, Perth, Australia
| | - Michael Newton
- School of Health Sciences and Physiotherapy, University of Notre Dame Australia, Perth, Australia
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Fairclough SJ, Clifford L, Foweather L, Knowles ZR, Boddy LM, Ashworth E, Tyler R. Move Well, Feel Good: Feasibility and acceptability of a school-based motor competence intervention to promote positive mental health. PLoS One 2024; 19:e0303033. [PMID: 38861557 PMCID: PMC11166299 DOI: 10.1371/journal.pone.0303033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2023] [Accepted: 04/17/2024] [Indexed: 06/13/2024] Open
Abstract
BACKGROUND In response to the adverse impacts of the COVID-19 lockdown measures Move Well, Feel Good (MWFG) was developed as a school intervention using improvement of motor competence as a mechanism for promoting positive mental health. Study objectives were to evaluate the feasibility and acceptability of MWFG and to describe changes in child-level outcomes. METHODS Five northwest England primary schools were recruited. MWFG was delivered over 10-weeks through physical education (PE) lessons, which were supplemented by optional class-time, break-time, and home activities. The intervention focused on development of 9-10 year-old children's motor competence in locomotor, object control, and stability skills, and psychosocial skills. Feasibility was evaluated against nine pre-defined criteria using surveys, interviews (teachers), and focus groups (children). Pre- and post-intervention assessments of motor competence, mental health, prosocial behaviour, wellbeing, and 24-hour movement behaviours were also completed. RESULTS The five recruited schools represented 83% of the target number, 108 children consented (54% of target) with teachers recruited in all schools (100% of target). Intervention dose was reflected by 76% of the 45 scheduled PE lessons being delivered, and adherence was strong (>85% of children attending ≥75% of lessons). Positive indicators of acceptability were provided by 86% of children, 83% of PE teachers, and 90% of class teachers. Data collection methods were deemed acceptable by 91% of children and 80% of class teachers, and children spoke positively about participating in the data collection. Child-level outcome data collection was completed by 65%-97% of children, with a 3%-35% attrition rate at post-intervention, depending on measure. Favourable changes in motor competence (+13.7%), mental health difficulties (-8.8%), and prosocial behaviour (+7.6%) were observed. CONCLUSIONS MWFG is an acceptable and feasible motor competence intervention to promote positive mental health. Content and delivery modifications could inform progression to a pilot trial with a more robust design.
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Affiliation(s)
- Stuart J. Fairclough
- Department of Sport and Physical Activity, Sport, Physical Activity, Health and Wellbeing Research Group, Edge Hill University, Ormskirk, Lancashire, United Kingdom
| | - Lauren Clifford
- Department of Sport and Physical Activity, Sport, Physical Activity, Health and Wellbeing Research Group, Edge Hill University, Ormskirk, Lancashire, United Kingdom
| | - Lawrence Foweather
- The Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Zoe R. Knowles
- The Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Lynne M. Boddy
- The Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Emma Ashworth
- School of Psychology, Liverpool John Moores University, Liverpool, United Kingdom
| | - Richard Tyler
- Department of Sport and Physical Activity, Sport, Physical Activity, Health and Wellbeing Research Group, Edge Hill University, Ormskirk, Lancashire, United Kingdom
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Sum KWR, Sit CHP, Rudd JR, Chow JY, Zhang XF. An ecological dynamics approach to promote physical literacy and well-being of primary school children: a cluster randomised controlled trial study protocol. BMJ Open 2024; 14:e088312. [PMID: 38839394 PMCID: PMC11163608 DOI: 10.1136/bmjopen-2024-088312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2024] [Accepted: 05/23/2024] [Indexed: 06/07/2024] Open
Abstract
BACKGROUND Little is known about the impact of an ecological dynamics (ED) intervention (EDI) on primary school children's physical literacy and well-being in the Hong Kong context. The aim of this project is to introduce a physical literacy and well-being framework through an EDI that allows primary school children to develop good physical activity (PA) and daily behavioural habits. METHODS AND ANALYSIS A four-arm (cluster) randomised controlled trial will be conducted to examine the effect of EDI on physical literacy and well-being in primary schools located in each of the 18 administrative districts of Hong Kong. Four classes in senior primary students (grade 4) at each school will be randomly assigned to the four different conditions. These participating schools will be equipped with sit-stand desks, PA recess facility and equipment, and sleep pillows. The research team will adopt both objective measures (aerobic fitness, fundamental movement skills, daily behaviour-physical activity and cognitive function) and self-reported measures (perceived physical literacy, quality of life, sleep quality) covering the elements and domains of physical literacy and well-being to examine the effects of EDIs at four time points, including baseline assessment, 3 months after intervention, postintervention and 3-month follow-up assessment. One-way analyses of variance (ANOVAs) will be used to test for differences in the baseline characteristics of participants between groups. Repeated measure ANOVAs and MANCOVA, with time (baseline, after intervention and follow-up) as within-subjects factor, and intervention group as between-subjects factors, will be used to evaluate the effects of different interventions on the students' physical literacy and well-being. A Bonferonni correction to the p value will be calculated to adjust for multiple tests. ETHICS AND DISSEMINATION Ethical approval was sought from the Joint CUHK-NTEC Clinical Research Ethics Committee in Hong Kong (CREC Ref.No.:2024.027). The finding of this study will be disseminated via peer-reviewed journals, international conference presentations and academic lectures. For secondary analysis of the data, please contact the corresponding author for permission. TRIAL REGISTRATION NUMBER ISRCTN84025914.
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Affiliation(s)
- Kim Wai Raymond Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, New Territories, Hong Kong
| | - Cindy Hui-Ping Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, New Territories, Hong Kong
| | | | - Jia Yi Chow
- Department of Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore
| | - Xiao Fei Zhang
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, New Territories, Hong Kong
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Santos-Miranda E, Carballo-Fazanes A, Rey E, Piñeiro-García-Tuñón I, Abelairas-Gómez C. Fundamental Stability Skills: Reliability Analysis Using the Alfamov Assessment Tool. CHILDREN (BASEL, SWITZERLAND) 2024; 11:583. [PMID: 38790579 PMCID: PMC11119338 DOI: 10.3390/children11050583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2024] [Revised: 05/03/2024] [Accepted: 05/06/2024] [Indexed: 05/26/2024]
Abstract
Fundamental movement skills (FMS), considered as building blocks of movement, have received growing interest due to their significant impact on both present and future health. FMS are categorized into locomotor, object control and stability skills. While there has been extensive research on assessing the proficiency and reliability of locomotor and object control skills, stability skills have received comparatively less attention. For this reason, this study aimed to assess the test-retest, intrarater and interrater reliability of five stability skills included in the Alfamov app. The performance of eighty-four healthy primary school children (60.8% girls), aged 6 to 12 years (mean ± standard deviation of 8.7 ± 1.8 years), in five stability skills was evaluated and scored by four raters, including two experts and two novices. The Alfamov tool, integrating various process-oriented tests, was used for the assessment. Reliability analyses were conducted through the computation of the intraclass correlation coefficient (ICC) along with the corresponding 95% confidence intervals. Good-to-excellent intrarater reliability, excellent interrater reliability and moderate-to-good reliability in the test-retest were achieved. The results proved that Alfamov is a robust test for evaluating stability skills and can be suitable for use by different professionals with less experience in assessing children's motor competence.
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Affiliation(s)
- Eva Santos-Miranda
- CLINURSID Research Group, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain; (E.S.-M.); (A.C.-F.)
- Simulation, Life Support, and Intensive Care Research Unit (SICRUS), Health Research Institute of Santiago de Compostela (IDIS), 15706 Santiago de Compostela, Spain
- Centro de Saúde de Vedra, Servizo Galego de Saúde, 15885 Vedra, Spain
| | - Aida Carballo-Fazanes
- CLINURSID Research Group, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain; (E.S.-M.); (A.C.-F.)
- Simulation, Life Support, and Intensive Care Research Unit (SICRUS), Health Research Institute of Santiago de Compostela (IDIS), 15706 Santiago de Compostela, Spain
- Faculty of Nursing, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain
| | - Ezequiel Rey
- REMOSS Research Group, Faculty of Education and Sport Sciences, Universidade de Vigo, 36005 Pontevedra, Spain;
| | - Inés Piñeiro-García-Tuñón
- Faculty of Education Sciences, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain;
| | - Cristian Abelairas-Gómez
- CLINURSID Research Group, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain; (E.S.-M.); (A.C.-F.)
- Simulation, Life Support, and Intensive Care Research Unit (SICRUS), Health Research Institute of Santiago de Compostela (IDIS), 15706 Santiago de Compostela, Spain
- Faculty of Education Sciences, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain;
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Wu Y, Wang X, Wang H, Wang L, Tian Y, Ji Z, Wang L. Validation of the PL-C Quest in China: understanding the pictorial physical literacy self-report scale. Front Psychol 2024; 15:1328549. [PMID: 38515980 PMCID: PMC10956100 DOI: 10.3389/fpsyg.2024.1328549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Accepted: 02/26/2024] [Indexed: 03/23/2024] Open
Abstract
Introduction The notion of physical literacy is gaining interest from several countries as a potential mechanism for understanding the development of the physical self. This research endeavor represents an inaugural attempt to translate the Australian Physical Literacy Questionnaire for Children (PL-C Quest) into Chinese to evaluate the reliability and validity of the Chinese version of the PL-C Quest to assess physical literacy among children in mainland China. Methods The Beaton translation paradigm was used to carry out language translation, back-translation, cultural adaptation, and presurveys. Data were collected from 642 children aged 6-12 years, with a mean age of 9.71 years (SD 1.816), to test the reliability of the Chinese version of the PL-C Quest. Results The PL-C Quest items translated well (6.187 ~ 15.499) and correlated well (0.441 ~ 0.622). The Chinese version of the PL-C Quest had good reliability, with retest reliability values ranging from 0.91 to 0.74, Cronbach's alpha from 0.65 to 0.894, and McDonald's ω from the Spearman-Brown Coefficient was 0.84. The validity results are acceptable because the CFI, IFI, and TLI values are above 0.8 and close to 0.9, but the model fit's chi-square degrees-of-freedom ratio of 2.299, the RMSEA of 0.05, which was less than 0.08. Discussion After translation and cultural adaptation, the Chinese version of the PL-C Quest is a reliable measurement tool and can be used in the Chinese region.
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Affiliation(s)
- Yu Wu
- College of Rehabilitation, Shanghai University of Medicine & Health Science, Shanghai, China
- College of Sports Science, Shenyang Normal University, Shenyang, China
| | - Xinxiang Wang
- College of Sports Science, Shenyang Normal University, Shenyang, China
| | - Hongbiao Wang
- College of Rehabilitation, Shanghai University of Medicine & Health Science, Shanghai, China
| | - Lijuan Wang
- College of Sports Science, Shenyang Normal University, Shenyang, China
| | - Ying Tian
- College of Sports Science, Shenyang Normal University, Shenyang, China
| | - Zhiguang Ji
- College of Rehabilitation, Shanghai University of Medicine & Health Science, Shanghai, China
| | - Liyan Wang
- College of Rehabilitation, Shanghai University of Medicine & Health Science, Shanghai, China
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Hill PJ, Mcnarry MA, Mackintosh KA, Murray MA, Pesce C, Valentini NC, Getchell N, Tomporowski PD, Robinson LE, Barnett LM. The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes. Sports Med 2024; 54:375-427. [PMID: 37989831 PMCID: PMC10933160 DOI: 10.1007/s40279-023-01939-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/18/2023] [Indexed: 11/23/2023]
Abstract
BACKGROUND Motor competence has important developmental associations with aspects of physical health, but there has been no synthesis of longitudinal associations with cognitive and social-emotional health. OBJECTIVES The first aim was to present a conceptual model that positions motor competence as a mediator between physical activity and cognitive and social-emotional outcomes. The second aim was to synthesize the association of motor competence and cognitive and social-emotional development using longitudinal observational and experimental evidence, in particular to (i) identify the role of task, individual, and environmental characteristics in moderating the association between motor and cognitive and social-emotional outcomes and (ii) synthesize the strength of evidence pertaining to domain-specific relationships. METHODS This systematic review was registered with the International Prospective Register of Systematic Reviews (PROSPERO) and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement for reporting systematic reviews and meta-analyses. Five electronic databases (PubMed, Web of Science, Scopus, PsycINFO, and SPORTDiscus) were systematically searched. Following study screening and risk-of-bias assessment by two authors, 49 eligible studies were identified for inclusion and grouped by study design. Evidence for domain-specific paths between motor competence and cognitive and social-emotional outcomes was synthesized by calculating the significant analyses in the hypothesized direction, divided by the total number of analyses for that path. These percentages were then collated for each domain outcome. This collated influence was classified as either no association (0-33%), written as '0', or indeterminate/inconsistent (34-59%), written as '?' If there were fewer than three studies in the domain, the strength of evidence was classified as insufficient (I). RESULTS Of the 49 studies, 35% were able to satisfy six or more of the seven risk-of-bias criteria. Longitudinal observational evidence about domain-specific and global associations of motor competence and cognitive and social-emotional development is indeterminate. The included studies also did not provide evidence for a consistent moderating role of age and sex. Some preliminary experimental evidence does support the role of motor competence in moderating the influence of cognitively enriched physical activity on cognitive outcomes, especially working memory and social-emotional skills. However, too few studies were appropriately designed to acknowledge the moderating role of contextual mechanisms. CONCLUSIONS Between-study heterogeneity means it was not possible to identify definitive domain- and construct-specific relationships between motor competence and cognitive and social-emotional outcomes. To further develop our understanding, it is important that researchers acknowledge the complexity of these relationships within rigorous study designs.
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Affiliation(s)
- Phillip J Hill
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK
| | - Melitta A Mcnarry
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK
| | - Kelly A Mackintosh
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK.
| | - Maeve Aine Murray
- School of Health and Human Performance, Dublin City University, Dublin, D09 F8Y6, Ireland
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | | | - Nancy Getchell
- Developmental Motor Control Laboratory, 157 Human Performance Lab, University of Delaware, 540 S College Ave, Newark, 19713, DE, UK
| | | | - Leah E Robinson
- School of Kinesiology, University of Michigan, SKB 1054; 830 North University, Ann Arbor, MI, 48109-1048, USA
| | - Lisa M Barnett
- Institute for Physical Activity and Nutrition, Faculty of Health, School of Health and Social Development, Deakin University, Building BC, 221 Burwood Hwy, Burwood, Melbourne, 3125, Australia
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Montalt-García S, Estevan I, Romero-Martínez J, Ortega-Benavent N, Villarrasa-Sapiña I, Menescardi C, García-Massó X. Cognitive CAMSA: an ecological proposal to integrate cognitive performance into motor competence assessment. Front Psychol 2023; 14:1330856. [PMID: 38187425 PMCID: PMC10768843 DOI: 10.3389/fpsyg.2023.1330856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Accepted: 12/04/2023] [Indexed: 01/09/2024] Open
Abstract
Purpose To profile the participants using a system of self-organizing maps (SOM) based on their motor and cognitive performance during a dual-task version of the Canadian Agility and Movement Skill Assessment (Cognitive CAMSA). Methods A total of 169 secondary school students (39.3% girls) volunteered to participate. The original CAMSA, cognitive CAMSA, the Corsi and Digit Span tests were used to assess (a) motor competence, (b) motor competence with cognitive load, and (c) cognitive performance, respectively. SOMs and the k-means clustering algorithm were used to establish the adolescents' dual-task performance profiles. Results Including decision making based on verbal and visual cues in the original CAMSA significantly increased the participants' total scores but also the time required to complete the test, while the skill score remained unchanged. However, not all the participants showed changes in their performance in the same direction during the cognitive CAMSA. Person-centered analyses by SOMs and k-means clustering identified six performance profiles with variations in the cognitive, motor skill, and time scores (H5 = 146.15, H5 = 102.68, and H5 = 108.07, respectively; all p < 0.01). Conclusion The cognitive CAMSA was shown to be a feasible field-motor test for assessing motor competence with a cognitive load in an ecological setting. Some of the profiles identified in the SOM approach represented adolescents with similar motor and cognitive performance in dual-task or single-task contexts, although other participants obtained high motor competence in single and dual-tasking while their cognitive performance declined or rose more in dual-task than in single task situations. The cognitive CAMSA emerges as a tool of great potential, applicable in educational and sports environments, to know subjects' characteristics and try to individualize the interventions accordingly with their dual-task profile.
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Affiliation(s)
- Sergio Montalt-García
- AFIPS Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
| | - Isaac Estevan
- AFIPS Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
| | - Jorge Romero-Martínez
- AFIPS Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
| | - Nuria Ortega-Benavent
- AFIPS Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
| | - Israel Villarrasa-Sapiña
- HUMAG Research Group, Department d’Educació Física i Esportiva, Universitat de València, València, Spain
| | - Cristina Menescardi
- AFIPS Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
| | - Xavier García-Massó
- HUMAG Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
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Mendoza-Muñoz M, Carlos-Vivas J, Castillo-Paredes A, Parraca JA, Raimundo A, Alegrete J, Pastor-Cisneros R, Gomez-Galan R. Portuguese translation and validation of the questionnaires from the Canadian Physical Literacy Assessment-2: a pilot study. Front Psychol 2023; 14:1244566. [PMID: 38046115 PMCID: PMC10690814 DOI: 10.3389/fpsyg.2023.1244566] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Accepted: 10/18/2023] [Indexed: 12/05/2023] Open
Abstract
Background/objective Physical literacy assessment is considered a vital resource to decrease the prevalence of sedentary lifestyles and physical inactivity in children and adolescents worldwide. In Portugal, there is no physical literacy assessment tool for children under 15 years old. The main objective of this study was to carry out a translation and cultural adaptation of the Canadian Physical Literacy Assessment 2 (CAPL-2) into Portuguese, as well as to test its psychometric properties, in children between 8 and 12 years of age. Methods The questionnaires included in the CAPL-2 were translated using the translation-back-translation method and adapted to their context. The test-retest reliability, internal consistency, and confirmatory factor analysis of the CAPL-2 Portuguese version were analyzed in a sample of 69 and 138 students, respectively, from a school in the Alentejo region (Portugal). Results The Portuguese version of the CAPL-2 questionnaires demonstrated high internal consistency (Cronbach's α: 0.713-0.979) and test-retest reliability ranging from moderate to nearly perfect in the motivation and confidence domain and knowledge and comprehension domain (ICC = 0.549-0.932). The results showed a good fit after adjusting for covariation paths (CMIN/DF = 1.382, p = 0.105, RMSEA = 0.053, CFI = 0.971, TLI = 0.955, NFI = 0.907). Conclusion The CAPL-2 version of the questionnaires, translated and adapted to the Portuguese context, demonstrated validity and reliability, making them suitable for assessing physical literacy in children aged 8-12 years.
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Affiliation(s)
- María Mendoza-Muñoz
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, Cáceres, Spain
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
| | - Jorge Carlos-Vivas
- Physical Activity for Education, Performance and Health (PAEPH) Research Group, Faculty of Sport Sciences, University of Extremadura, Cáceres, Spain
| | - Antonio Castillo-Paredes
- Grupo Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física (AFySE), Facultad de Educación, Universidad de Las Américas, Santiago, Chile
| | - Jose A. Parraca
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), University of Évora, Évora, Portugal
| | - Armando Raimundo
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
- Comprehensive Health Research Centre (CHRC), University of Évora, Évora, Portugal
| | - Joana Alegrete
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, Évora, Portugal
| | - Raquel Pastor-Cisneros
- Promoting a Healthy Society Research Group (PheSo), Faculty of Sport Sciences, University of Extremadura, Cáceres, Spain
| | - Rafael Gomez-Galan
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), University of Extremadura, Mérida, Spain
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Garbeloto F, Pereira S, Tani G, Chaput JP, Stodden DF, Garganta R, Hedeker D, Katzmarzyk PT, Maia J. Validity and reliability of Meu Educativo®: A new tool to assess fundamental movement skills in school-aged children. Am J Hum Biol 2023:e24011. [PMID: 37962092 DOI: 10.1002/ajhb.24011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Revised: 10/24/2023] [Accepted: 10/25/2023] [Indexed: 11/15/2023] Open
Abstract
OBJECTIVES There is evidence showing that children's proficiency in fundamental movement skills (FMS) is positively related to weight status, physical activity, fitness levels, cognitive development, as well as academic performance. Yet, the feasibility of FMS assessment is challenging, especially with relatively large samples of children. This article presents a new tool named Meu Educativo® to assess children's FMS levels, including its validity and reliability. METHODS We relied on the validity evidence approach based on test content to develop the FMS assessment checklist and the rating system with a team of experts. In this article, we used five FMS (stationary dribbling, kick, overhand throw, catch the ball, and underhand roll). Further, we conducted a series of reliability studies and used percent agreement and Cohen's kappa (κ) as statistics. RESULTS Experts agreed highly on the checklist's components in the five FMS. Inter-rater reliability ranged from 0.63 for stationary dribbling to 0.93 for overhand throw, and the intra-rater reliability ranged from 0.46 to 0.94. CONCLUSION Based on the first results, Meu Educativo® was not only easy to use, but was also a reliable tool for FMS assessments. Notwithstanding the need for future studies, Meu Educativo® is a new tool that can be used by teachers, coaches, and motor development specialists dealing with school-aged children and researchers working with large samples.
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Affiliation(s)
- Fernando Garbeloto
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
- Motor Behavior Laboratory, School of Physical Education and Sports, University of São Paulo, São Paulo, Brazil
| | - Sara Pereira
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
- Research Center in Sport, Physical Education, and Exercise and Health (CIDEFES), Faculty of Physical Education and Sports, Lusófona University, Lisboa, Portugal
| | - Go Tani
- Motor Behavior Laboratory, School of Physical Education and Sports, University of São Paulo, São Paulo, Brazil
| | - Jean-Philippe Chaput
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada
| | - David F Stodden
- Department of Physical Education, University of South Carolina, Columbia, South Carolina, USA
| | - Rui Garganta
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
| | - Donald Hedeker
- Department of Public Health Sciences, University of Chicago, Chicago, Illinois, USA
| | | | - José Maia
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
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10
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Burton AM, Cowburn I, Thompson F, Eisenmann JC, Nicholson B, Till K. Associations Between Motor Competence and Physical Activity, Physical Fitness and Psychosocial Characteristics in Adolescents: A Systematic Review and Meta-analysis. Sports Med 2023; 53:2191-2256. [PMID: 37542607 PMCID: PMC10587315 DOI: 10.1007/s40279-023-01886-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/23/2023] [Indexed: 08/07/2023]
Abstract
BACKGROUND Motor competence is an integral component of the health and performance of youth. Numerous studies support the hypothesis that motor competence interacts with perceived motor competence and physical fitness during childhood to induce positive (e.g. healthy weight status) or negative (e.g. reduced physical activity engagement) trajectories. Yet, while adolescence is a key period of rapid growth and maturation, no systematic reviews and meta-analyses have examined the association between motor competence and physical activity, physical fitness and psychosocial characteristics solely within adolescents. OBJECTIVES This study aimed to (1) analyse the scientific literature evaluating associations between motor competence and physical activity, physical fitness and/or psychosocial characteristics amongst adolescents; (2) evaluate the associations between motor competence and physical activity, physical fitness characteristics and/or psychosocial characteristics amongst adolescents; and (3) investigate the impact of moderator variables (i.e., age, sex, type of motor competence assessment) on the associations. METHODS A systematic search of electronic databases was conducted, followed by a qualitative synthesis of study methods. Random-effects meta-analyses were performed to establish the magnitude and orientation of pooled correlation coefficients between motor competence and physical activity, physical fitness and psychosocial characteristics of adolescents, whilst considering potential moderators (i.e., age, sex, type of motor competence assessment). RESULTS Sixty-one studies were included, totalling 22,256 adolescents. Twenty-seven different assessments of motor competence were used, with 31 studies utilising product-orientated (i.e. outcome) motor competence assessments. Meta-analyses of 43 studies showed that motor competence was positively associated with physical activity (r = 0.20 to 0.26), some physical fitness characteristics (e.g. muscular strength, cardiovascular endurance; r = 0.03 to 0.60) and psychosocial characteristics (r = 0.07 to 0.34), and inversely associated with weight status (r = - 0.36 to - 0.10), speed (r = - 0.31) and agility (r = - 0.37 to 0.41). Associations with flexibility were unclear. CONCLUSIONS The results of this systematic review and meta-analysis support the hypothesised interactions of motor competence with physical activity (positive), physical fitness (positive except for weight status, speed and agility) and psychosocial characteristics (positive) in adolescence. However, methodological approaches vary considerably (e.g. variety of motor competence assessments utilised), with limitations of the current literature including an inadequate assessment of motor competence, a lack of longitudinal observations and a failure to account for biological maturation. Future research assessing associations between motor competence and physical activity, physical fitness and psychosocial characteristics of adolescents should include longitudinal observations of a combined motor competence assessment (i.e. process and product) and account for biological maturation. Improved evaluation using these recommendations could provide more accurate data, leading to more targeted interventions to improve adolescents' physical and psychosocial outcomes. CLINICAL TRIAL REGISTRATION CRD42021233441 (PROSPERO ID).
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Affiliation(s)
- Alan M Burton
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK.
- Queen Ethelburga's Collegiate, York, UK.
| | - Ian Cowburn
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK
| | - Ffion Thompson
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK
- Queen Ethelburga's Collegiate, York, UK
| | - Joey C Eisenmann
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK
- Lakeland University, Plymouth, WI, USA
| | - Ben Nicholson
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK
| | - Kevin Till
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK
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11
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Makaruk H, Porter JM, Webster EK, Makaruk B, Bodasińska A, Zieliński J, Tomaszewski P, Nogal M, Szyszka P, Starzak M, Śliwa M, Banaś M, Biegajło M, Chaliburda A, Gierczuk D, Suchecki B, Molik B, Sadowski J. The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents. BMC Public Health 2023; 23:1912. [PMID: 37789359 PMCID: PMC10548572 DOI: 10.1186/s12889-023-16843-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Accepted: 09/27/2023] [Indexed: 10/05/2023] Open
Abstract
Fundamental motor skills (FMS) are essential for enjoyable, confident and skillful participation in physical activity across the lifespan. Due to the alarming low level of FMS proficiency in children and adolescents worldwide, the development of motor competency is an urgent issue for physical education. The promotion and implementation of a systematic process of teaching and learning FMS should be a physical education priority. Accordingly, effective assessment tools for evaluating FMS should be adopted or developed. Because FMS assessment for both children and adolescents need further effective solutions, the primary aim of this study was to develop the new age-related test of FMS (Fundamental Motor Skills in Sport test, in Polish: Test Fundamentalnych Umiejętności Ruchowych w Sporcie, FUS). The secondary aim of this study was to establish validity and inter-rater, intra-rater, test-retest reliabilities and internal consistency of the FUS test. The FUS test involves six sport skill-based tasks: hurdling, jumping rope, forward roll, ball bouncing, throwing and catching a ball, and kicking and stopping a ball. Two hundred sixty-four Polish students in grades 1-3 (7-9 yrs; n = 81), 4-6 (10-12 yrs; n = 89) and 7-8 (13-14 yrs; n = 94), including 139 girls and 125 boys completed the FUS test. The content validity index for all items was notably high. Both inter-rater and intra-rater reliability showed substantial to almost perfect agreement, with observed agreements for FUS skills between 78.5 and 93.1%. Ball bouncing had a moderate correlation with the forward roll and throwing and catching, while other correlations were low or insignificant. ICC values, ranging from 0.95 to 0.97, confirmed excellent test-retest reliability. The results of our study provide evidence that the FUS test is valid, reliable, and feasible to administer in school settings. Therefore, this tool test has the potential to support deliberate practice and improve motor competence by providing a standardized and structured approach to measuring FMS among school-aged children and adolescents.
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Affiliation(s)
- Hubert Makaruk
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland.
| | - Jared M Porter
- Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, USA
| | - E Kipling Webster
- Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, USA
| | - Beata Makaruk
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Anna Bodasińska
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Janusz Zieliński
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Paweł Tomaszewski
- Faculty of Physical Education, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Marta Nogal
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Paulina Szyszka
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Marcin Starzak
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Marcin Śliwa
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Michał Banaś
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Michał Biegajło
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Agata Chaliburda
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Dariusz Gierczuk
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Bogusz Suchecki
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Bartosz Molik
- Faculty of Rehabilitation, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Jerzy Sadowski
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
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12
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Barnett LM, Jerebine A, Keegan R, Watson-Mackie K, Arundell L, Ridgers ND, Salmon J, Dudley D. Validity, Reliability, and Feasibility of Physical Literacy Assessments Designed for School Children: A Systematic Review. Sports Med 2023; 53:1905-1929. [PMID: 37341907 PMCID: PMC10504218 DOI: 10.1007/s40279-023-01867-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/24/2023] [Indexed: 06/22/2023]
Abstract
BACKGROUND While the burgeoning researcher and practitioner interest in physical literacy has stimulated new assessment approaches, the optimal tool for assessment among school-aged children remains unclear. OBJECTIVE The purpose of this review was to: (i) identify assessment instruments designed to measure physical literacy in school-aged children; (ii) map instruments to a holistic construct of physical literacy (as specified by the Australian Physical Literacy Framework); (iii) document the validity and reliability for these instruments; and (iv) assess the feasibility of these instruments for use in school environments. DESIGN This systematic review (registered with PROSPERO on 21 August, 2022) was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. DATA SOURCES Reviews of physical literacy assessments in the past 5 years (2017 +) were initially used to identify relevant assessments. Following that, a search (20 July, 2022) in six databases (CINAHL, ERIC, GlobalHealth, MEDLINE, PsycINFO, SPORTDiscus) was conducted for assessments that were missed/or published since publication of the reviews. Each step of screening involved evaluation from two authors, with any issues resolved through discussion with a third author. Nine instruments were identified from eight reviews. The database search identified 375 potential papers of which 67 full text papers were screened, resulting in 39 papers relevant to a physical literacy assessment. INCLUSION AND EXCLUSION CRITERIA Instruments were classified against the Australian Physical Literacy Framework and needed to have assessed at least three of the Australian Physical Literacy Framework domains (i.e., psychological, social, cognitive, and/or physical). ANALYSES Instruments were assessed for five aspects of validity (test content, response processes, internal structure, relations with other variables, and the consequences of testing). Feasibility in schools was documented according to time, space, equipment, training, and qualifications. RESULTS Assessments with more validity/reliability evidence, according to age, were as follows: for children, the Physical Literacy in Children Questionnaire (PL-C Quest) and Passport for Life (PFL). For older children and adolescents, the Canadian Assessment for Physical Literacy (CAPL version 2). For adolescents, the Adolescent Physical Literacy Questionnaire (APLQ) and Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q). Survey-based instruments were appraised to be the most feasible to administer in schools. CONCLUSIONS This review identified optimal physical literacy assessments for children and adolescents based on current validity and reliability data. Instrument validity for specific populations was a clear gap, particularly for children with disability. While survey-based instruments were deemed the most feasible for use in schools, a comprehensive assessment may arguably require objective measures for elements in the physical domain. If a physical literacy assessment in schools is to be performed by teachers, this may require linking physical literacy to the curriculum and developing teachers' skills to develop and assess children's physical literacy.
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Affiliation(s)
- Lisa M Barnett
- Institute for Physical Activity and Nutrition, Deakin University, Melbourne, VIC, Australia.
- Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Geelong, 3125, Australia.
| | - Alethea Jerebine
- School of Health and Social Development, Deakin University, Melbourne, VIC, Australia
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Richard Keegan
- Faculty of Health, University of Canberra, Research Institute for Sport and Exercise (UCRISE), Canberra, ACT, Australia
| | | | - Lauren Arundell
- Institute for Physical Activity and Nutrition, Deakin University, Melbourne, VIC, Australia
- School of Exercise and Nutrition Sciences, Deakin University, Melbourne, VIC, Australia
| | - Nicola D Ridgers
- Institute for Physical Activity and Nutrition, Deakin University, Melbourne, VIC, Australia
- Alliance for Research in Exercise, Nutrition and Activity, Allied Health and Human Performance, University of South Australia, Adelaide, SA, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, Deakin University, Melbourne, VIC, Australia
- School of Exercise and Nutrition Sciences, Deakin University, Melbourne, VIC, Australia
| | - Dean Dudley
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
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13
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Mohammadi M, Elahipanah F, Amani-Shalamzari S. The role of the cultural environment in the development of physical literacy and physical activity of Iranian children. BMC Pediatr 2023; 23:477. [PMID: 37730549 PMCID: PMC10510288 DOI: 10.1186/s12887-023-04297-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Accepted: 09/07/2023] [Indexed: 09/22/2023] Open
Abstract
BACKGROUND The investigation of physical literacy (PL) and physical activity (PA) should be done in an ecological context because the socio-cultural situation can encourage or inhibit children's activity. The present study aimed to study the role of the cultural environment in the development of PL and PA in Iranian children. METHODS The statistical population consisted of Iranian children aged 8 to 12, of whom 270 students were recruited by cluster sampling from six provinces. They complete the Canadian Assessment of Physical Literacy 2 (CAPL-2) and the International Physical Activity Survey. To examine the cultural environment, the components of geographic location (west, south, central, east, and northwest), place of residence (downtown, suburban, and village), and gender (boys and girls) were used. A multivariate ANOVA analysis was used to analyze the data. RESULTS From the geographic location, the findings showed that students inhabit in the west and east of Iran have significantly higher scores than their counterparts living in the central, south, and northwest at PA and PL (P < 0.001). From the place of residence, we observed a higher level of PA and PL in children living in the village than in those living in the suburbs and downtown (P < 0.001). In terms of gender, boys have higher PL and PA scores (P < 0.001). CONCLUSION The findings demonstrate that socio-cultural factors, geographic location, place of residence, and gender have different impacts on children's PL and physical activity. Therefore, we suggest using ecologically appropriate decentralized planning in a physical education curriculum.
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Affiliation(s)
- Majid Mohammadi
- Department of Motor Behavior and Sports Psychology, Faculty of Physical Education and Sports Sciences, University of Tehran, Tehran, Iran
| | - Farzaneh Elahipanah
- Department of Sport Management and Motor Behaviour, Faculty of Physical Education and Sports Science, Kharazmi University, Tehran, Iran
| | - Sadegh Amani-Shalamzari
- Department of Exercise Physiology, Faculty of Physical Education and Sports Science, Kharazmi University, Tehran, Iran.
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14
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Richards AB, Barker HG, Williams E, Swindell N, Mackintosh KA, Tyler R, Griffiths LJ, Foweather L, Stratton G. Motor Competence between Children with and without Additional Learning Needs: A Cross-Sectional Population-Level Study. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1537. [PMID: 37761498 PMCID: PMC10529022 DOI: 10.3390/children10091537] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 08/30/2023] [Accepted: 09/06/2023] [Indexed: 09/29/2023]
Abstract
The aim of this study was to examine associations in motor competence between children with additional learning needs (ALN) and typically developing children. This cross-sectional study involved a nationally representative cohort of 4555 children (48.98% boys; 11.35 ± 0.65 years) from sixty-five schools across Wales (UK). Demographic data were collected from schools, and children were assessed using the Dragon Challenge assessment of motor competence, which consists of nine tasks completed in a timed circuit. A multi-nominal multi-level model with random intercept was fitted to explore the proficiency between children with ALN and those without. In all nine motor competence tasks, typically developing children demonstrated higher levels of proficiency than their peers with ALN, with these associations evident after accounting for age, sex, ethnicity, and socioeconomic status. This study highlights motor competence inequalities at a population level and emphasises the need for policymakers, practitioners, and researchers to prioritise motor competence development, particularly for children with ALN.
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Affiliation(s)
- Amie B. Richards
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
| | - Harriet G. Barker
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
| | - Emily Williams
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
| | - Nils Swindell
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
| | - Kelly A. Mackintosh
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
| | - Richard Tyler
- Health Research Institute, Movement Behaviours, Health, and Wellbeing Research Group, Department of Sport and Physical Activity, Edge Hill University, Ormskirk L39 4QP, UK;
| | - Lucy J. Griffiths
- Population Data Science, Swansea University Medical School, Swansea SA2 8PP, UK;
| | - Lawrence Foweather
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L3 2EX, UK;
| | - Gareth Stratton
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
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15
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Grauduszus M, Wessely S, Klaudius M, Joisten C. Definitions and assessments of physical literacy among children and youth: a scoping review. BMC Public Health 2023; 23:1746. [PMID: 37679785 PMCID: PMC10486121 DOI: 10.1186/s12889-023-16680-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 09/01/2023] [Indexed: 09/09/2023] Open
Abstract
BACKGROUND Despite the recognised health benefits of physical activity, the physical activity levels of children and adolescents continue to decline. The concept of physical literacy (PL) is a promising holistic approach to physical activity promotion that addresses affective and cognitive domains in addition to physical and motor domains. In Germany, however, no uniform or widely used method exists for assessing PL in children. This research was conducted to compile information on international PL assessment systems for children and adolescents (up to 18 years of age), including their underlying definitions, structural designs and development processes, for the purpose of developing such a tool in Germany. METHODS A scoping review was conducted using PubMed, Web of Science and SPORTDiscus database entries. The initial search was conducted in July 2022, with a follow-up search performed in May 2023. Articles that operationalised the construct of PL and at least two of the three domains were identified and included. The procedure and assessment tools used to evaluate the individual domains and the overall PL construct were extracted from all selected articles. RESULTS A total of 882 articles were identified; five were added after a manual search. After duplicates were removed, 563 articles were screened by title and abstract, and 40 articles met the inclusion criteria and were included in the review. In a review of these articles, 23 different assessment procedures were identified. Eight assessment procedures included PL as a superordinate construct. Twenty-two of the 23 procedures assessed the affective and physical domains, only 14 assessed the cognitive domain. CONCLUSION Approximately half of the identified PL assessment systems addressed all three domains. Motor performance was most frequently integrated into the test procedures. Future developments in Germany should integrate all domains in the assessment to produce a holistic conceptualisation as the basis for appropriate funding.
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Affiliation(s)
- Martin Grauduszus
- Department for Physical Activity in Public Health, Institute of Movement and Neurosciences, German Sport University Cologne, Am Sportpark Müngersdorf 6, Cologne, 50933, Germany.
| | - Stefanie Wessely
- Department for Physical Activity in Public Health, Institute of Movement and Neurosciences, German Sport University Cologne, Am Sportpark Müngersdorf 6, Cologne, 50933, Germany
| | - Marlen Klaudius
- Department for Physical Activity in Public Health, Institute of Movement and Neurosciences, German Sport University Cologne, Am Sportpark Müngersdorf 6, Cologne, 50933, Germany
| | - Christine Joisten
- Department for Physical Activity in Public Health, Institute of Movement and Neurosciences, German Sport University Cologne, Am Sportpark Müngersdorf 6, Cologne, 50933, Germany
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16
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Noordstar JJ, Hulzebos EHJ, van der Ent CK, Suijker MH, Bartels M. Organized Sports Activities Are Safe for Children With Sickle Cell Disease: A Pilot Intervention Study. J Pediatr Hematol Oncol 2023; 45:e710-e715. [PMID: 37494608 DOI: 10.1097/mph.0000000000002708] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 05/24/2023] [Indexed: 07/28/2023]
Abstract
Historically, children with sickle cell disease (SCD) are advised to refrain from sports activities, based on the assumption that physical exercise can trigger vaso-occlusive episodes. This pilot intervention study examined the safety (ie, no vaso-occlusive episodes) of a 10-week organized sports program for children with SCD. Eight children with SCD (5 boys/3 girls), aged 7 to 12 years old, received 10 training sessions (each 90 min) once a week. Training sessions were performed by a professional soccer club under the supervision of a medical team from the Wilhelmina Children's Hospital. During the study period, one child experienced a vaso-occlusive crisis, which could not be directly related to the organized sports program. None of the other children experienced vaso-occlusive episodes. The results of this study indicate that children with SCD can participate safely in moderate-intensity organized sports activities when personalized medical background and practical training information is shared with the trainer beforehand. All children continued their sports participation after the study period.
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Affiliation(s)
| | | | | | - Monique H Suijker
- Pediatric Hematology, Wilhelmina Children's Hospital, University Medical Centre Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Marije Bartels
- Pediatric Hematology, Wilhelmina Children's Hospital, University Medical Centre Utrecht, Utrecht University, Utrecht, The Netherlands
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Calzada-Rodríguez JI, Mendoza-Muñoz M, Pastor-Cisneros R, Barrios-Fernandez S, Carlos-Vivas J, Gómez-Galán R, Muñoz-Bermejo L. Effects of a 4-Week After-School Physical Literacy Program on Health-Related Quality of Life and Symptomatology in Schoolchildren with ADHD: A Study Protocol. Healthcare (Basel) 2023; 11:2113. [PMID: 37510554 PMCID: PMC10379282 DOI: 10.3390/healthcare11142113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Revised: 07/19/2023] [Accepted: 07/21/2023] [Indexed: 07/30/2023] Open
Abstract
Research has shown that physical activity programs led to improvements in children with Attention Deficit Hyperactivity Disorder (ADHD). However, no study evaluating the impact of a physical literacy (PL) program has been conducted. This study aims to examine PL and the effects of an after-school PL program on Health-related quality of life (HRQoL) and ADHD symptomatology including quality and sustained attention. A parallel-group randomised controlled trial will be conducted assessing PL, HRQoL and ADHD symptomatology, both at the beginning and the end of the PL after-school program implementation. The program will last 4 weeks, including two sessions per week lasting 55 min. Sessions will be divided into several parts: greeting (5 min), block I (20 min), block II (20 min) and relaxation and feedback (10 min). Block I will focus on the acquisition of content that contributes to the development of the domains of knowledge and understanding and daily activity; and block II, in addition to favouring physical competence, will seek to improve motivation. If this program proves its effectiveness, it could be an alternative to be included in educational systems, representing a scientific breakthrough regarding physical activity adherence and inactivity-related disease prevention, HRQoL and management of ADHD-associated symptomatology.
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Affiliation(s)
- José Ignacio Calzada-Rodríguez
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
| | - María Mendoza-Muñoz
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal
| | - Raquel Pastor-Cisneros
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
| | - Sabina Barrios-Fernandez
- Occupation, Participation, Sustainability and Quality of Life (Ability Research Group), Nursing and Occupational Therapy College, University of Extremadura, 10003 Cáceres, Spain
| | - Jorge Carlos-Vivas
- Physical Activity for Education, Performance and Health (PAEPH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Rafael Gómez-Galán
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), University of Extremadura, 06810 Mérida, Spain
| | - Laura Muñoz-Bermejo
- Social Impact and Innovation in Health (InHEALTH), University of Extremadura, 06810 Mérida, Spain
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Estevan I, García-Massó X, Menescardi C, Ortega-Benavent N, Montalt-García S, Romero-Martínez J, Castillo I, Álvarez O, Queralt A, Molina-García J. A Classroom-Based Intervention to Promote Physical Literacy in Children: ALPHYL Study Protocol. Behav Sci (Basel) 2023; 13:609. [PMID: 37504056 PMCID: PMC10376495 DOI: 10.3390/bs13070609] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Revised: 06/24/2023] [Accepted: 07/12/2023] [Indexed: 07/29/2023] Open
Abstract
Physical literacy is crucial for children's appropriate development and physical, social and mental health. In a school setting, class-based physical activity (PA) interventions are considered to be appropriate programs to foster PA participation and cognitive development. The purpose of this project, named the Active Learning in PHYsical Literacy (ALPHYL) study, was to describe a multicomponent classroom-based physically-active learning randomised control trial (RCT) in primary school children. The main purpose was to promote children's physical literacy, academic achievement and cognitive function. The ALPHYL study is mainly based on physical literacy, active school models and the Supportive, Active, Autonomous, Fair and Enjoyable principles. The ALPHYL is an 8-10-week RCT to be conducted in six primary schools (12 classes) in Valencia (Spain) and its metropolitan area. Schools will be randomly assigned to the intervention or waiting-list control group. After a 30 h in-person training course for teachers and weekly meetings in the three months of resource preparation, the ALPHYL intervention will be conducted in physical education (PE) and non-PE lessons by teachers. The intervention consists of at least three daily sessions of physically active learning in addition to model-based PE teaching. Its feasibility will be evaluated weekly according to the Reach, Effectiveness, Adoption, Implementation and Maintenance framework. To assess its effectiveness, a pre-test, post-test and retention (8-10 weeks post-intervention) with primary outcomes (i.e., PA level, motor competence, perceived motor competence and PL, motivation, perceived social support, academic achievement and cognitive function), secondary outcomes and covariates will be collected.
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Affiliation(s)
- Isaac Estevan
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Xavier García-Massó
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Cristina Menescardi
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Nuria Ortega-Benavent
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Sergio Montalt-García
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Jorge Romero-Martínez
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
| | - Isabel Castillo
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
- Department of Social Psychology, Faculty of Psychology and Speech Therapy, University of Valencia, Av. Blasco Ibañez, 21, 46010 Valencia, Spain
| | - Octavio Álvarez
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
- Department of Social Psychology, Faculty of Psychology and Speech Therapy, University of Valencia, Av. Blasco Ibañez, 21, 46010 Valencia, Spain
| | - Ana Queralt
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
- Department of Nursing, University of Valencia, Avda. Menendez Pelayo, s/n, 46010 Valencia, Spain
- Epidemiology and Environmental Health Joint Research Unit, FISABIO-UJI-UV, 46020 Valencia, Spain
| | - Javier Molina-García
- Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avda. dels Tarongers 4, 46022 Valencia, Spain
- AFIPS Research Group, University of Valencia, 46010 Valencia, Spain
- Epidemiology and Environmental Health Joint Research Unit, FISABIO-UJI-UV, 46020 Valencia, Spain
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Menescardi C, De Meester A, Álvarez O, Castillo I, Haerens L, Estevan I. The mediational role of motivation in the model of motor development in childhood: A longitudinal study. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 66:102398. [PMID: 37665860 DOI: 10.1016/j.psychsport.2023.102398] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 11/14/2022] [Accepted: 01/26/2023] [Indexed: 09/06/2023]
Abstract
The aim of this study was twofold: first, to examine the stability of the hypothesized conceptual model of motor development (without and with including various types of motivation) when children are followed up one-year later, and second to examine longitudinally whether changes in one model variable predict changes in other variables, according to the hypothesized pathways in the model. A sample of 361 Spanish students (50.7% girls, 8-11 years old) voluntarily participated in this study. In relation to the first aim, structural equation modeling revealed the expected positive relationship between the model variables in both measurement times. That is: actual motor competence (MC) predicted physical activity (PA) (p < .001), perceived MC mediated the relationship between actual MC and PA (p < .001), and autonomous motivation mediated the relationship between perceived MC and PA (p < .05). Moreover, the comparison of the invariance analysis showed non-practical differences between the unconstrained model and the constrained model, supporting the stability of the model over time. In relation to the second aim, the hypothesized model in Time 2 controlling for Time 1 values showed that changes in children's actual MC positively predicted changes in their perceived MC (p < .001), which in turn, predicted changes in their autonomous motivation (p < .001), and PA (p < .001) at Time 2. Based on these findings Physical Education teachers are recommended to foster children's actual and perceived MC as well as their autonomous motivation over time in order to promote PA strategies for lifelong health.
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Affiliation(s)
- Cristina Menescardi
- Physical Activity and Health Promotion (AFIPS) Research Group, Valencia, Spain; University of Valencia, Department of Teaching of Physical Education, Arts and Music, Valencia, Spain.
| | - An De Meester
- University of South Carolina, Department of Physical Education, Columbia, USA; Ghent University, Department of Movement and Sports Sciences, Ghent, Belgium
| | - Octavio Álvarez
- Physical Activity and Health Promotion (AFIPS) Research Group, Valencia, Spain; University of Valencia, Department of Social Psychology, Valencia, Spain
| | - Isabel Castillo
- Physical Activity and Health Promotion (AFIPS) Research Group, Valencia, Spain; University of Valencia, Department of Social Psychology, Valencia, Spain
| | - Leen Haerens
- Ghent University, Department of Movement and Sports Sciences, Ghent, Belgium
| | - Isaac Estevan
- Physical Activity and Health Promotion (AFIPS) Research Group, Valencia, Spain; University of Valencia, Department of Teaching of Physical Education, Arts and Music, Valencia, Spain
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Liu Y, Hadier SG, Liu L, Hamdani SMZH, Hamdani SD, Danish SS, Fatima SU, Guo Y. Assessment of the Relationship between Body Weight Status and Physical Literacy in 8 to 12 Year Old Pakistani School Children: The PAK-IPPL Cross-Sectional Study. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10020363. [PMID: 36832492 PMCID: PMC9955071 DOI: 10.3390/children10020363] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Revised: 01/28/2023] [Accepted: 02/07/2023] [Indexed: 02/16/2023]
Abstract
(1) Background: Physical literacy (PL) is a multidimensional concept, since it fosters lifetime engagement in physical activities and reduces obesity; however, empirical evidence is lacking to support this association. This study first aimed to establish PL levels stratified by normal weight children and children with overweight and obesity. Furthermore, this study determined a correlation between PL domains and BMI by weight status among South Punjab school children. (2) Methods: This cross-sectional study involved 1360 (Boys: 675 and Girls: 685) children aged 8 to 12, and was conducted using CAPL-2. T-tests and chi-square were used to determine the difference between categorical variables, with MANOVA used to compare weight statuses. Spearman correlation was employed to determine the correlation between variables; p < 0.05 was considered significant. (3) Results: Normal weight children had significantly higher PL and domain scores, except for the knowledge domain. Most children with normal weights were at the achieving and excelling levels, while children with overweight and obesity were at the beginning and progressing levels. The correlation among PL domains in normal and overweight and obese children ranged from weak to strong (r = 0.001 to 0.737), and the knowledge domain was inversely correlated with the motivation domain (r = -0.023). PL and domain scores were inversely correlated to BMI, except for the knowledge domain. (4) Conclusions: Children with normal weight tend to have higher PL and domain scores, while those with overweight or obesity tend to have lower scores. There was a positive relationship between normal weight and higher PL and domain scores, and an inverse relationship was observed between BMI and higher PL scores.
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Affiliation(s)
- Yinghai Liu
- School of Physical Education, Shanxi University, Taiyuan 030006, China
| | - Syed Ghufran Hadier
- School of Physical Education, Shanxi University, Taiyuan 030006, China
- Department of Sports Sciences, Bahauddin Zakariya University, Multan 60800, Punjab, Pakistan
- Correspondence: ; Tel.: +92-301-743-0185
| | - Long Liu
- School of Physical Education, Suzhou University, Suzhou 234000, China
| | - Syed Muhammad Zeeshan Haider Hamdani
- Department of Sports Sciences, Bahauddin Zakariya University, Multan 60800, Punjab, Pakistan
- Faculty of Sport Science, School of Kinesiology, Shanghai University of Sport, Yangpu District, Shanghai 200433, China
| | - Syed Danish Hamdani
- Department of Sports Sciences, Bahauddin Zakariya University, Multan 60800, Punjab, Pakistan
| | - Shaista Shireen Danish
- School of Sports Sciences, Beijing Sports University, Haidian District, Beijing 100084, China
| | - Syeda Urooj Fatima
- Department of Sports Sciences, Bahauddin Zakariya University, Multan 60800, Punjab, Pakistan
- Department of Physical Education, Government College University, Faisalabad 38000, Punjab, Pakistan
| | - Yanlan Guo
- School of Physical Education, Shanxi University, Taiyuan 030006, China
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Is Measuring Physical Literacy in School-Aged Children With Cystic Fibrosis or Congenital Heart Disease Needed? Pediatr Phys Ther 2023; 35:43-47. [PMID: 36103630 DOI: 10.1097/pep.0000000000000967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
PURPOSE To explore the association between cardiorespiratory fitness and other physical literacy domains in children with cystic fibrosis (CF) or congenital heart disease (CHD). METHODS In 28 children with CF (n = 10) or CHD (n = 18), aged 7 to 11 years, cardiorespiratory fitness and the following physical literacy domains were measured: ( a ) physical competence, ( b ) motivation and confidence, ( c ) knowledge and understanding, and ( d ) daily behavior (ie, self-perceived moderate-to-vigorous physical activity [MVPA]). RESULTS Cardiorespiratory fitness was significantly associated with motivation and confidence and self-perceived MVPA. There were no other significant associations. CONCLUSIONS Cardiorespiratory fitness is associated with self-perceived MVPA, motivation, and confidence in children with CF or CHD.
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Li MH, Kaioglou V, Ma RS, Choi SM, Venetsanou F, Sum RKW. Exploring physical literacy in children aged 8 to 12 years old: a cross-cultural comparison between China and Greece. BMC Public Health 2022; 22:2102. [PMCID: PMC9670510 DOI: 10.1186/s12889-022-14507-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Accepted: 11/01/2022] [Indexed: 11/19/2022] Open
Abstract
Background The concept of physical literacy (PL) has been advocated as a crucial determinant for increasing the quality and quantity of movement and physical activity (PA). Children’s PL has been rarely compared across countries, although it has shown low levels in many countries. This study aimed to explore and compare children’s PL from China and Greece. Methods A total of 327 Chinese (47.1% boys) and 295 Greek children (48.1% boys) aged 8 to 12 years participated in this study. Children’s PL was objectively assessed by the Chinese and Greek version of the Canadian Assessment of Physical Literacy, 2nd edition, which consists of four domains: Daily Behavior, Physical Competence, Motivation and Confidence, and Knowledge. and Understanding. Univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) on total PL and domain scores were conducted in both countries, respectively. Results MANOVA revealed significant differences in total PL and distribution scores between two countries (Pillais’ trace = 0.260, F = 53.855, p < 0.001, η2 = 0.260), with Greek children scoring better than Chinese. Nevertheless, most children failed to present an adequate PL level as they were mostly in the “progressing” stage. The chi-square denoted that the distribution of Chinese and Greek participants across the CAPL-2 interpretive categories was statistically different for total PL (χ2 [3] = 18.726, p < 0.001, Cramer’s V = 0.174), with more Greek children being classified as “achieving” and “excelling”. Conclusions The variance between Chinese and Greek children may be attributed to cultural differences in the context of PA, such as PE policies and settings. The relatively low level of PL shown in both countries echoes the global trend of the declining PA among children, with an increasing amount of their time spent in a sedentary lifestyle. These findings highlight the need to consider children’s cultural factors and pedagogical strategies in terms of developing their PL. Future research is required to explore the impact of cultural background on PL development among children and appropriate strategies to migrate their influence.
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Affiliation(s)
- Ming Hui Li
- grid.10784.3a0000 0004 1937 0482Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Vasiliki Kaioglou
- grid.5216.00000 0001 2155 0800School of Physical Education and Sport Science, National and Kapodistrian University of Athens, Athens, Greece
| | - Rui Si Ma
- grid.10784.3a0000 0004 1937 0482Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China ,grid.258164.c0000 0004 1790 3548School of Physical Education, Jinan University, Guangzhou, China
| | - Siu Ming Choi
- grid.10784.3a0000 0004 1937 0482Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China ,grid.10784.3a0000 0004 1937 0482Physical Education Unit, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Fotini Venetsanou
- grid.5216.00000 0001 2155 0800School of Physical Education and Sport Science, National and Kapodistrian University of Athens, Athens, Greece
| | - Raymond Kim Wai Sum
- grid.10784.3a0000 0004 1937 0482Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
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Chen Y, Gu Y, Tian Y, Kim H, Ma J, Jia X, Qin L. Developing a Scale for Measuring the Fundamental Movement Skills of Preschool Children in China. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14257. [PMID: 36361137 PMCID: PMC9655134 DOI: 10.3390/ijerph192114257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/04/2022] [Revised: 10/26/2022] [Accepted: 10/28/2022] [Indexed: 06/16/2023]
Abstract
Children aged 3-6 years (preschool children hereafter) are in a critical and sensitive period of developing fundamental movement skills (FMS). While appropriate measurement tools can accurately evaluate their FMS development, such a scale is lacking in China. In this study, a suitable scale for measuring the FMS of preschool children in China was developed by combining process- and results-oriented evaluation methods. The subjects of this cross-sectional study included 21 experts and 358 preschool children (188 boys and 170 girls). Based on a literature review, items suitable for measuring the FMS of preschool children in China were selected, and the final measurement scale includes 12 items in three dimensions: physical locomotion skills, object control skills, and physical stability skills. After a battery of tests to assess its suitability, including inter-rater reliability, test/retest reliability, homogeneity, and construct validity, we find that the proposed measurement scale has good reliability, validity, and sensitivity. This scale reflects the development level of the FMS of preschool children in China and can be used to monitor the FMS of this population in the future.
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Affiliation(s)
- Yong Chen
- Department of Physical Education, Huaiyin Normal University, Huai’an 223300, China
| | - Ying Gu
- College of Sports Science, Shenyang Normal University, Shenyang 110034, China
| | - Ying Tian
- College of Sports Science, Shenyang Normal University, Shenyang 110034, China
| | - Hyunshik Kim
- Faculty of Sports Science, Sendai University, Shibata 9891693, Japan
| | - Jiameng Ma
- Faculty of Sports Science, Sendai University, Shibata 9891693, Japan
| | - Xuefeng Jia
- School of Physical Education, Shenyang Sports University, Shenyang 110102, China
| | - Lianlian Qin
- Spring Kindergarten, Shenbei New District, Shenyang 110034, China
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Li MH, Sit CHP, Wong SHS, Wing YK, Ng CK, Rudd J, Chow JY, Sum RKW. Effects of a blended classroom-based intervention on aerobic fitness, motor skills, inhibition, and daytime sleepiness among Hong Kong children. Front Public Health 2022; 10:944423. [PMID: 36203680 PMCID: PMC9530981 DOI: 10.3389/fpubh.2022.944423] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Accepted: 09/01/2022] [Indexed: 01/21/2023] Open
Abstract
In response to the all-round development of primary school children, this study aimed to evaluate the effectiveness of a blended intervention program on children's health-related outcomes of aerobic fitness, motor skills, inhibition and daytime sleepiness in classroom settings. Three experimental conditions include: (1) the "Stand + Move" group combining sit-stand desks and physical activity (PA) recess, (2) "Move" group with PA recess only, and (3) Control group (CG; normal class schedule). A total of 64 primary school children (37.5% girls and 62.5% boys, M [SD] = 9.6 [0.61], BMI mean = 17.0 ± 3.0) participated in all assessments, including aerobic fitness, motor skills, inhibitory control, and daytime sleepiness. The baseline data collection starts from January 2019, with the intervention lasting for 13 weeks and followed by post-intervention and follow up tests conducted in July and October 2019. There was a significant interaction effect on aerobic fitness [F (2,76) = 10.62, p < 0.001, η2 = 0.22] after the intervention period, whereas no significant interaction was observed for other variables. Significant main effects were observed in aerobic fitness (pre - post: -11.75 and -7.22) for both experimental groups, with the blended group showing greater improvements immediately post the test, while motor skills only showed a significant increase at the three-month follow-up, with the greatest increase in the blended group (pre-follow-up: -2.50). For inhibition control and daytime sleepiness, better improvements were shown for the experimental groups than for the control group. The blended designed intervention, by incorporating multiple components as an innovative strategy to reconstruct children's traditional classroom environment in Hong Kong, has demonstrated improved physical and psychological development of school children. Clinical trial registration ChiCTR, ChiCTR2000035038. Registered 29 July 2020 - Retrospectively registered. http://www.chictr.org.cn/hvshowproject.aspx?id=46038.
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Affiliation(s)
- Ming Hui Li
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Cindy Hui Ping Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Stephen Heung Sang Wong
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Yun Kwok Wing
- Department of Psychiatry, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Ching Kong Ng
- Stewards Pooi Kei Primary School, Hong Kong, Hong Kong SAR, China
| | - James Rudd
- Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway
| | - Jia Yi Chow
- Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Raymond Kim Wai Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China,*Correspondence: Raymond Kim Wai Sum
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Spanish Translation and Cultural Adaptation of the Canadian Assessment of Physical Literacy-2 (CAPL-2) Questionnaires. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19148850. [PMID: 35886701 PMCID: PMC9320479 DOI: 10.3390/ijerph19148850] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 07/15/2022] [Accepted: 07/16/2022] [Indexed: 11/16/2022]
Abstract
Background: This study aimed to translate and culturally adapt the questionnaires belonging to the Canadian Assessment of Physical Literacy-2 (CAPL-2) into Spanish and to explore the reliability for its use in children and adolescents aged from 8 to 12 years. Methods: The CAPL-2 questionnaires were translated using the translation–back-translation methodology into Spanish and adapted to the Spanish context. The test–retest reliability and internal consistency of the CAPL-2 questionnaires of this Spanish version were analysed in 57 schoolchildren from a school in the region of Extremadura (Spain). Results: High internal consistency (α = 0.730 to 0.970) and test–retest reliabilities ranging from moderate to almost perfect in the knowledge and understanding domain (ICC = 0.486 to 0.888); from substantial to almost perfect in the motivation and confidence domain (ICC = 0.720 to 0.981); and almost perfect in the daily activity domain (ICC = 0.975) were found. The test–retest correlation was significantly weak to strong (r = 0.266 to 0.815) in both the motivation and confidence and knowledge and understanding domains, except for the third predilection item and the muscular endurance question. Significant test–retest differences were observed in the first intrinsic motivation item (p = 0.027) and the knowledge and understanding domain total score (p = 0.014). Conclusion: The Spanish version of the CAPL-2 questionnaires, translated and adapted to the context, are reliable measurement tools, serving to complete the full adaptation of the CAPL-2 test battery for use in children aged 8 to 12 years.
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Melby PS, Nielsen G, Brønd JC, Tremblay MS, Bentsen P, Elsborg P. Associations between children's physical literacy and well-being: is physical activity a mediator? BMC Public Health 2022; 22:1267. [PMID: 35768864 PMCID: PMC9244357 DOI: 10.1186/s12889-022-13517-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Accepted: 05/16/2022] [Indexed: 11/16/2022] Open
Abstract
Background Physical literacy (PL) is a multi-dimensional concept that provides a holistic understanding of movement and physical activity. PL contains an affective, a physical, and a cognitive domain, which together lay the foundation for the individual’s capacity and the tendency for participating in physical activities currently and throughout life. PL is increasingly regarded as a ‘cause of the causes’ to health promotion. Cross-sectional studies have shown associations between children’s PL, physical activity behaviours, and well-being. This study aims to examine the associations between Danish children’s PL and their physical and psychosocial well-being and whether the associations are mediated by moderate- to vigorous intensity physical activity (MVPA). Methods Cross-sectional data from Danish schoolchildren aged 7–13 years were collected in Jan-Dec 2020 in the Danish Assessment of Physical Literacy (DAPL) project. PL was assessed with the DAPL which measures the affective, cognitive, and physical domains of PL. MVPA (min/day) was measured with accelerometers (Axivity), psychosocial well-being was measured with The Strengths and Difficulties Questionnaire, and physical well-being was measured with the KIDSCREEN questionnaire. Structural equation models were constructed with PL and MVPA as predictors of physical well-being and four aspects of psychosocial well-being. Results A positive moderate association between PL and physical well-being, partly mediated by MVPA was observed. PL was positively associated with the positive aspects of psychosocial well-being and negatively associated with the negative aspects (behaviour problems). None of the associations between PL and aspects of psychosocial well-being were mediated by MVPA. Conclusions The study contributes to evidence on the link between PL, physical activity, and health outcomes. The study found beneficial relations between PL and physical and psychosocial well-being. MVPA mediated part of the relationship between PL and physical well-being but not psychosocial well-being. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-022-13517-x.
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Affiliation(s)
- Paulina S Melby
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen N, Denmark. .,Health Promotion, Steno Diabetes Center Copenhagen, the Capital Region of Denmark, Herlev, Denmark.
| | - Glen Nielsen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen N, Denmark
| | - Jan Christian Brønd
- Department of Sports Science and Clinical Biomechanics, Research Unit for Exercise Epidemiology, Centre of Research in Childhood Health, University of Southern Denmark, Odense, Denmark
| | - Mark S Tremblay
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada.,Department of Pediatrics, University of Ottawa, Ottawa, Canada
| | - Peter Bentsen
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark.,Department of Geosciences and Natural Resource Management, University of Copenhagen, Frederiksberg C, Denmark
| | - Peter Elsborg
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen N, Denmark.,Health Promotion, Steno Diabetes Center Copenhagen, the Capital Region of Denmark, Herlev, Denmark.,Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark
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Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19137597. [PMID: 35805254 PMCID: PMC9266253 DOI: 10.3390/ijerph19137597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 06/17/2022] [Accepted: 06/20/2022] [Indexed: 11/17/2022]
Abstract
Several studies have shown that active breaks (AB) lead to improvements in physical fitness, daily steps taken and participants’ health. However, there are no studies that have evaluated how they affect physical literacy (PL). Aims: Therefore, this study examined the effects of a 4-week recreational AB program based on games whose main objective was to improve motivation and motor skills’ improvement in PL in schoolchildren. Method: A quasi-experimental pilot study was conducted with PL assessments before and after a 4-week recreational AB program. Results: Fifty-seven schoolchildren (10.28 ± 0.43 years) participated in the study, 29 in the control group and 28 in the experimental group. An improvement in PL was found between the experimental and control groups after the intervention (p = 0.017). Moreover, the experimental group also improved (p < 0.001) PL after the intervention. More specifically, within the domain of PL, improvements were found after the intervention in the experimental group in the domains of physical competence (p < 0.001), motivation and confidence (p < 0.001) and knowledge (p < 0.001) but not in the domain of daily activity (p = 0.051). Conclusion: The application of an AB program based on playful games, during four weeks, produced an increase in scores in the general PL level, as well as in the domains of physical competence, motivation, and knowledge and understanding in schoolchildren.
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Mendoza-Muñoz M, Carlos-Vivas J, Villafaina S, Parraca JA, Vega-Muñoz A, Contreras-Barraza N, Raimundo A. Effects of a Physical Literacy Breaks (PLBreaks) Program on Physical Literacy and Body Composition in Portuguese Schoolchildren: A Study Protocol. BIOLOGY 2022; 11:910. [PMID: 35741431 PMCID: PMC9219803 DOI: 10.3390/biology11060910] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Revised: 06/09/2022] [Accepted: 06/10/2022] [Indexed: 11/28/2022]
Abstract
(1) Background: Several studies have shown that active breaks have led to different improvements in their participants. However, no studies have assessed how they affect physical literacy (PL). (2) Aims: Therefore, this study will examine the effect of the PLBreaks programme on school children's PL and body composition. (3) Methods: A parallel-group randomised controlled trial will be conducted with assessments of PL (Canadian Assessment of Physical Literacy Development) and body composition (height, bodyweight, fat mass and fat-free mass) before and after an active breaks programme. PLBreak programme will run for 3 months and will be carried out 3 days a week for 20 min each day. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activity. The second block will be focused on physical competence and motivation throughout games. (4) Conclusions: The present study will investigate the efficacy of PLBreaks in schoolchildren in improving their PL and body composition. If the efficacy of the program is demonstrated, including the programme in public education programmes can be possible. This could be a scientific breakthrough in terms of health-related PA improvement and adherence, as well as the prevention of diseases associated with inactivity.
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Affiliation(s)
- Maria Mendoza-Muñoz
- Research Group on Physical and Health Literacy and Health-Related Quality of Life (PHYQOL), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain;
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
| | - Jorge Carlos-Vivas
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Santos Villafaina
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
- Physical Activity and Quality of Life Research Group (AFYCAV), Faculty of Sport Science, University of Extremadura, 10003 Cáceres, Spain
| | - Jose A. Parraca
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
- Comprehensive Health Research Centre (CHRC), University of Évora, 7004-516 Évora, Portugal
| | - Alejandro Vega-Muñoz
- Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile;
| | | | - Armando Raimundo
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal; (J.A.P.); (A.R.)
- Comprehensive Health Research Centre (CHRC), University of Évora, 7004-516 Évora, Portugal
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Children's Involvement in Different Sport Types Differentiates Their Motor Competence but Not Their Executive Functions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095646. [PMID: 35565039 PMCID: PMC9103227 DOI: 10.3390/ijerph19095646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Revised: 04/28/2022] [Accepted: 05/04/2022] [Indexed: 11/18/2022]
Abstract
Sports provide a context where important aspects of children’s health, such as motor skills and cognitive functions, can be enhanced. However, it is unknown which type of sport may be better for the development of motor competence (MC) and executive functions (EFs). This study investigated potential differences in MC and EFs in boys and girls, being involved in different types of sports (team, individual open skill, individual closed skill). A total of 115 children (49 boys), 8–12 years old (10.30 ± 1.19 years), participated in the study. Their MC was assessed with the Bruininks–Oseretsky Test of Motor Proficiency-2 Short Form, whereas for EFs, the Attention Network Test, the digits backwards test, and the how many–what number test were utilized. Significant MC differences among participants in different types of sports were revealed, favoring those from closed-skill sports; nevertheless, their EFs were at similar levels. Furthermore, no significant gender MC and EFs differences were detected. It seems that children’s participation in specific types of sports differentiates their motor skills but not their EFs, whereas boys and girls, when provided with the same opportunities, present similar levels of MC and EFs.
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Effects of Crawling before Walking: Network Interactions and Longitudinal Associations in 7-Year-Old Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095561. [PMID: 35564955 PMCID: PMC9100207 DOI: 10.3390/ijerph19095561] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Revised: 04/27/2022] [Accepted: 04/28/2022] [Indexed: 12/10/2022]
Abstract
BACKGROUND To study the impact of crawling before walking (CBW) on network interactions among body composition, the cardiovascular system, lung function, motor competence and physical fitness, at age 7, and to assess the longitudinal association between CBW and body composition, the cardiovascular system, lung function, motor competence, physical fitness and physical activity parameters, at age 7. METHOD CBW, body composition, cardiovascular system, lung function, motor competence, physical fitness and physical activity were assessed in seventy-seven healthy Caucasian children. RESULTS Network analyses revealed that the crawling group had a greater number of links among all the studied variables compared with the non-crawling group. In the longitudinal study, using multiple regression analyses, crawling was independently associated with fat mass (%), fat-to-muscle ratio and systolic blood pressure, with models explaining up to 56.3%, 56.7% and 29.9% of their variance, respectively. CONCLUSIONS CBW during child's development is a possible modulator in the network interactions between body systems and it could influence future metabolic and cardiovascular health.
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Valadi S, Cairney J. The Canadian assessment of physical literacy: a valid tool in determining the Iranian children capacity for an active and healthy lifestyle. SPORT SCIENCES FOR HEALTH 2022. [DOI: 10.1007/s11332-022-00933-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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32
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Effects of Rhythm Step Training on Physical and Cognitive Functions in Adolescents: A Prospective Randomized Controlled Trial. Healthcare (Basel) 2022; 10:healthcare10040712. [PMID: 35455889 PMCID: PMC9029147 DOI: 10.3390/healthcare10040712] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Revised: 04/06/2022] [Accepted: 04/11/2022] [Indexed: 11/17/2022] Open
Abstract
Background: Rhythm step training (RST) for sensorimotor dual tasks is in the spotlight as it provides physical activity that is fun and allows participants to express various and creative movements, although it lacks a scientific evidence base. Therefore, this study was to investigate how RST affects the physical and cognitive functions of adolescents. Materials and Methods: A total of sixty-six female middle-schoolers were divided into non-exercise group (control group, CON, n = 22), step training group (STG, n = 22), and rhythm step training group (RSTG, n = 22). To verify the combined effects of music-based rhythm and exercise, the program was conducted for 45 min/session a day, three times a week for 12 weeks. Results: RST scores increased significantly in the STG and RSTG compared to the CON after 12 weeks. Specifically, the Δ% of RST scores in the RSTG (11.44%) was higher than those of STG (9.01%) and CON (3.91%). By the end of the experiment, the power (p < 0.001), agility (p < 0.001), muscle endurance (p < 0.001), dynamic or static balance (p < 0.001), and gait velocity (p < 0.001) of RSTG were significantly improved compared to the others. The Δ% of all variables in RSTG was higher than those of the CON or STG. In addition, the verbal memory (p < 0.001) and attention (p < 0.001) of cognitive function were significantly improved in RSTG. Specifically, there was more of an increase in Δ% of RSTG for verbal memory (7.52%) and attention (10.33%) than in the CON (verbal memory, 3.34%; attention, 5.83%) or STG (verbal memory, 5.85%; attention, 5.43%). Conclusions: This study confirms that RST had a positive effect on the physical and cognitive functions of female middle-schoolers. We propose that rhythmic exercise combined with music is beneficial for adolescents’ physical and cognitive health.
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Kaioglou V, Dania A, Kambas A, Venetsanou F. Associations of Motor Competence, Cardiorespiratory Fitness, and Physical Activity: The Mediating Role of Cardiorespiratory Fitness. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2022:1-7. [PMID: 35353021 DOI: 10.1080/02701367.2021.1991559] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Accepted: 09/27/2021] [Indexed: 06/14/2023]
Abstract
Purpose: Supporting children's physical activity (PA) behavior is imperative in order to safeguard their health. In an attempt to gain a deeper understanding about children's PA behavior, the aim of this study was to investigate the associations among motor competence (MC), cardiorespiratory fitness (CRF) and ambulatory PA during middle and late childhood. Method: A cross-sectional design was adopted and a total of 576 8-12-year-old children (Mage = 10.2 years, SD = 1.3) were examined. MC was assessed by the Canadian Agility and Movement Skill Assessment; daily PA (steps/day) was obtained by pedometers; CRF was measured by the Progressive Aerobic Cardiovascular Endurance Run. The associations among the key study variables were investigated by correlation and mediation analyses. Using a bootstrap method, two mediation models were tested: (a) MC predicting PA through CRF, (b) PA predicting MC through CRF. Results: MC, CRF, and PA present significant and positive associations both in boys and girls (p < .05). CRF fully mediates the relationship between MC and PA in both directions [Model 1: b = .138, 95% CI (.0952, .1869), Model 2: b = .108, 95% CI (.0752, .1445)]. The pathway leading from PA to MC (R2 = .375, p < .0001) has stronger predictive utility than the reverse pathway (R2 = .124, p < .0001). Conclusion: MC and CRF are important predictors of children's PA participation; therefore, systematic and targeted interventions focused on the enhancement of these two factors should be used as a mechanism to reinforce children's PA behavior.
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Morita N, Ishihara T, Yamamoto R, Shide N, Okuda T. Content validity and reliability of an enjoyable multicomponent agility test for boys: The N-challenge test. J Sports Sci 2022; 40:976-983. [DOI: 10.1080/02640414.2022.2043698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Noriteru Morita
- Department of Sports Cultural Studies, Hokkaido University of Education, Iwamizawa, Japan
| | - Toru Ishihara
- Graduate School of Human Development and Environment, Kobe University, Kobe, Hyogo, Japan
| | - Rihito Yamamoto
- Department of Sports Cultural Studies, Hokkaido University of Education, Iwamizawa, Japan
| | - Noriyuki Shide
- Department of Sports Cultural Studies, Hokkaido University of Education, Iwamizawa, Japan
| | - Tomoyasu Okuda
- Department of Sports Cultural Studies, Hokkaido University of Education, Iwamizawa, Japan
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Chang J, Yong L, Yan H, Wang J, Song N. Measurement Properties of Canadian Agility and Movement Skill Assessment for Children Aged 9-12 Years Using Rasch Analysis. Front Public Health 2021; 9:745449. [PMID: 34938702 PMCID: PMC8685226 DOI: 10.3389/fpubh.2021.745449] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2021] [Accepted: 11/15/2021] [Indexed: 11/13/2022] Open
Abstract
The Canadian Agility and Movement Skill Assessment (CAMSA) was recently widely used to assess fundamental motor skills in children. Although the CAMSA is reported to be reliable and valid, its measurement properties are not clear. This study aimed to examine the measurement properties of the CAMSA in a sample of Chinese children using Rasch analysis. The study sample was from 1,094 children aged 9-12 years in Zunyi City, Guizhou Province. Descriptive data were analyzed using SPSS 24.0 software, and the dichotomous data were analyzed by Winsteps version 4.5.4 and Facets 3.67.1 software performing Rasch analysis. The present study investigated CAMSA measurement characteristics by Rasch analysis, including the reliability of the rating instrument, unidimensionality, item-fit statistics, and differential item functioning (DIF). Inter-rater reliability and retest reliability showed that the CAMSA had a good internal consistency. Rasch analysis indicated that the CAMSA was unidimensional, locally independent, and had a good item-fit-statistic. Additionally, the CAMSA displayed a good fit for the item separation index (12.50 > 2.0), as well as for item reliability (0.99 > 0.90). However, the item difficulty of the CAMSA did not fit well with personal ability, and a significant DIF was found across genders. In the Chinese children sample test, the CAMSA demonstrated appropriate goodness-of-fit validity and rater reliability. Thus, future research will explore item difficulty and person ability fit, as well as DIF across genders.
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Affiliation(s)
- Jindong Chang
- School of Physical Education, Southwest University, Chongqing, China.,School of Mathematics and Statistics, Southwest University, Chongqing, China.,Institute of Motor Quotient, Southwest University, Chongqing, China
| | - Liming Yong
- School of Physical Education, Southwest University, Chongqing, China.,Institute of Motor Quotient, Southwest University, Chongqing, China
| | - Hai Yan
- Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Urbana, IL, United States
| | - Jibing Wang
- International College of Football, Tongji University, Shanghai, China
| | - Naiqing Song
- School of Mathematics and Statistics, Southwest University, Chongqing, China.,The Branch of the Collaborative Innovation Center of Assessment Toward Basic Education Quality, Southwest University, Chongqing, China
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Association between Physical Literacy and Self-Perceived Fitness Level in Children and Adolescents. BIOLOGY 2021; 10:biology10121358. [PMID: 34943273 PMCID: PMC8698919 DOI: 10.3390/biology10121358] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/03/2021] [Revised: 12/17/2021] [Accepted: 12/18/2021] [Indexed: 12/18/2022]
Abstract
Simple Summary Alarming data on physical inactivity and sedentary lifestyles in children and young people are increasing. The level of physical fitness is considered a predictor of morbidity and comorbidities resulting from physical inactivity. Physical literacy, which includes the assessment of physical fitness, could be considered a crucial element for understanding adolescents’ health status and physical activity-related behaviours. Moreover, the self-perceived physical fitness should also be considered. Thus, this study analysed the relationship between physical literacy and self-perceived physical fitness in children and adolescents aged 8–12 years. It could be concluded that a higher level of self-perceived physical fitness would be associated with a greater level of physical literacy. Abstract Background: Physical fitness is considered a predictor of mortality and comorbidities resulting from physical inactivity in children and adolescents. Physical literacy provides a robust and comprehensive assessment of physical fitness. Thus, it is considered a crucial element for understanding children and adolescents’ health status and their physical activity-related behaviours. Moreover, the self-perceived fitness should also be considered. Therefore, this study aims to analyse the relationship between physical literacy and self-perceived physical fitness in children and adolescents aged 8–12 years. Methods: A single-measure cross-sectional study was conducted with 135 children and adolescents. Anthropometric measurements and the Canadian Assessment of Physical Literacy Development (CAPL-2) were applied. Descriptive statistics and correlations were calculated. The Fitness Perception Scale for Adolescents (FP VAS A) scale was also administered to assess participants’ self-perceived fitness. Results: Moderate significant correlations were found between “physical competence”, “motivation and confidence”, and the total CAPL-2 score with FP VAS A. Conclusions: The influence of motivation on self-perceived fitness has been demonstrated. Moreover, cardiorespiratory fitness could be considered one of the most relevant and influential factors in the total CAPL-2 score. It means that higher levels of self-perceived fitness would be associated with greater levels of physical literacy.
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Li MH, Sit CHP, Wong SHS, Wing YK, Ng CK, Sum RKW. Promoting physical activity and health in Hong Kong primary school children through a blended physical literacy intervention: protocol and baseline characteristics of the "Stand+Move" randomized controlled trial. Trials 2021; 22:944. [PMID: 34930404 PMCID: PMC8691020 DOI: 10.1186/s13063-021-05925-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2020] [Accepted: 12/08/2021] [Indexed: 11/16/2022] Open
Abstract
Background Children predominantly remain sedentary in a traditional classroom. This study aimed to demonstrate the design and baseline characteristics of a three-armed intervention program that targeted enhancements in children’s physical literacy (PL), physical activity (PA), sleep, and executive functions by constructing an active classroom environment in primary schools. The blended approach involved organized PA participation during recess combined with changes to the classroom environment in response to the emphasis on nurturing children’s PL in Hong Kong. Methods This blended “Stand + Move” intervention adopted a randomized controlled trial design to investigate its effectiveness in improving health-related aspects. Three groups were compared: (1) PA recess intervention, (2) blended (sit-stand desks and PA recess) experimental, and (3) control groups. In this 13-week intervention (from March to September 2019), 76 students (59.2% girls) were recruited and randomly assigned to the three groups. The primary outcomes were children’s PL and PA. The secondary outcomes were children’s sleep and executive functions. Results Baseline data were evaluated. The mean age was 9.6 years [standard deviation = 0.61, range 9.0–12.0]. There were no significant differences between trial arms at baseline concerning any of the outcomes (all P = 0.06–0.89). Overall, 22.4% met the recommended PA guidelines, 36.8% met the sleep guidelines, and 10.5% met both guidelines. Three aspects of executive functions were evaluated: inhibition, executive control, and planning. Over half of the participants reported satisfaction with their perceived sleep quality. Conclusions The designed intervention is regarded as an innovative strategy that incorporates sit-stand desks and PA breaks to reconstruct children’s traditional classroom environment. The baseline results suggest that intervention was satisfactory in reducing students’ sitting time and increasing their PA engagement. We demonstrated the benefits of this intervention on children’s PL, various sleep patterns, and executive functions. As expected, the designed intervention changes made to the classroom improved children’s health behaviors, as well as the support from stakeholders at schools and the children’s families. Our results also provided the desired evidence for policy reforms in teaching and learning strategies. Trial registration ChiCTR ChiCTR2000035038. Registered on July 29, 2020—retrospectively registered Supplementary Information The online version contains supplementary material available at 10.1186/s13063-021-05925-y.
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Affiliation(s)
- Ming Hui Li
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Cindy Hui Ping Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Stephen Heung Sang Wong
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Yun Kwok Wing
- Department of Psychiatry, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Ching Kong Ng
- Stewards Pooi Kei Primary School, Hong Kong SAR, China
| | - Raymond Kim Wai Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China.
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Elsborg P, Melby PS, Kurtzhals M, Tremblay MS, Nielsen G, Bentsen P. Translation and validation of the Canadian assessment of physical literacy-2 in a Danish sample. BMC Public Health 2021; 21:2236. [PMID: 34886833 PMCID: PMC8656017 DOI: 10.1186/s12889-021-12301-7] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Accepted: 11/19/2021] [Indexed: 11/14/2022] Open
Abstract
Background The aim of this study was to translate the Canadian Assessment of Physical Literacy, second edition (CAPL-2) into Danish language, adapt it to Danish context and to test the measurement properties on a sample of Danish school children. Methods The CAPL-2 measurement tool was translated into Danish language and adapted for the Danish context. This Danish version of the CAPL-2 was then tested on 891 Danish school children from 50 classes in 12 different schools. Results Confirmatory factor analysis using the four-factor model, as suggested by the CAPL-2 original developers, showed an acceptable model fit for the Danish version (CFI = .973; TLI = .957; RMSEA = 0.040 (90% CI 0.033–0.054); SRMR = 0.040). Positive significant correlations between the domains were found. The domains as well as the total CAPL-2 score were found to be positively associated with physical education teachers’ assessment of their pupil’s in four central aspects of PL (i.e. enjoyment, confidence, motor skills, and diversity) indicating predictive validity. High internal consistency of the instrument used to measure motivation and confidence domain were found. Conclusion The translated and context-adapted Danish version of CAPL-2 is a valid and reliable measurement tool ready to use in Danish research studies.
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Affiliation(s)
- Peter Elsborg
- Steno Diabetes Center Copenhagen, Health Promotion Research, Copenhagen, Denmark. .,Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark.
| | - Paulina S Melby
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Nyborg, Denmark.,Danish School Sports, Copenhagen, Denmark
| | - Mette Kurtzhals
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark
| | - Mark S Tremblay
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, Canada.,Faculty of Medicine, Department of Pediatrics, University of Ottawa, Ottawa, Canada
| | - Glen Nielsen
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark
| | - Peter Bentsen
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark.,Department of Geosciences and Natural Resource Management, University of Copenhagen, Copenhagen, Denmark
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Collins HM, Fawkner S, Booth JN, Duncan A. The impact of resistance training on strength and correlates of physical activity in youth. J Sports Sci 2021; 40:40-49. [PMID: 34533102 DOI: 10.1080/02640414.2021.1976487] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Resistance training (RT) may have a positive impact on specific correlates of physical activity (PA) in inactive and/or obese youth, with strength as a possible underlying mechanism. The aim of this study was to investigate this. Twelve participants (aged 8.9 ± 1.0 years) were assigned to an experimental group (EG) or control group (CG). Pre and post intervention assessments for strength, physical self-perceptions (PSPs), weight status, fundamental movement skills (FMS), and PA levels were completed. The EG participated in a twice-weekly 10-week RT programme. There were significant group x time interactions for FMS (CAMSA total P = 0.016, CAMSA skill score P = 0.036) and stretch stature (P = 0.002) (EG larges changes than the CG). Large effect sizes for the differences in change scores between the EG and CG were evident for CAMSA total score (Hedges' g = 0.830, P = 0.138), CAMSA skill score (Hedges' g = 0.895, P = 0.112) and relative strength (Hedges' g = 0.825, P = 0.140). This study demonstrated that a 10-week RT intervention has a positive effect on strength and FMS, and may also benefit weight status and PSPs. This study supports the development of RT interventions to develop these correlates, and increase PA levels.
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Affiliation(s)
- Helen M Collins
- Institute of Sport and Exercise, University of Dundee, Dundee, UK
| | - Samantha Fawkner
- Physical Activity and Health Research Centre, University of Edinburgh, Edinburgh, UK
| | - Josephine N Booth
- Moray House School of Education & Sport, University of Edinburgh, Edinburgh, UK
| | - Audrey Duncan
- Institute of Sport and Exercise, University of Dundee, Dundee, UK
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Pardo-Galán L, Pastor-Cisneros R, Collado-Mateo D, Adsuar JC, García-Gordillo MÁ, Bautista-Bárcena L. New Growth Curves for Spanish Children (0-10 Years) in the Region of Extremadura. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:8953. [PMID: 34501543 PMCID: PMC8431210 DOI: 10.3390/ijerph18178953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 08/19/2021] [Accepted: 08/23/2021] [Indexed: 11/17/2022]
Abstract
The anthropometric reference data used to examine the growth pattern of children in Spain are obtained from studies carried out several years ago. In the region of Extremadura, the tables obtained by the Faustino Obergozo Foundation, which date back to 2004, are used. The first objective of this work is to develop growth tables and graphs that accurately reflect the somatometric variables of children in Extremadura. Secondly, the averages of these variables by sex will be compared to determine if there are significant differences between them. A database provided by the General Directorate of Planning, Training, and Health and Social Quality of the Regional Government of Extremadura was used, which contains the measurements of height, weight, and body mass index (BMI) of boys and girls in Extremadura between the years 2006-2016. The database was analyzed using the Statistical Package for the Social Sciences (SPSS) version 23 and the R software version 3.5.1, considering a cross-sectional study. As a result, the tables and growth graphs of Extremadura's population base for weight and height are presented, from birth to 10 years, as well as comparisons of the average values of the analyzed variables between boys and girls. We found that there are significant differences in the mean values, according to sex, of the height and weight. On the other hand, BMI progressed normally when comparing the results of the Extremadura population with those reflected by the World Health Organization (WHO). Differences were found when comparing the results with those obtained by the Faustino Orbegozo Foundation.
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Affiliation(s)
- Luis Pardo-Galán
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (L.P.-G.); (J.C.A.)
| | - Raquel Pastor-Cisneros
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (L.P.-G.); (J.C.A.)
| | | | - José Carmelo Adsuar
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (L.P.-G.); (J.C.A.)
| | | | - Lucía Bautista-Bárcena
- Mathematics Department, Faculty of Sport Sciences, Polytechnic School of Caceres, University of Extremadura, 10003 Cáceres, Spain;
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Morley D, Rudd J, Issartel J, Goodway J, O’Connor D, Foulkes J, Babic M, Kavanagh J, Miller A. Rationale and study protocol for the Movement Oriented Games Based Assessment (MOGBA) cluster randomized controlled trial: A complex movement skill intervention for 8-12 year old children within 'Made to Play'. PLoS One 2021; 16:e0253747. [PMID: 34166447 PMCID: PMC8224954 DOI: 10.1371/journal.pone.0253747] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2020] [Accepted: 05/14/2021] [Indexed: 11/19/2022] Open
Abstract
There is a positive relationship between children's movement competence and physical activity, with a further relationship established between physical activity and childhood obesity. The Movement Oriented Games Based Assessment (MOGBA) is a delivery and assessment intervention designed to improve children's complex movement skills, based on principles of motor development and assessment theories. MOGBA aims to improve children's movement competence, physical fitness and self-perceptions (physical and game) and increase children's moderate-to-vigorous physical activity (MVPA). MOGBA is to be used in the 'Made to Play' initiative, involving 105 sports and activity programs across 21 countries, involving over 25 million children. A multi-site cluster randomized controlled trial will take place across three global sites (UK, Ireland and Australia). Each site will recruit eight primary schools (four experiment, four control) with each school providing two separate classes of children from age ranges 8-12 years (Site n = ~300, total n = 904). After baseline assessments, schools will be randomly allocated to an experimental or wait-list control group. Following two half-day workshops, trained facilitators will deliver the MOGBA intervention for 9 weeks. The main intervention components include delivery of 14 games-based activities with associated assessments of children's movement and differentiation to meet children's needs by manipulating space, effort and relationships. The primary outcome of the trial is to improve children's' movement competence (The Dragon Challenge), with secondary outcomes of improving children's' in-activity and leisure-time MVPA (5-day accelerometer), physical fitness (standing long jump and push ups) and self-perceptions (physical and game). Data will be analysed using multilevel modelling approaches. The MOGBA intervention has been designed to improve children's movement competence and scalable interventions based on MOGBA could be applied across programs within the Made to Play initiative, globally. The trial is registered at the Australia New Zealand Clinical Trial Registry (ACTRN12619001320145p, 27 Sep 2019).
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Affiliation(s)
- David Morley
- Discipline of Sport and Exercise Science, La Trobe University, Melbourne, Victoria, Australia
| | - James Rudd
- School of Sport and Exercise Sciences, Faculty of Science and Engineering, Liverpool John Moores University, Liverpool, Merseyside, England
| | - Johann Issartel
- Department of Health and Human Performance, Faculty of Science and Health, Dublin City University, Dublin, Ireland
| | - Jackie Goodway
- Department of Human Sciences, College of Education and Human Ecology, The Ohio State University, Columbus, Ohio, United States of America
| | - Donna O’Connor
- Sydney School of Education and Social Work, Faculty of Arts and Social Sciences, The University of Sydney, Sydney, New South Wales, Australia
| | - Jonathon Foulkes
- School of Sport and Exercise Sciences, Faculty of Science and Engineering, Liverpool John Moores University, Liverpool, Merseyside, England
| | - Mark Babic
- School of Education, Faculty of Education and Arts, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Jennifer Kavanagh
- Department of Health and Human Performance, Faculty of Science and Health, Dublin City University, Dublin, Ireland
| | - Andrew Miller
- School of Education, Faculty of Education and Arts, The University of Newcastle, Callaghan, New South Wales, Australia
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Parental and Peer Support Matters: A Broad Umbrella of the Role of Perceived Social Support in the Association between Children's Perceived Motor Competence and Physical Activity. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18126646. [PMID: 34205557 PMCID: PMC8296426 DOI: 10.3390/ijerph18126646] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/27/2021] [Revised: 06/17/2021] [Accepted: 06/18/2021] [Indexed: 12/16/2022]
Abstract
(1) Background: This study aimed to examine the role of social support in the relationship between perceived motor competence (MC) and physical activity (PA), according to the conceptual model of Motor Development. (2) Methods: Participants were 518 students (46.5% girls), 8–12 years old. By using a structural equation modeling approach, path analysis was used to test the actual-perceived MC relationship and the mediating influence of social support on the perceived MC–PA relationship. Analyses were done with age and sex as covariates. (3) Results: The results showed a good model fit (CFI = 0.98; RMSEA = 0.07; SRMR = 0.02), where actual MC was positively associated with perceived MC (ß = 0.26, p < 0.001), which in turn was positively related to social support (ß = 0.34, p < 0.001). The model showed the direct social support-PA path (ß = 0.42, p < 0.001) and the indirect path from perceived MC through social support to PA (ß = 0.14, p < 0.001). (4) Conclusions: This study confirms that social support mediates the perceived MC–PA relationship. As such, it is not only important to build and develop children’s actual and perceived MC, but also to promote social support for PA engagement.
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Sigmundsson H, Newell KM, Polman R, Haga M. Exploration of the Specificity of Motor Skills Hypothesis in 7-8 Year Old Primary School Children: Exploring the Relationship Between 12 Different Motor Skills From Two Different Motor Competence Test Batteries. Front Psychol 2021; 12:631175. [PMID: 34220608 PMCID: PMC8249579 DOI: 10.3389/fpsyg.2021.631175] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Accepted: 05/25/2021] [Indexed: 11/13/2022] Open
Abstract
This study examined the specificity hypothesis by examining the association between two specific motor competence test batteries [Movement Assessment Battery for Children (MABC) and Test of Motor Competence (TMC)] in a sample of young children. In addition, we explored the factorial structure of the MABC and TMC. A total of 80 children participated in the study (38 girls and 42 boys) with a mean chronological age of 7.9 years (SD 0.55). The correlation between total score MABC and total z-score TMC was r = 0.46. In general, low pair-wise correlations (r 2 < 0.20) between the different motor tasks were found. The highest correlation was between the placing bricks and building bricks r = 0.45 (TMC); the stork balance and jumping in squares r = 0.45 (MABC). These low pair-wise relations of items are consistent with findings from younger and older children's age-related motor competence test batteries. Principal components analysis (PCA) showed that the 1st component accommodated 25% of the variance and was dominated in the top five variable weightings by items of the MABC test; whereas the 2nd component accommodated 12% of the variance with the higher weightings all from the TMC test. The findings provide evidence with children for specificity rather than generality in learning motor skills a viewpoint that has predominantly been driven by adult learning studies. The PCA revealed that the MABC and TMC are testing different properties of children's motor competence though in both cases the variance accounted for is relatively modest, but generally higher than the motor item pair-wise correlation.
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Affiliation(s)
- Hermundur Sigmundsson
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway.,Education and Mindset Research Centre, University of Iceland, Reykjavik, Iceland
| | - Karl M Newell
- Department of Kinesiology, University of Georgia, Athens, GA, United States
| | - Remco Polman
- School of Exercise and Nutrition Sciences, Queensland University of Technology, Brisbane, QLD, Australia
| | - Monika Haga
- Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway
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Mendoza-Muñoz M, Barrios-Fernández S, Adsuar JC, Pastor-Cisneros R, Risco-Gil M, García-Gordillo MÁ, Carlos-Vivas J. Influence of Body Composition on Physical Literacy in Spanish Children. BIOLOGY 2021; 10:482. [PMID: 34072359 PMCID: PMC8228674 DOI: 10.3390/biology10060482] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/05/2021] [Revised: 05/24/2021] [Accepted: 05/27/2021] [Indexed: 12/22/2022]
Abstract
BACKGROUND Childhood obesity is a major health challenge in modern societies; therefore, prevention and management policies are needed. This study aims to establish the level of Physical Literacy (PL) in overweight and non-overweight children in Extremadura (Spain), analysing the potential differences between them and exploring their relationships with body composition. METHODS A single-measure cross-sectional study was performed with 135 children, who were taken anthropometric measurements and administered The Canadian Assessment of PL Development (CAPL-2) to assess their level of PL. The CAPL-2 covers four domains and participants to be classified into four levels: beginning, progressing, achieving, and excelling. Statistical analysis included descriptive and correlations. RESULTS Significant differences between overweight and non-overweight participants were found. Non-overweight participants had higher scores in all the domains included in PL, with the PL level of overweight children mainly being in the two lowest levels. Inverse correlations between body composition variables and PL in all domains (r from -0.223 to -0.507) were found, except for the knowledge domain. CONCLUSIONS Most of the non-overweight children had higher levels of PL than their overweight counterparts. The PL of overweight children was significantly lower compared to non-overweight children. Healthier body composition values were associated with a better PL.
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Affiliation(s)
- María Mendoza-Muñoz
- Health, Economy, Motricity and Education Research Group (HEME), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (M.M.-M.); (J.C.A.); (R.P.-C.); (M.R.-G.); (J.C.-V.)
| | - Sabina Barrios-Fernández
- Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - José Carmelo Adsuar
- Health, Economy, Motricity and Education Research Group (HEME), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (M.M.-M.); (J.C.A.); (R.P.-C.); (M.R.-G.); (J.C.-V.)
| | - Raquel Pastor-Cisneros
- Health, Economy, Motricity and Education Research Group (HEME), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (M.M.-M.); (J.C.A.); (R.P.-C.); (M.R.-G.); (J.C.-V.)
| | - María Risco-Gil
- Health, Economy, Motricity and Education Research Group (HEME), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (M.M.-M.); (J.C.A.); (R.P.-C.); (M.R.-G.); (J.C.-V.)
| | | | - Jorge Carlos-Vivas
- Health, Economy, Motricity and Education Research Group (HEME), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain; (M.M.-M.); (J.C.A.); (R.P.-C.); (M.R.-G.); (J.C.-V.)
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Shearer C, Goss HR, Boddy LM, Knowles ZR, Durden-Myers EJ, Foweather L. Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7-11.9 Years: A Systematic Review. SPORTS MEDICINE-OPEN 2021; 7:37. [PMID: 34046703 PMCID: PMC8160065 DOI: 10.1186/s40798-021-00324-8] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/28/2019] [Accepted: 04/29/2021] [Indexed: 11/21/2022]
Abstract
Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD42017062217 Supplementary Information The online version contains supplementary material available at 10.1186/s40798-021-00324-8.
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Affiliation(s)
- Cara Shearer
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Hannah R Goss
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK.,School of Health & Human Performance, Dublin City University, Dublin, Ireland
| | - Lynne M Boddy
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Zoe R Knowles
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Elizabeth J Durden-Myers
- Faculty of Education, The University of Gloucestershire, Francis Close Hall, Swindon Road, Cheltenham, UK
| | - Lawrence Foweather
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK.
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46
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Longmuir PE, Prikryl EA, Rotz HLL, Boyer C, Alpous A. Predilection for Physical Activity and Body Mass Index Z-Score Can Quickly Identify Children Needing Support for a Physically Active Lifestyle. Appl Physiol Nutr Metab 2021; 46:1265-1272. [PMID: 33945692 DOI: 10.1139/apnm-2020-1103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Comprehensive physical literacy assessments can be time-consuming and require a gymnasium space and examiner training. This project sought to identify easy-to-administer tasks, suitable for all physical activity and healthcare settings, which could quickly screen a group of children to identify those most likely to benefit from an in-depth assessment or additional physical literacy support. The 40 potential screening tasks were compared to the Canadian Assessment of Physical Literacy among 226 children (57% female) 8 to 12 years of age. Absolute body mass index z-score above 0.67 or predilection for physical activity less than 31.5/36 points had the highest sensitivity (81% and 83%, respectively) and specificity (45% and 52%, respectively). Predilection less than 31.5 combined with absolute body mass index z-scores achieved 81% sensitivity and 64% sensitivity. When the selected tasks were repeated on a different sample of 71 children (50% female), results were similar with the combination of predilection and absolute body mass index achieving 92% sensitivity and 53% specificity. Predilection for physical activity, absolute body mass index z-score, and a combination of the two are quick and easy screening tasks suitable for all physical activity settings that can identify children likely to need additional support for a physically active lifestyle. Novelty: • Physical literacy screening can be completed in recreation, education, allied health, coaching and healthcare settings • Predilection for physical activity & BMI z-score quickly identify children needing physical literacy support.
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Affiliation(s)
- Patricia E Longmuir
- Children's Hospital of Eastern Ontario Research Institute, 274065, Ottawa, Ontario, Canada.,University of Ottawa, 6363, Faculty of Medicine, Ottawa, Ontario, Canada.,University of Ottawa, 6363, Faculty of Health Sciences, Ottawa, Ontario, Canada;
| | - Emil Azuma Prikryl
- Children's Hospital of Eastern Ontario Research Institute, 274065, Ottawa, Ontario, Canada.,University of Ottawa, 6363, Ottawa, Canada;
| | - Heather L L Rotz
- Children's Hospital of Eastern Ontario Research Institute, 274065, Ottawa, Ontario, Canada;
| | - Charles Boyer
- Children's Hospital of Eastern Ontario Research Institute, 274065, Ottawa, Ontario, Canada;
| | - Anastasia Alpous
- Children's Hospital of Eastern Ontario Research Institute, 274065, Ottawa, Ontario, Canada;
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47
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Li MH, Sum RKW, Sit CHP, Liu Y, Li R. Perceived and actual physical literacy and physical activity: A test of reverse pathway among Hong Kong children. J Exerc Sci Fit 2021; 19:171-177. [PMID: 33889185 PMCID: PMC8039830 DOI: 10.1016/j.jesf.2021.03.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2020] [Revised: 03/08/2021] [Accepted: 03/08/2021] [Indexed: 12/03/2022] Open
Abstract
Background/objective The directional relationship between physical literacy (PL) and physical activity (PA) in children remains unclear. This study explored the directionality of the relationship between children’s actual PL and PA, and whether their PL perceptions mediate this relationship. Methods This was a cross-sectional study. In total, 371 children (153 boys; Mage = 10.0 ± 1.0) from Chinese primary schools were recruited to complete all the assessments. Structural equation modeling (SEM) was conducted to determine a reciprocal relationship between Motivation and Confidence, Daily Behavior and moderate-to vigorous-intensity physical activity (MVPA). Results When perceived PL was examined as a mediator, the model with direction from MVPA to actual PL was observed with significance in Motivation and Confidence (β = 0.48) and Daily Behavior (β = 0.20). Perceived PL displayed no mediation effect for the direction from actual PL to MVPA. Conclusions This study provides evidence that engagement in PA might be useful to support the continuous development of PL. As perceived PL is an integral part of this relationship, future research is needed to understand its role for providing potential intervention targets to improve these outcomes among Chinese children.
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Affiliation(s)
- Ming Hui Li
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Raymond Kim Wai Sum
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Cindy Hui Ping Sit
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Yong Liu
- Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong SAR, China
| | - Ru Li
- Faculty of Physical Education, Shenzhen University, China
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48
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Do J, Blais A, Feldman B, Brandão LR, Lougheed J, Pohl D, Klaassen RJ, Johnston DL, De Laat D, Roth J, Katz SL, McCormick A, Wright FV, Macartney G, McMillan HJ, Venkateswaran S, Sell E, Doja A, Matheson K, Boafo A, Longmuir PE. Characterization of physical literacy in children with chronic medical conditions compared with healthy controls: a cross-sectional study. Appl Physiol Nutr Metab 2021; 46:1073-1082. [PMID: 33689492 DOI: 10.1139/apnm-2020-0957] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
To determine the physical literacy, defined as the capability for a physically active lifestyle, of children with medical conditions compared with healthy peers, this multicenter cross-sectional study recruited children with medical conditions from cardiology, neurology (including concussion), rheumatology, mental health, respirology, oncology, hematology, and rehabilitation (including cerebral palsy) clinics. Participants aged 8-12 years (N = 130; mean age: 10.0 ± 1.44 years; 44% female) were randomly matched to 3 healthy peers from a normative database, based on age, gender, and month of testing. Total physical literacy was assessed by the Canadian Assessment of Physical Literacy, a validated assessment of physical literacy measuring physical competence, daily behaviour, knowledge/understanding, and motivation/confidence. Total physical literacy mean scores (/100) did not differ (t(498) = -0.67; p = 0.44) between participants (61.0 ± 14.2) and matched healthy peers (62.0 ± 10.7). Children with medical conditions had lower mean physical competence scores (/30; -6.5 [-7.44 to -5.51]; p < 0.001) but higher mean motivation/confidence scores (/30; 2.6 [1.67 to 3.63]; p < 0.001). Mean daily behaviour and knowledge/understanding scores did not differ from matches (/30; 1.8 [0.26 to 3.33]; p = 0.02;/10; -0.04 [-0.38 to 0.30]; p = 0.81; respectively). Children with medical conditions are motivated to be physically active but demonstrate impaired movement skills and fitness, suggesting the need for targeted interventions to improve their physical competence. Novelty: Physical literacy in children with diverse chronic medical conditions is similar to healthy peers. Children with medical conditions have lower physical competence than healthy peers, but higher motivation and confidence. Physical competence (motor skill, fitness) interventions, rather than motivation or education, are needed for these youth.
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Affiliation(s)
- Jeffrey Do
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Angelica Blais
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Faculty of Health Sciences, University of Ottawa, Ottawa, ON, Canada
| | - Brian Feldman
- Division of Rheumatology, The Hospital for Sick Children, Toronto, ON, Canada.,Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Leonardo R Brandão
- Division of Hematology/Oncology, The Hospital for Sick Children, Toronto, ON, Canada.,Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Jane Lougheed
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Cardiology, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Daniela Pohl
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Neurology, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Robert J Klaassen
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Hematology/Oncology, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Donna L Johnston
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Hematology/Oncology, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Denise De Laat
- Division of Developmental Pediatrics and Rehabilitation Medicine, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada
| | - Johannes Roth
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Dermatology and Rheumatology, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Sherri Lynne Katz
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Respirology, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Anna McCormick
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Developmental Pediatrics and Rehabilitation Medicine, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Health Sciences, University of Ottawa, Ottawa, ON, Canada
| | - F Virginia Wright
- Holland Bloorview Children's Rehab Hospital, Toronto, ON, Canada.,Department of Physical Therapy, University of Toronto, Ottawa, ON, Canada
| | - Gail Macartney
- Faculty of Health Sciences, University of Ottawa, Ottawa, ON, Canada.,Faculty of Nursing, University of Prince Edward Island, Charlottetown, PEI, Canada
| | - Hugh J McMillan
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Neurology, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Sunita Venkateswaran
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Neurology, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Erick Sell
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Neurology, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Asif Doja
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Neurology, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Katherine Matheson
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Psychiatry, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Addo Boafo
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Division of Psychiatry, Children's Hospital of Eastern Ontario, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
| | - Patricia E Longmuir
- Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada.,Faculty of Health Sciences, University of Ottawa, Ottawa, ON, Canada
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Competency in Object Control Skills at an Early Age Benefit Future Movement Application: Longitudinal Data from the NW-CHILD Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18041648. [PMID: 33572227 PMCID: PMC7915815 DOI: 10.3390/ijerph18041648] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 01/25/2021] [Accepted: 01/30/2021] [Indexed: 11/16/2022]
Abstract
The level of competency in object control skills (OCSs) during early childhood is considered to be a possible determinant of the successful generalization of these skills during later childhood. This study aimed to determine if an association exists between competency in object control skills during early childhood (6–9 years) and the application of these skills during later childhood (12 years). The NW-CHILD longitudinal study (2010–2016), included a baseline and two time-point follow-up measures in grades 1, 4, and 7 of South African children. A total of 374 participants (boys = 178, 47.59% and girls = 196, 52.41%) completed testing at all three time-points and were analyzed. The Test of Gross Motor Development, Second Edition, and the Canadian Agility and Movement Skill Assessment were used to determine associations between object control skill competency during early and later childhood by using descriptive statistics, Spearman rank order correlations, and stepwise regression analysis. The level of object control skill competency at 6 and 9 years, significantly influences the application of these skills at 12 years. A high overall and significant contribution of OCS (4.6%, p < 0.01) to the variance in the skills and time scores at 12 years; p < 0.05 were found. Competence in object control skills at an early age can provide a baseline from where opportunities for progression or transfer of skills can result in more advanced skillful executions which consequently can be considered to be a cornerstone of improved future physical activity and healthier lifestyles.
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50
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Blais AZ, Lougheed J, Adamo KB, Longmuir PE. Participation in a Community-Based Sport Program is Feasible for Children with Congenital Heart Disease and May Benefit Physical Literacy Development: A Pilot Study. EXERCISE MEDICINE 2020. [DOI: 10.26644/em.2020.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
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