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Jägerbrink V, Glaser J, Östenberg AH. Extracurricular Pulse Activities in School: Students' Attitudes and Experiences. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15051. [PMID: 36429770 PMCID: PMC9691175 DOI: 10.3390/ijerph192215051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Revised: 11/07/2022] [Accepted: 11/11/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Few children and adolescents reach the recommended levels of daily physical activity, which is something that affects their health and wellbeing. Research shows that physical activities could be one factor for improving health and achieving academic goals in children and adolescents. METHODS Eight focus group interviews with students 10-15 years old were conducted at two schools with extracurricular pulse activities (ECPAs) during the school day. RESULTS In general, the interviewed students at both schools expressed positive attitudes toward ECPAs, emphasizing a felt correlation with physical activities out of school. Phenomena such as motivation, concentration and social relations also seem to profit from ECPAs. However, some students display a critical approach to ECPAs. From a gender perspective, girls embrace ECPAs with more enthusiasm than boys. CONCLUSIONS In order to make the best use of positive attitudes and health promotion, schools need to improve structural conditions such as facilities, time pressure, unhygienic conditions, blurry boundaries between ECPAs and Physical Education (PE), uncomprehending teachers, contents and, very importantly, the inclusion of students in the process of planning and implementing ECPAs.
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Affiliation(s)
- Veronica Jägerbrink
- Department of Sport Science, Malmö University, Nordenskiöldsgatan 10, 211 19 Malmoe, Sweden
- Department of Sport Science, Linnaeus University, 352 95 Växjö-Kalmar, Sweden
| | - Joakim Glaser
- Department of Society Culture and Identity, Malmö University, 205 06 Malmoe, Sweden
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Wick K, Kriemler S, Granacher U. Associations between measures of physical fitness and cognitive performance in preschool children. BMC Sports Sci Med Rehabil 2022; 14:80. [PMID: 35501890 PMCID: PMC9063064 DOI: 10.1186/s13102-022-00470-w] [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: 11/22/2021] [Accepted: 04/19/2022] [Indexed: 11/10/2022]
Abstract
BACKGROUND Given that recent studies report negative secular declines in physical fitness, associations between fitness and cognition in childhood are strongly discussed. The preschool age is characterized by high neuroplasticity which effects motor skill learning, physical fitness, and cognitive development. The aim of this study was to assess the relation of physical fitness and attention (including its individual dimensions (quantitative, qualitative)) as one domain of cognitive performance in preschool children. We hypothesized that fitness components which need precise coordination compared to simple fitness components are stronger related to attention. METHODS Physical fitness components like static balance (i.e., single-leg stance), muscle strength (i.e., handgrip strength), muscle power (i.e., standing long jump), and coordination (i.e., hopping on one leg) were assessed in 61 healthy children (mean age 4.5 ± 0.6 years; girls n = 30). Attention was measured with the "Konzentrations-Handlungsverfahren für Vorschulkinder" [concentration-action procedure for preschoolers]). Analyses were adjusted for age, body height, and body mass. RESULTS Results from single linear regression analysis revealed a significant (p < 0.05) association between physical fitness (composite score) and attention (composite score) (standardized ß = 0.40), showing a small to medium effect (F2 = 0.14). Further, coordination had a significant relation with the composite score and the quantitative dimension of attention (standardized ß = 0.35; p < 0.01; standardized ß = - 0.33; p < 0.05). Coordination explained about 11% (composite score) and 9% (quantitative dimension) of the variance in the stepwise multiple regression model. CONCLUSION The results indicate that performance in physical fitness, particularly coordination, is related to attention in preschool children. Thus, high performance in complex fitness components (i.e., hopping on one leg) tends to predict attention in preschool children. Further longitudinal studies should focus on the effectiveness of physical activity programs implementing coordination and complex exercises at preschool age to examine cause-effect relationships between physical fitness and attention precisely.
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Affiliation(s)
- Kristin Wick
- University of Applied Sciences for Sports and Management Potsdam, Am Luftschiffhafen 1, 14471, Potsdam, Germany. .,Division of Training and Movement Sciences, University of Potsdam, Potsdam, Germany.
| | - Susi Kriemler
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Zurich, Switzerland
| | - Urs Granacher
- Division of Training and Movement Sciences, University of Potsdam, Potsdam, Germany
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Physical Literacy in Elementary Physical Education: A Survey of Fundamental Movement Skill Practice Patterns. Pediatr Phys Ther 2022; 34:56-61. [PMID: 34873120 DOI: 10.1097/pep.0000000000000843] [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: 11/26/2022]
Abstract
PURPOSE To describe fundamental movement skill (FMS) practice patterns in the elementary physical education (PE) curriculum. METHODS A cross-sectional survey was sent to PE teachers of grades 1 through 6. Sixty-eight responses were included for analysis. RESULTS Only 38.2% of teachers taught all 12 FMS components. Compared with PE teachers for grades 4 to 6, a significantly higher proportion of PE teachers for grades 1 to 3 taught all 12 FMS and used direct instruction methods. For children falling behind, only 8.8% reported referring to an exercise program and no PE teacher sought a health care referral. A video abstract can be found in Supplemental Digital Content 1 (available at: http://links.lww.com/PPT/A342).
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Wick K, Kriemler S, Granacher U. Effects of a Strength-Dominated Exercise Program on Physical Fitness and Cognitive Performance in Preschool Children. J Strength Cond Res 2021; 35:983-990. [PMID: 33752222 DOI: 10.1519/jsc.0000000000003942] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
ABSTRACT Wick, K, Kriemler, S, and Granacher, U. Effects of a strength-dominated exercise program on physical fitness and cognitive performance in preschool children. J Strength Cond Res 35(4): 983-990, 2021-Childhood is characterized by high neuroplasticity that affords qualitative rather than quantitative components of physical activity to maximize the potential to sufficiently develop motor skills and foster long-term engagement in regular physical activity. This study examined the effects of an integrative strength-dominated exercise program on measures of physical fitness and cognitive performance in preschool children. Children aged 4-6 years from 3 kindergartens were randomized into an intervention (INT) group (n = 32) or a control group (n = 22). The 10-week intervention period was conducted 3 times per week (each session lasted 30 minutes) and included exercises for the promotion of muscle strength and power, coordination, and balance. Pre and post training, tests were conducted for the assessment of muscle strength (i.e., handgrip strength), muscle power (i.e., standing long jump), balance (i.e., timed single-leg stand), coordination (hopping on right/left leg), and attentional span (i.e., "Konzentrations-Handlungsverfahren für Vorschulkinder" [concentration-action procedure for preschoolers]). Results from 2 × 2 repeated-measures analysis of covariance revealed a significant (p ≤ 0.05) and near significant (p = 0.051) group × time interaction for the standing long jump test and the Konzentrations-Handlungsverfahren. Post hoc tests showed significant pre-post changes for the INT (p < 0.001; d = 1.53) but not the CON (p = 0.72; d = 0.83). Our results indicate that a 10-week strength-dominated exercise program increased jump performance with a concomitant trend toward improvements in attentional capacity of preschool children. Thus, we recommend implementing this type of exercise program for preschoolers.
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Affiliation(s)
- Kristin Wick
- University of Applied Sciences for Sport and Management Potsdam, Potsdam, Germany
- Division of Training and Movement Sciences, University of Potsdam, Potsdam, Germany; and
| | - Susi Kriemler
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Zurich, Switzerland
| | - Urs Granacher
- Division of Training and Movement Sciences, University of Potsdam, Potsdam, Germany; and
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Reliability and Validity of a Questionnaire for Assessing Self-Perceived Health-Related Fitness in Spanish Children. SPANISH JOURNAL OF PSYCHOLOGY 2020; 23:e25. [PMID: 32605669 DOI: 10.1017/sjp.2020.27] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
There is a need for developing tools aimed at assessing fitness in children, due to its relationship with health. This study is aimed at testing the reliability and the validity of a questionnaire designed for assessing self-perceived health-related fitness in Spanish children. The questionnaire was created based on the model of physical self-concept developed by Fox and Corbin (1989) who conceived four sub-domains: Sport competence, attractive body, strength and physical condition. A total of 283 children (mean age: 10.80 ± 0.69 years; 45.6% girls) answered the questionnaire twice, in order to determine its test-retest reliability. The results obtained in the International Fitness Scale (IFIS) and on a fitness battery were used to determine its validity evidence based on relations to other variables. Exploratory and factorial analyses were performed to check its validity evidence based on internal structure. The obtained results indicated that the questionnaire showed an accurate validity evidence based on internal structure and a very good test-retest reliability, Intraclass correlation coefficient: .88; 95% CI [.84, .90]. The questionnaire established moderate correlations with the IFIS questionnaire (ρ = -.51 to -.68) and the fitness level showed by the children (ρ = -.53). These findings indicate that the questionnaire can be a useful research tool for assessing self-perceived health-related fitness in children.
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Stracciolini A, Luz J, Walker G, Edwards N, Faigenbaum AD, Myer GD. Are primary care physicians ill equipped to evaluate and treat childhood physical inactivity? PHYSICIAN SPORTSMED 2020; 48:199-207. [PMID: 31560577 DOI: 10.1080/00913847.2019.1673685] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Objective: To investigate primary care physician clinical practice patterns, barriers, and education surrounding pediatric physical activity (PA), and to compare practice patterns by discipline.Study design: Cross-sectional studyMethods: 4500 randomly selected pediatricians, family practice, and sports medicine physicians in the United States were surveyed (11% response rate). Main outcome measures were questionnaire answers on clinical effort, attitudes, and barriers surrounding PA, medical education in exercise science, and awareness of ICD-9 diagnostic codes pertaining to physical inactivity.Results: Approximately 15% of patient interaction time was spent on the evaluation and treatment of physical inactivity for a normal weight child. For an overweight or obese child, clinical time spent on PA almost doubles. Regardless of weight, sports medicine physicians spent significantly more time on the evaluation of physical activity compared to family/internal medicine physicians and pediatricians. Mean percentage of time family/internal medicine physicians spent on PA evaluation and treatment was consistently less than sports medicine physicians, and consistently more than pediatricians. Most physicians strongly agreed that PA assessment and treatment are important for disease prevention; only 28% had ever made the diagnosis of childhood physical inactivity. Limited clinical time was identified as a primary barrier to diagnosing childhood physical inactivity. Eighty-five percent of respondents were unaware of ICD-9 codes for reimbursement of PA evaluation. Eighty-one percent reported a paucity of exercise science education in medical school.Conclusion: While physicians report that PA evaluation is important in practice, behavior patterns surrounding time evaluating PA and treating childhood physical inactivity are discrepant. Pediatricians showed less favorable attitudes and effort surrounding PA compared to other primary care disciplines. The majority of physicians are unaware of physical inactivity diagnostic codes, have never made the diagnosis of childhood physical inactivity, and may not be receiving basic pediatric exercise science training required for evaluating and treating childhood physical inactivity.
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Affiliation(s)
- Andrea Stracciolini
- Division of Sports Medicine, Department of Orthopaedics, Boston Children's Hospital, Boston, MA, USA.,Department of Orthopaedics, Boston Children's Hospital, Harvard Medical School, Boston, MA, USA.,Department of Medicine, Division of Emergency Medicine, Boston Children's Hospital, Boston, MA, USA.,Harvard Medical School, Boston, MA, USA.,The Micheli Center for Sports Injury Prevention, Waltham, MA, USA
| | - Jennifer Luz
- Division of Sports Medicine, Department of Orthopaedics, Boston Children's Hospital, Boston, MA, USA.,Harvard Medical School, Boston, MA, USA
| | | | | | | | - Gregory D Myer
- The Micheli Center for Sports Injury Prevention, Waltham, MA, USA.,The SPORT Center, Division of Sports Medicine, Cincinnati Children's Hospital and Medical Center, Cincinnati, OH, USA.,Departments of Pediatrics and Orthopaedic Surgery, University of Cincinnati, College of Medicine, Cincinnati, OH, USA
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Rodríguez-Nogueira Ó, Moreno-Poyato AR, Álvarez-Álvarez MJ, Pinto-Carral A. Significant socio-emotional learning and improvement of empathy in physiotherapy students through service learning methodology: A mixed methods research. NURSE EDUCATION TODAY 2020; 90:104437. [PMID: 32353642 DOI: 10.1016/j.nedt.2020.104437] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2019] [Revised: 03/07/2020] [Accepted: 04/06/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Research into service learning (SL) in education has increased since the 1990s. In higher education physiotherapy programmes, this technique is used to achieve real practical learning and to grasp how to recognize and manage emotions, to be concerned for others and to take decisions in clinical contexts. OBJECTIVES To create a community experience through SL methodology for physiotherapy university students and to analyse their perceptions of the learning experience and changes in empathy. DESIGN A mixed research method, a quasi-experimental quantitative approach with pre- and post-measurements of a single group and a qualitative approach through reflective diaries subjected to a contents analysis. PARTICIPANTS 29 students of the Faculty of Health Sciences (Department of Nursing and Physiotherapy) designed and put into practice a workshop for promoting physical activity in 277 children from the first and the sixth year of compulsory primary education. METHODS The project was divided into three phases: planning, performing and reflecting on the service. At the start, participants completed a questionnaire to determine their scale of empathy on the Interpersonal Reactive Index (IRI). One week after performing the service they handed over reflective diaries and completed a second IRI scale survey. An analysis was carried out of the contents of the reflective diaries. RESULTS Twenty-nine students agreed to participate. These learners consolidated their skills in the subject, indicating their satisfaction with the significant learning they achieved. The IRI scale showed a significant improvement in the Personal Distress dimension (p = 0.002). CONCLUSIONS Active learning in the context of processes of a participatory and reflective type implies greater understanding of the phenomenon studied. It allows an enhance awareness of the importance of inclusivity and involvement of users in the context of clinical practice. It also provides socio-emotional learning, improving interpersonal abilities and the capacity to face up to stressful situations.
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Affiliation(s)
- Óscar Rodríguez-Nogueira
- Department of Nursing and Physiotherapy, Campus de Ponferrada, Universidad de León, Avda/ Astorga, s/n, 24400 Ponferrada, León, Spain.
| | - Antonio R Moreno-Poyato
- Escola d´Infermeria Departament d'Infermeria de Salut Pública, Salut Mental i MaternoInfantil Facultat de Medicina i Ciències de la Salut, Campus de Bellvitge, Universitat de Barcelona, Pavelló de Govern, 3a planta, despatx 305 C Feixa Llarga, s/n 08907-L'Hospitalet de Llobregat, Barcelona, Spain.
| | - María José Álvarez-Álvarez
- Department of Nursing and Physiotherapy, SALBIS Research Group, Campus de Ponferrada, Universidad de León, Avda/ Astorga, s/n, 24400 Ponferrada, León, Spain.
| | - Arrate Pinto-Carral
- Department of Nursing and Physiotherapy, SALBIS Research Group, Campus de Ponferrada, Universidad de León, Avda/ Astorga, s/n, 24400 Ponferrada, León, Spain.
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Lobelo F, Muth ND, Hanson S, Nemeth BA. Physical Activity Assessment and Counseling in Pediatric Clinical Settings. Pediatrics 2020; 145:peds.2019-3992. [PMID: 32094289 DOI: 10.1542/peds.2019-3992] [Citation(s) in RCA: 60] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Physical activity plays an important role in children's cardiovascular health, musculoskeletal health, mental and behavioral health, and physical, social, and cognitive development. Despite the importance in children's lives, pediatricians are unfamiliar with assessment and guidance regarding physical activity in children. With the release of the 2018 Physical Activity Guidelines by the US Department of Health and Human Services, pediatricians play a critical role in encouraging physical activity in children through assessing physical activity and physical literacy; providing guidance toward meeting recommendations by children and their families; advocating for opportunities for physical activity for all children in schools, communities, and hospitals; setting an example and remaining physically active personally; advocating for the use of assessment tools and insurance coverage of physical activity and physical literacy screening; and incorporating physical activity assessment and prescription in medical school curricula.
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Affiliation(s)
| | - Natalie D Muth
- Children's Primary Care Medical Group, Carlsbad, California; and
| | - Sara Hanson
- Nutrition and Health Sciences Program, Laney Graduate School and Exercise is Medicine Global Research and Collaboration Center, Rollins School of Public Health, Emory University, Atlanta, Georgia
| | - Blaise A Nemeth
- American Family Children's Hospital and School of Medicine and Public Health, University of Wisconsin-Madison, Madison, Wisconsin
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Kiefer AW, Pincus D, Richardson MJ, Myer GD. Virtual Reality As a Training Tool to Treat Physical Inactivity in Children. Front Public Health 2017; 5:349. [PMID: 29376045 PMCID: PMC5770738 DOI: 10.3389/fpubh.2017.00349] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2017] [Accepted: 12/05/2017] [Indexed: 01/29/2023] Open
Abstract
Lack of adequate physical activity in children is an epidemic that can result in obesity and other poor health outcomes across the lifespan. Physical activity interventions focused on motor skill competence continue to be developed, but some interventions, such as neuromuscular training (NMT), may be limited in how early they can be implemented due to dependence on the child's level of cognitive and perceptual-motor development. Early implementation of motor-rich activities that support motor skill development in children is critical for the development of healthy levels of physical activity that carry through into adulthood. Virtual reality (VR) training may be beneficial in this regard. VR training, when grounded in an information-based theory of perceptual-motor behavior that modifies the visual information in the virtual world, can promote early development of motor skills in youth akin to more natural, real-world development as opposed to strictly formalized training. This approach can be tailored to the individual child and training scenarios can increase in complexity as the child develops. Ultimately, training in VR may help serve as a precursor to "real-world" NMT, and once the child reaches the appropriate training age can also augment more complex NMT regimens performed outside of the virtual environment.
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Affiliation(s)
- Adam W. Kiefer
- Division of Sports Medicine, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
- Department of Pediatrics, College of Medicine, University of Cincinnati, Cincinnati, OH, United States
- Center for Cognition, Action and Perception, University of Cincinnati, Cincinnati, OH, United States
| | - David Pincus
- Department of Psychology, Chapman University, Orange, CA, United States
| | | | - Gregory D. Myer
- Division of Sports Medicine, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
- Department of Pediatrics, College of Medicine, University of Cincinnati, Cincinnati, OH, United States
- The Micheli Center for Sports Injury Prevention, Waltham, MA, United States
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Ekström A, Östenberg AH, Björklund G, Alricsson M. The effects of introducing Tabata interval training and stability exercises to school children as a school-based intervention program. Int J Adolesc Med Health 2017; 31:ijamh-2017-0043. [PMID: 29168957 DOI: 10.1515/ijamh-2017-0043] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2017] [Accepted: 09/25/2017] [Indexed: 06/07/2023]
Abstract
Background Physical activities during leisure time as well as school hours have changed over the past few years, with adolescents being less physically active and adopting a sedentary lifestyle. Objective The overall objective of this mixed-methods study was to evaluate the feasibility of introducing a 4-min Tabata interval training into a lower secondary school context. A further aim was to evaluate the possible effects on: coordination, balance, and strength. Methods The study was conducted as an intervention study with a mixed-method approach. Forty-three children, aged 7-9 years, participated in the intervention group. Additionally, 13 children were recruited as a control group. The intervention itself was delivered by the teachers and was performed for 4-min every day in a classroom setting. All participants performed physical tests before and after the intervention period to evaluate the Tabata training. After the completion of the 6-week Tabata interval training, the four teachers were interviewed. Results The push-ups (p = 0.004), kneeling push-ups (p = 0.03), and standing long jump (p = 0.01) improved in the intervention group after 6 weeks. No differences were observed between the genders. The teachers experienced that it worked well to integrate the Tabata interval training in the classroom setting. Conclusion After 6 weeks, a school-based Tabata intervention program improved physical performance. The teachers saw no obstacles in including the Tabata intervention program in a classroom setting and pointed out several positive aspects such as an increased energy level and development in the children's movement patterns.
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Affiliation(s)
- Annika Ekström
- Department of Sports Science, Linnaeus University, Kalmar/Växjö, Sweden
| | | | - Glenn Björklund
- The Swedish Sports Confederation, Stockholm, Sweden
- Swedish Winter Sport Research Centre, Department of Health Sciences, Mid Sweden University, Östersund, Sweden
| | - Marie Alricsson
- Department of Sports Science, Linnaeus University, Kalmar/Växjö, Sweden
- Swedish Winter Sport Research Centre, Department of Health Sciences, Mid Sweden University, Östersund, Sweden
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Lloyd RS, Cronin JB, Faigenbaum AD, Haff GG, Howard R, Kraemer WJ, Micheli LJ, Myer GD, Oliver JL. National Strength and Conditioning Association Position Statement on Long-Term Athletic Development. J Strength Cond Res 2016; 30:1491-509. [PMID: 26933920 DOI: 10.1519/jsc.0000000000001387] [Citation(s) in RCA: 204] [Impact Index Per Article: 25.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
There has recently been a growing interest in long-term athletic development for youth. Because of their unique physical, psychological, and social differences, children and adolescents should engage in appropriately prescribed exercise programs that promote physical development to prevent injury and enhance fitness behaviors that can be retained later in life. Irrespective of whether a child is involved in organized sport or engages in recreational physical activity, there remains a need to adopt a structured, logical, and evidence-based approach to the long-term development of athleticism. This is of particular importance considering the alarmingly high number of youth who fail to meet global physical activity recommendations and consequently present with negative health profiles. However, appropriate exercise prescription is also crucial for those young athletes who are physically underprepared and at risk of overuse injury because of high volumes of competition and an absence of preparatory conditioning. Whether the child accumulates insufficient or excessive amounts of exercise, or falls somewhere between these opposing ends of the spectrum, it is generally accepted that the young bodies of modern day youth are often ill-prepared to tolerate the rigors of sports or physical activity. All youth should engage in regular physical activity and thus should be viewed as "athletes" and afforded the opportunity to enhance athleticism in an individualized, holistic, and child-centered manner. Because of emerging interest in long-term athletic development, an authorship team was tasked on behalf of the National Strength and Conditioning Association (NSCA) to critically synthesize existing literature and current practices within the field and to compose a relevant position statement. This document was subsequently reviewed and formally ratified by the NSCA Board of Directors. A list of 10 pillars of successful long-term athletic development are presented, which summarize the key recommendations detailed within the position statement. With these pillars in place, it is believed that the NSCA can (a) help foster a more unified and holistic approach to long-term athletic development, (b) promote the benefits of a lifetime of healthy physical activity, and
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Affiliation(s)
- Rhodri S Lloyd
- 1Youth Physical Development Unit, School of Sport, Cardiff Metropolitan University, Cardiff, United Kingdom; 2Sports Performance Research Institute New Zealand, AUT University, Auckland, New Zealand; 3Center for Exercise and Sport Science Research, Edith Cowan University, Joondalup, Australia; 4Department of Health and Exercise Science, The College of New Jersey, Ewing, New Jersey; 5Department of Kinesiology, West Chester University, West Chester, Pennsylvania; 6Department of Human Sciences, The Ohio State University, Columbus, Ohio; 7Department of Orthopaedics, Division of Sports Medicine, Boston Children's Hospital, Boston, Massachusetts; 8Harvard Medical School, Boston, Massachusetts; 9The Micheli Center for Sports Injury Prevention, Boston, Massachusetts; 10Division of Sports Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio; 11Department of Pediatrics and Orthopaedic Surgery, College of Medicine, University of Cincinnati, Cincinnati, Ohio; and 12Department of Orthopaedics, University of Pennsylvania, Philadelphia, Pennsylvania
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A Qualitative Examination of a New Combined Cognitive-Behavioral and Neuromuscular Training Intervention for Juvenile Fibromyalgia. Clin J Pain 2016; 32:70-81. [PMID: 25724022 DOI: 10.1097/ajp.0000000000000221] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES Adolescents with juvenile fibromyalgia (JFM) are typically sedentary despite recommendations for physical exercise, a key component of pain management. Interventions such as cognitive-behavior therapy (CBT) are beneficial but do not improve exercise participation. The objective of this study was to obtain preliminary information about the feasibility, safety, and acceptability of a new intervention--Fibromyalgia Integrative Training for Teens (FIT Teens), which combines CBT with specialized neuromuscular exercise training modified from evidence-based injury prevention protocols. MATERIALS AND METHODS Participants were 17 adolescent females (aged 12 to 18 y) with JFM. Of these, 11 completed the 8-week (16 sessions) FIT Teens program in a small-group format with 3 to 4 patients per group. Patients provided detailed qualitative feedback via individual semistructured interviews after treatment. Interview content was coded using thematic analysis. Interventionist feedback about treatment implementation was also obtained. RESULTS The intervention was found to be feasible, well tolerated, and safe for JFM patients. Barriers to enrollment (50% of those approached) included difficulties with transportation or time conflicts. Treatment completers enjoyed the group format and reported increased self-efficacy, strength, and motivation to exercise. Participants also reported decreased pain and increased energy levels. Feedback from participants and interventionists was incorporated into a final treatment manual to be used in a future trial. DISCUSSION Results of this study provided initial support for the new FIT Teens program. An integrative strategy of combining pain coping skills via CBT enhanced with tailored exercise specifically designed to improve confidence in movement and improving activity participation holds promise in the management of JFM.
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Zouita S, Zouita ABM, Kebsi W, Dupont G, Ben Abderrahman A, Ben Salah FZ, Zouhal H. Strength Training Reduces Injury Rate in Elite Young Soccer Players During One Season. J Strength Cond Res 2016; 30:1295-307. [DOI: 10.1519/jsc.0000000000000920] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Lämmle C, Kobel S, Wartha O, Wirt T, Steinacker JM. Intervention effects of a school-based health promotion program on children's motor skills. JOURNAL OF PUBLIC HEALTH-HEIDELBERG 2016; 24:185-192. [PMID: 27340615 PMCID: PMC4882358 DOI: 10.1007/s10389-016-0715-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/27/2015] [Accepted: 02/01/2016] [Indexed: 11/29/2022]
Abstract
Purpose Physical activity (PA) has positive effects on children’s development. Particularly in childhood, PA plays an important role for children’s motor skills. The objective of this study was to examine the influence of the intervention program “Join the Healthy Boat” on motor abilities of primary school children. Methods The baseline measurements of this longitudinal intervention study with an intervention (IG) and control group (CG) were taken at the beginning of the school year 2010/2011 (T1) and follow up measurements in 2011/2012 (T2). Efficacy of the intervention on children’s motor abilities was assessed using a standardized and validated test battery (Dordel-Koch-Test). An exploratory factor analysis was performed in order to reduce dimensions. Differences between CG and IG were examined using analysis of covariance adjusting for age, gender, BMI percentiles and baseline data. Results Children in the IG showed an significant improvement in the conditional skills (F(1,1571) = 5.20, p ≤ 0.02) and less decline in flexibility (F(1,1715) = 6.68, p ≤ 0.01) than children in the CG. Additionally, positive differences in the flexibility tests were ascertained for girls, F(1,839) = 100.88, p ≤ 0.02). Conclusion The study showed that an intervention that aims to increase PA affects certain parts of children’s motor skills significantly. This was achieved without any extra PA lessons at school but with a low-threshold intervention integrated into the daily school routine.
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Affiliation(s)
- Christine Lämmle
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
| | - Susanne Kobel
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
| | - Olivia Wartha
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
| | - Tamara Wirt
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
| | - Jürgen M Steinacker
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
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15
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Lloyd RS, Oliver JL, Faigenbaum AD, Howard R, De Ste Croix MBA, Williams CA, Best TM, Alvar BA, Micheli LJ, Thomas DP, Hatfield DL, Cronin JB, Myer GD. Long-term athletic development, part 2: barriers to success and potential solutions. J Strength Cond Res 2015; 29:1451-64. [PMID: 25909962 DOI: 10.1519/01.jsc.0000465424.75389.56] [Citation(s) in RCA: 69] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The first installment of this two-part commentary reviewed existing models of long-term athletic development. However, irrespective of the model that is adopted by practitioners, existing structures within competitive youth sports in addition to the prevalence of physical inactivity in a growing number of modern-day youth may serve as potential barriers to the success of any developmental pathway. The second part of this commentary will initially highlight common issues that are likely to impede the success of long-term athletic development programs and then propose solutions that will address the negative impact of such issues.
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Affiliation(s)
- Rhodri S Lloyd
- 1Youth Physical Development Unit, School of Sport, Cardiff Metropolitan University, Cardiff, United Kingdom; 2Department of Health and Exercise Science, The College of New Jersey, Ewing, New Jersey; 3Department of Kinesiology, Temple University, Philadelphia, Pennsylvania; 4School of Sport and Exercise, University of Gloucestershire, Cheltenham, United Kingdom; 5Children's Health and Exercise Research Centre, University of Exeter, Exeter, United Kingdom; 6Department of Family Medicine, Division of Sports Medicine, Sports Health and Performance Institute, Ohio State University, Columbus, Ohio; 7Rocky Mountain University of Health Professions, Provo, Utah; 8Department of Orthopaedics, Division of Sports Medicine, Boston Children's Hospital, Boston, Massachusetts; 9Harvard Medical School, Boston, Massachusetts; 10The Micheli Center for Sports Injury Prevention, Boston, Massachusetts; 11Department of Trauma and Orthopaedics, University of Wales, Cardiff, United Kingdom; 12Department of Kinesiology, University of Rhode Island, Kingston, Rhode Island; 13Sport Performance Research Institute New Zealand, AUT University, Auckland, New Zealand; 14School of Exercise, Health and Biomedical Sciences, Edith Cowan University, Joondalup, Australia; 15Division of Sports Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio; 16Department of Pediatrics and Orthopaedic Surgery, College of Medicine, University of Cincinnati, Cincinnati, Ohio; and 17Sports Health and Performance Institute, Ohio State University, Columbus, Ohio
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16
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Coppock JH, Ridolfi DR, Hayes JF, St Paul M, Wilfley DE. Current approaches to the management of pediatric overweight and obesity. CURRENT TREATMENT OPTIONS IN CARDIOVASCULAR MEDICINE 2014; 16:343. [PMID: 25205083 DOI: 10.1007/s11936-014-0343-0] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OPINION STATEMENT Family-based behavioral intervention has been demonstrated to be an effective and safe treatment for childhood obesity and should be considered a first-line treatment option. However, access to such intensive evidence-based treatment is limited and, currently, obesity care is dominated by high intensity behavioral treatment implemented in specialty clinics or less effective low intensity treatments implemented in primary care. However, capitalizing on the established and ongoing relationship between primary care providers and families, primary care providers have an invaluable role in early identification of overweight and obesity, and subsequent referral to an evidence-based treatment. Key aspects of effective treatment include: early intervention, moderate intensity to high intensity intervention of sufficient duration, multicomponent intervention targeting dietary modification, physical activity and behavioral strategies, family involvement and goals targeting family members, and follow-up contact during maintenance. The purpose of this review is to present the current empirically supported treatment options for pediatric obesity including primary care-based interventions and diagnostic tools, multicomponent behavioral intervention with a focus on family-based behavioral intervention, immersion treatment, and pharmacologic and surgical management.
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Affiliation(s)
- Jackson H Coppock
- Washington University in Saint Louis, School of Medicine, St. Louis, MO, USA,
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17
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Faigenbaum AD, Best TM, MacDonald J, Myer GD, Stracciolini A. Top 10 research questions related to exercise deficit disorder (EDD) in youth. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2014; 85:297-307. [PMID: 25141083 DOI: 10.1080/02701367.2014.931179] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Exercise deficit disorder (EDD) is a pediatric medical condition characterized by reduced levels of moderate-to-vigorous physical activity (MVPA) that are below current recommendations and inconsistent with positive health outcomes. At present, a majority of children and adolescents meet the diagnostic criteria for EDD because they are not accumulating minimum thresholds of daily MVPA. The purpose of this article is to highlight 10 important research questions related to EDD in youth. The critical research needs to better define the clinical spectrum of EDD to include an assessment of physical activity behaviors to determine the age or stage of maturation at which EDD first emerges; an examination of the kinesiogenesis of movement skills and physical abilities; and an evaluation of lifestyle factors that can influence the MVPA trajectory in youth. Research questions about interventions and policies to treat EDD include evaluating the education and training of health care providers on the importance of exercise medicine; determining the effectiveness of strategies to identify and treat youth with EDD in clinical practice; developing sensitive, specific, and cost-effective methods to diagnose youth with EDD; and assessing methods to promote health care reimbursement for the treatment of this condition. Without future research to optimize identification, treatment, and management strategies for youth with EDD, new health care concerns with significant biomedical, psychosocial, economic, and political ramifications will continue to emerge.
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18
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Ashish N, Bamman MM, Cerny FJ, Cooper DM, D'Hemecourt P, Eisenmann JC, Ericson D, Fahey J, Falk B, Gabriel D, Kahn MG, Kemper HCG, Leu SY, Liem RI, McMurray R, Nixon PA, Olin JT, Pianosi PT, Purucker M, Radom-Aizik S, Taylor A. The clinical translation gap in child health exercise research: a call for disruptive innovation. Clin Transl Sci 2014; 8:67-76. [PMID: 25109386 DOI: 10.1111/cts.12194] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023] Open
Abstract
In children, levels of play, physical activity, and fitness are key indicators of health and disease and closely tied to optimal growth and development. Cardiopulmonary exercise testing (CPET) provides clinicians with biomarkers of disease and effectiveness of therapy, and researchers with novel insights into fundamental biological mechanisms reflecting an integrated physiological response that is hidden when the child is at rest. Yet the growth of clinical trials utilizing CPET in pediatrics remains stunted despite the current emphasis on preventative medicine and the growing recognition that therapies used in children should be clinically tested in children. There exists a translational gap between basic discovery and clinical application in this essential component of child health. To address this gap, the NIH provided funding through the Clinical and Translational Science Award (CTSA) program to convene a panel of experts. This report summarizes our major findings and outlines next steps necessary to enhance child health exercise medicine translational research. We present specific plans to bolster data interoperability, improve child health CPET reference values, stimulate formal training in exercise medicine for child health care professionals, and outline innovative approaches through which exercise medicine can become more accessible and advance therapeutics across the broad spectrum of child health.
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Affiliation(s)
- Naveen Ashish
- Department of Neurology, University of Southern California, California, USA
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19
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Gordon CM. Run, jump, and be merry: how much exercise is needed for building young bones? J Bone Miner Res 2014; 29:1322-4. [PMID: 24764102 PMCID: PMC9769159 DOI: 10.1002/jbmr.2264] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Catherine M Gordon
- Divisions of Adolescent Medicine and Endocrinology, Hasbro Children's Hospital and Alpert Medical School of Brown University, Providence RI, USA
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