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Gao TY, Huang FH, Liu T, Sum RKW, De Liu J, Tang D, Cai DY, Jiang ZK, Ma RS. The role of physical literacy and mindfulness on health-related quality of life among college students during the COVID-19 pandemic. Sci Rep 2024; 14:237. [PMID: 38167897 PMCID: PMC10761947 DOI: 10.1038/s41598-023-50958-9] [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: 05/18/2023] [Accepted: 12/28/2023] [Indexed: 01/05/2024] Open
Abstract
This study aimed to examine the role played by the physical literacy and mindfulness in the health-related quality of life (QoL) of college students. In early 2022, 24,236 college students from three universities in southern China were recruited in the study. R software and the lavvan package was utilized to build the structural equation model. The measurement model was composed of three latent factors (physical literacy, mindfulness, and quality of life) and 16 observed variables in total. The results of the measurement model indicated goodness fit with p > .05 in Chi-square result, and GFI = .92. In addition, the comparative fit index (.92), Tucker-Lewis index (.91), root-mean-square error of approximation (.07), and root of mean square residual (.11) were in accord with the cutoff model-fit criteria. The results confirm that physical literacy and mindfulness can play a significant and positive role in the structural equation model of quality of life. In addition, this study provides initial evidence that mindfulness and physical literacy could potentially buffer declines in student QoL during the COVID-19 pandemic. Moreover, this study is the first to develop a structural equation model of QoL with multiple indicators, making it a strong addition to existing research on QoL during a pandemic.
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Affiliation(s)
- Tian Yu Gao
- School of Physical Education, Jinan University, Guangzhou, Guangdong, China
- Faculty of Medicine, Macau University of Science and Technology, Taipa, Macau, China
| | - Fu Hua Huang
- School of Physical Education, Jinan University, Guangzhou, Guangdong, China
| | - Ting Liu
- School of Nursing, Sun Yat-sen University, Guangzhou, China
| | - Raymond Kim Wai Sum
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong, China
| | - Jin De Liu
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong, China
| | - Di Tang
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong, China
| | - Ding Yi Cai
- School of Physical Education, Jinan University, Guangzhou, Guangdong, China
| | - Zi Kang Jiang
- School of Physical Education, Jinan University, Guangzhou, Guangdong, China
| | - Rui Si Ma
- School of Physical Education, Jinan University, Guangzhou, Guangdong, China.
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Meng H, Tang X, Qiao J, Wang H. Unlocking Resilience: How Physical Literacy Impacts Psychological Well-Being among Quarantined Researchers. Healthcare (Basel) 2023; 11:2972. [PMID: 37998464 PMCID: PMC10671282 DOI: 10.3390/healthcare11222972] [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: 09/21/2023] [Revised: 10/30/2023] [Accepted: 11/13/2023] [Indexed: 11/25/2023] Open
Abstract
This study investigates the interplay between physical literacy, resilience, and burnout among researchers who experienced strict home quarantine during the COVID-19 pandemic in China, with a particular focus on the mediating role of resilience. Employing a two-stage sampling procedure, a total of 363 researchers from diverse disciplines, notably social science and natural science, were enlisted and administered a series of validated scales, including the Perceived Physical Literacy Scale (PPL), the 10-item Connor-Davidson Resilience Scale (CD-RISC-10), and the Chinese version of the Oldenburg Burnout Inventory (OLBL), via an anonymous online platform. The findings revealed substantial differences in physical literacy, resilience, and burnout across disciplines. Resilience partially mediated the relationship between physical literacy and burnout. Upon a closer examination of the sub-dimensions, resilience was found to fully mediate between factors of motivation, exhaustion, and disengagement. Moreover, one aspect of physical literacy-interaction with the environment-exhibited weaker correlations with both resilience and burnout compared to other dimensions of physical literacy. Overall, the study confirms the significant correlation between physical literacy and psychological parameters, establishing that elevated levels of both physical literacy and resilience serve as key factors in mitigating burnout during the pandemic.
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Affiliation(s)
- Han Meng
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai 200240, China;
- School of Education, Shanghai Jiao Tong University, Shanghai 200240, China;
| | - Xin Tang
- School of Education, Shanghai Jiao Tong University, Shanghai 200240, China;
| | - Jun Qiao
- Shanghai Changning Mental Health Center, Shanghai 200335, China;
| | - Huiru Wang
- Department of Physical Education, Shanghai Jiao Tong University, Shanghai 200240, China;
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Liu H, Zhang Z, Chi C, Tao X, Zhang M. Exploring the Impact of the COVID-19 Pandemic on Academic Burnout Among Nursing College Students in China: A Web-Based Survey. Med Sci Monit Basic Res 2023; 29:e940997. [PMID: 37963323 PMCID: PMC10624139 DOI: 10.12659/msmbr.940997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Accepted: 09/13/2023] [Indexed: 11/16/2023] Open
Abstract
BACKGROUND The COVID-19 pandemic has brought changes and challenges to nursing students. However, little is known about the prevalence of academic burnout among nursing students in this challenging circumstance. This study aimed to assess nursing student academic burnout and its influencing factors. MATERIAL AND METHODS We conducted a sample survey of a 4-year undergraduate nursing university in Wuhu, Anhui Province, China. The social-demographic information questionnaire, Academic Burnout Scale, Connor-Davidson Resilience Scale, Impact of Event Scale-6, Patient Health Questionnaire-2, and Professional Identity Scale were used. Stepwise multiple linear regression was used to clarify the relationship among sociodemographic characteristics, resilience, and academic burnout. RESULTS Of all the study participants, 51.30% had a certain degree of academic burnout. Academic year, satisfaction with specialty, satisfaction with online learning, professional identity, and psychological resilience were negatively correlated with academic burnout among nursing students. Depression was positively correlated with academic burnout. CONCLUSIONS Nursing students had a high degree of academic burnout. Academic year, satisfaction with specialty, satisfaction with online learning, professional identity, and psychological resilience were protective factors that reduced nursing students' academic burnout.
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Affiliation(s)
- Huan Liu
- Department of Hemodialysis, The First Affiliated Hospital of Wannan Medical College (Yijishan Hospital of Wannan Medical College), Wuhu, Anhui, PR China
| | - Ziyu Zhang
- First Clinical Medical College, Anhui Medical University, Hefei, Anhui, PR China
| | - Chenru Chi
- Graduate School of Wannan Medical College, Wuhu, Anhui, PR China
| | - Xiubin Tao
- Department of Nursing, The First Affiliated Hospital of Wannan Medical College (Yijishan Hospital of Wannan Medical College), Wuhu, Anhui, PR China
| | - Ming Zhang
- School of Innovation and Entrepreneurship, Wannan Medical College, Wuhu, Anhui, PR China
- School of Educational Science, Anhui Normal University, Wuhu, Anhui, PR China
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Pushkarenko K, Howse E, Gosse N. Individuals experiencing disability and the ableist physical literacy narrative: critical considerations and recommendations for practice. Front Sports Act Living 2023; 5:1171290. [PMID: 37877116 PMCID: PMC10591325 DOI: 10.3389/fspor.2023.1171290] [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: 02/22/2023] [Accepted: 09/14/2023] [Indexed: 10/26/2023] Open
Abstract
Physical literacy (PL) has been readily accepted and integrated globally, including organizations affording services to individuals experiencing disability. Despite its uptake, recent research has illustrated that understandings of PL reflect the normative standards of those who do not experience disability, leading to practices that diminish the unique and embodied capability of others while simultaneously validating ableism. While a shift towards recognizing and valuing the heterogeneity associated with PL has recently occurred, the ableist narrative persists. As a result, the operationalization of PL directly contradicts its conceptualization, fostering a physical activity climate that continues to marginalize individuals experiencing disability. With this in mind, this paper critically unpacks PL, challenging the existing ableist narrative and offering suggestions to heighten the level of inclusivity that underscores PL. Pathways, where physical activity professionals contribute to reproducing ableism, will be discussed.
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Affiliation(s)
- Kyle Pushkarenko
- School of Human Kinetics and Recreation, Memorial University of Newfoundland, St. John’s, NL, Canada
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Britton Ú, Onibonoje O, Belton S, Behan S, Peers C, Issartel J, Roantree M. Moving well-being well: Using machine learning to explore the relationship between physical literacy and well-being in children. Appl Psychol Health Well Being 2023; 15:1110-1129. [PMID: 36628524 DOI: 10.1111/aphw.12429] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Accepted: 12/01/2022] [Indexed: 01/12/2023]
Abstract
Physical literacy provides a foundation for lifelong engagement in physical activity, resulting in positive health outcomes. Direct pathways between physical literacy and health have not yet been investigated thoroughly. Associations between physical literacy and well-being in children (n = 1073, mean age 10.86 ± 1.20 years) were analysed using machine learning. Motor competence (TGMD-3 and BOT-2) and health-related fitness (PACER and plank) were assessed in the physical competence domain. Motivation (adapted-Behavioural Regulation in Exercise Questionnaire) and confidence (modified-Physical Activity Self-Efficacy Scale) were assessed in the affective domain. Well-being was measured using the KIDSCREEN-27. Accuracy of predicting well-being from physical literacy was investigated using five machine learning classifiers (decision tree, random forest, XGBoost, AdaBoost, k-nearest neighbour) in the full sample and across subgroups (sex, socioeconomic status [SES], age). XGBoost predicted well-being from physical literacy with an accuracy of 87% in the full sample. Predictive accuracy was lowest in low SES participants. Contribution of physical literacy features differed substantially across subgroups. Physical literacy predicts well-being in children but the relative contribution of physical literacy features to well-being differs substantially between subgroups.
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Affiliation(s)
- Úna Britton
- SFI Insight Centre for Data Analytics, Dublin City University, Dublin, Ireland
| | | | - Sarahjane Belton
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Stephen Behan
- SFI Insight Centre for Data Analytics, Dublin City University, Dublin, Ireland
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Cameron Peers
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Johann Issartel
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Mark Roantree
- SFI Insight Centre for Data Analytics, Dublin City University, Dublin, Ireland
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Carl J, Jaunig J, Kurtzhals M, Müllertz ALO, Stage A, Bentsen P, Elsborg P. Synthesising physical literacy research for 'blank spots': A Systematic review of reviews. J Sports Sci 2023; 41:1056-1072. [PMID: 37732562 DOI: 10.1080/02640414.2023.2259209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Accepted: 08/20/2023] [Indexed: 09/22/2023]
Abstract
The holistic concept of physical literacy (PL) has gained considerable attention worldwide and integrates different determinants (e.g., physical, affective, and cognitive) of physical activity. The purpose of this systematic review (PROSPERO registration: CRD42022312764) was to broadly synthesise PL research and determine "blank spots". We performed standardized searches for PL reviews in 23 databases. Inclusion criteria were English language, any review with a systematized search, publication by June 2023 and PL relevance in an article's main body. The content and insights of the identified reviews were assigned to six literature-driven "problem fields": (i) theory/concept, (ii) measurement/levels/trends, (iii) determinants, (iv) outcomes, (v) interventions, and (vi) policy. We employed nine items for assessing the methodological quality of the reviews (including six items from AMSTAR-2). The screening resulted in an inclusion of 41 PL reviews of different methodology. Existing reviews most frequently analysed aspects of measurement (n = 20) as well as theory/definition (n = 19), followed by interventions (n = 17). In contrast, determinants (n = 6), outcomes (n = 5) and policy aspects (n = 4) were discussed less often. Accordingly, the major "blank spots" are: empirical studies on determinants and outcomes; PL levels and trends; pivotal moderators of interventions; and policy aspects. We recommend the scientific community to address these to move the field forward.
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Affiliation(s)
- Johannes Carl
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Erlangen, Germany
| | - Johannes Jaunig
- Institute of Human Movement Science, Sport and Health, University of Graz, Graz, Austria
| | - Mette Kurtzhals
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen N, Denmark
| | - Alberte L O Müllertz
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark
| | - Anna Stage
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen N, Denmark
| | - Peter Bentsen
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark
- Department of Geoscience and Natural Resource Management, University of Copenhagen, Frederiksberg, Denmark
| | - Peter Elsborg
- Center for Clinical Research and Prevention, Copenhagen University Hospital - Bispebjerg and Frederiksberg, Frederiksberg, Denmark
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Houser N, Kriellaars D. "Where was this when I was in Physical Education?" Physical literacy enriched pedagogy in a quality physical education context. Front Sports Act Living 2023; 5:1185680. [PMID: 37305659 PMCID: PMC10249748 DOI: 10.3389/fspor.2023.1185680] [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: 03/13/2023] [Accepted: 04/28/2023] [Indexed: 06/13/2023] Open
Abstract
Introduction In recent years, there has been a call to restructure physical education (PE) practices and outcomes. A physical literacy enriched pedagogy approach would support this change by more intentional design of lesson planning that includes concurrent development of competence & confidence and inclusion of students of all levels of ability, leading to holistic development of the student. Despite this potential, there is little research to date that outlines PE pedagogical practices with physical literacy as a foundation. The purpose was to explore pedagogical practices and perspectives from elementary PE teachers through a physical literacy enriched pedagogy lens in a high-quality PE context. Methods One-on-one semi-structured interviews were conducted with a convenience sample of elementary PE teachers within one school division. Interviews with all participants focused on questions related to PE and physical literacy. Thematic analysis was used to analyze the data collected from the audio-recorded interviews. Results Four themes were generated based on the semi-structured interviews from six elementary PE teachers from one school division. The results identified key physical literacy enriched pedagogical practices based on four themes: supporting a holistic PE experience based upon physical literacy as an outcome; movement within and beyond PE; inclusive and individualized experiences; and physical literacy practices bringing the school community together. The findings were then connected to the physical literacy cycle and UNESCO components of quality PE. Conclusions All participants spoke to how their pedagogy focused on the holistic development and inclusion of their students based upon activation of various feedback pathways of the physical literacy cycle. The themes that emerged and subsequent insight gained from teachers went beyond existing physical literacy cycles, in particular by discussing development of students from cognitive, affective, social and creative (problem solving) perspectives, supporting an expansion to the existing physical literacy cycle as presented.
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She X, Gao TY, Ma RS, Tang D, Zhong H, Dong HL. Relationship among positive self-esteem, physical literacy, and physical activity in college students: a study of a mediation model. Front Psychol 2023; 14:1097335. [PMID: 37265948 PMCID: PMC10230059 DOI: 10.3389/fpsyg.2023.1097335] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Accepted: 05/02/2023] [Indexed: 06/03/2023] Open
Abstract
Background In light of the substantial decline in physical activity during college years, this study aims to examine the relationship between positive self-esteem, physical literacy, and physical activity in order to investigate the mechanisms for improving physical activity in college students and to provide a foundation for future interventions. Methods A cross-sectional study design was employed in this study. A total of 5,184 Participants, aged between 17 and 21 years (M = 18.97, SD = 1.10), completed the Positive Version of Rosenberg Self-esteem Scales, Perceived Physical Literacy Instruments, and the International Physical Activity Questionnaires. A mediation model was utilized to explore the associations among the three concepts. Results The three regression models were as follows: Physical literacy = 18.03 + 0.98 *Self-esteem, Physical activity = 43.23 + 0.16 *Self-esteem, and Physical activity = 28.18 + 0.11 *Physical literacy. Positive self-esteem, physical literacy, and physical activity were significantly linked with each other. Physical literacy mediated 26.93% of the effect, indicating a partial mediator in the relationship between positive self-esteem and physical activity. Conclusion The mediating effect of physical literacy on the relationship between positive self-esteem and physical activity was identified. Our findings support the development of positive self-esteem and physical literacy in college physical education curricula as part of an overall program to address students' physical inactivity at school and in the future. This study provides a new intervention perspective for improving physical inactivity in college students.
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Affiliation(s)
- Xi She
- School of Physical Education, South China University of Technology, Guangzhou, China
| | - Tian-Yu Gao
- School of Physical Education, Jinan University, Guangzhou, China
| | - Rui-Si Ma
- School of Physical Education, Jinan University, Guangzhou, China
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Di Tang
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Hua Zhong
- School of Physical Education, Jinan University, Guangzhou, China
| | - He-Ling Dong
- School of Physical Education, Jinan University, Guangzhou, China
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Leon Machado L, Lucas K, Behrman AL. Activity-Based Restorative Therapy Promotes Progression from Asymmetry to Symmetry in Posture and Gait in a Child with Chronic, Incomplete Spinal Cord Injury. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10030594. [PMID: 36980152 PMCID: PMC10047088 DOI: 10.3390/children10030594] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Revised: 03/03/2023] [Accepted: 03/16/2023] [Indexed: 03/30/2023]
Abstract
Incomplete spinal cord injuries (ISCI) in pediatrics and adults can lead to asymmetric motor impairments exhibiting as asymmetries of posture and gait. Recently, rehabilitation guidelines for adults with neurologic injuries have focused on gaining a functional gait pattern as measured by speed and distance, even if asymmetry deficits persist. Activity-based restorative therapies (ABRT) take advantage of activity-dependent neuroplasticity to change an individual's neuromuscular capacity. This is a report of an ambulatory child with chronic ISCI presenting with significant postural and gait asymmetries who enrolled in an ABRT program. Across 79 ABRT sessions, the child gained symmetry during sitting, standing, and walking. Even though this child was a functional ambulator at enrollment, targeting symmetry of movements via improved neuromuscular capacity further enhanced her achievement of kinematically appropriate function for participation in daily activities.
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Affiliation(s)
- Laura Leon Machado
- Frazier Rehabilitation Institute, UofL Health, Louisville, KY 40202, USA
| | - Kathryn Lucas
- Department of Neurosurgery, University of Louisville, Louisville, KY 40202, USA
- Kentucky Spinal Cord Injury Research Center, Louisville, KY 40202, USA
- Kosair Charities Center for Pediatric NeuroRecovery, Louisville, KY 40202, USA
| | - Andrea L Behrman
- Department of Neurosurgery, University of Louisville, Louisville, KY 40202, USA
- Kentucky Spinal Cord Injury Research Center, Louisville, KY 40202, USA
- Kosair Charities Center for Pediatric NeuroRecovery, Louisville, KY 40202, USA
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Yu JJ, Ye JC. Resilience is associated with physical activity and sedentary behaviour recommendations attainment in Chinese university students. Complement Ther Clin Pract 2023; 51:101747. [PMID: 36996660 DOI: 10.1016/j.ctcp.2023.101747] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Revised: 03/11/2023] [Accepted: 03/16/2023] [Indexed: 03/19/2023]
Abstract
PURPOSE To determine the associations of resilience with physical activity (PA) and sedentary behaviour (SB) recommendations attainment among university students by considering the sex of the participants. METHODS This cross-sectional study recruited 352 Chinese university students (131 males, 20.8 ± 2.18 years). PA and SB were assessed using the International Physical Activity Questionnaire-Short Form. Resilience was measured using the Chinese version of the Connor-Davidson Resilience Scale with 25 items (CD-RISC-25). Attainment of PA and SB recommendations with different patterns was determined by referring to the global recommendations for adults. Mann-Whitney U tests and generalized linear models (GLMs) were used to determine sex differences in all outcomes and the contribution of resilience to the attainment of PA and SB recommendations, respectively. RESULTS The percentage of males who attained all patterns related to vigorous PA (VPA), moderate-to-vigorous PA (MVPA), and SB recommendations was significantly higher than that of females. Males also scored significantly higher than females in the CD-RISC-25 final score (p < .01). GLMs results showed that, after adjusting for key confounders, resilience was a significant predictor of PA recommendations attainment in terms of minimum moderate PA (MPA), minimum MVPA, and adequate MVPA (all p < .05). CONCLUSION PA (at more intense levels), SB, and resilience among university students vary by sex, with males outperforming females. Regardless of sex, resilience is an important predictor for the attainment of PA and SB recommendations. Sex-specific resilience-building interventions should be developed to foster a physically active lifestyle among this population group.
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Carl J, Barratt J, Arbour-Nicitopoulos KP, Barnett LM, Dudley DA, Holler P, Keegan R, Kwan M, Scurati R, Sum RKW, Wainwright N, Cairney J. Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT). Int J Behav Nutr Phys Act 2023; 20:21. [PMID: 36805731 PMCID: PMC9938627 DOI: 10.1186/s12966-023-01423-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Accepted: 02/07/2023] [Indexed: 02/19/2023] Open
Abstract
BACKGROUND The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/affective, social) determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions. METHODS The development process was informed by Moher et al.'s guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions) until consensus was reached. RESULTS The panel recommended that stakeholders of PL initiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-methods studies) in six different sections: title (one item), background and definition (three items), assessment (one item each for quantitative and qualitative studies), design and content (five items), evaluation (one item plus one item each for quantitative and qualitative studies), discussion and conclusion (two items). CONCLUSION The PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. The template has the potential to close gaps between theory and practice, thereby contributing to more holistic interventions for the fields of physical education, sport, and health.
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Affiliation(s)
- Johannes Carl
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Gebbertstraße 123b, 91058, Erlangen, Germany.
| | - Jaime Barratt
- School of Human Movement and Nutrition Sciences, The University of Queensland, Qld, 4072, Brisbane, Australia
| | - Kelly P Arbour-Nicitopoulos
- Faculty of Kinesiology and Physical Education, University of Toronto, 55 Harbord Street, ON, Toronto, Canada
| | - Lisa M Barnett
- Faculty of Health, Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University, 221 Burwood Hwy, Burwood, 3147, Melbourne, Australia
| | - Dean A Dudley
- School of Human Movement and Nutrition Sciences, The University of Queensland, Qld, 4072, Brisbane, Australia.,Macquarie School of Education, Macquarie University, 1 University Ave, 2109, Sydney, Australia
| | - Peter Holler
- FH JOANNEUM, Institute of Health and Tourism Management, Kaiser-Franz-Josef-Straße 24, 8344, Bad Gleichenberg, Austria
| | - Richard Keegan
- Faculty of Health Canberra, Research Institute for Sport and Exercise (UC-RISE), University of Canberra, ACT, 2617, Canberra, Australia
| | - Matthew Kwan
- Faculty of Social Sciences, Brock University, Child and Youth Studies, 1812 Sir Isaac Brock Way , ON, St. Catharines, Canada
| | - Raffaele Scurati
- Department of Biomedical Sciences for Health, University of Milan, Via Kramer 4/4A, 20129, Milano, Italy
| | - Raymond Kim-Wai Sum
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, G09, Kwok Sports Building, Hong Kong, Hong Kong SAR
| | - Nalda Wainwright
- Wales Academy for Health and Physical Literacy, University of Wales Trinity Saint David , College Road, Wales, SA31 3EP, Carmarthen, Great Britain
| | - John Cairney
- School of Human Movement and Nutrition Sciences, The University of Queensland, Qld, 4072, Brisbane, Australia
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Carl J, Barratt J, Wanner P, Töpfer C, Cairney J, Pfeifer K. The Effectiveness of Physical Literacy Interventions: A Systematic Review with Meta-Analysis. Sports Med 2022; 52:2965-2999. [PMID: 35994237 PMCID: PMC9691485 DOI: 10.1007/s40279-022-01738-4] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/20/2022] [Indexed: 02/01/2023]
Abstract
BACKGROUND The holistic concept of physical literacy assumes that individuals require adequate cognitive (knowledge and understanding), affective (motivation and confidence), and physical (physical competence) qualities to engage in lifelong physical activity behavior. In recent years, the research field has undergone rapid development and has also yielded an increasing number of interventions that aim to translate the theoretical-philosophical ideas into practical endeavors. OBJECTIVE The goal of the present pre-registered systematic review was to (a) provide a general overview of evaluation studies on physical literacy interventions and (b) to quantitatively examine the effectiveness of physical literacy interventions. METHODS Drawing on the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we searched a total of 18 databases for physical literacy interventions. Inclusion criteria were English language, publication by November 2021, and interventions using physical literacy as a theoretical underpinning or evaluation outcome. Articles that met these criteria were analyzed with respect to their basic delivery characteristics, study quality, evaluation approach, and main findings. We additionally ran meta-analyses with all non-randomized and randomized controlled trials to examine and compare the effect of these interventions on five outcome categories: (i) physical competence, (ii) motivation and confidence, (iii) knowledge and understanding, (iv) physical activity behavior, and (v) total physical literacy. Standardized mean differences (SMDs) with 95% confidence intervals (CIs) were calculated to assess the effects on the different categories. RESULTS The screening process with two independent raters yielded 48 eligible interventions reported in 51 eligible articles. Quantitative evaluations most frequently addressed physical competence (72.2%), followed by motivation and confidence (47.2%), physical activity behavior (41.7%), and knowledge and understanding (33.3%). The controlled intervention studies (n = 24) exerted significant effects on all five physical literacy categories. Despite meaningful heterogeneity across the subgroups, the strongest effects were found for physical competence (SMD 0.90; 95% CI 0.55-1.25), followed by physical literacy aggregate scores (SMD 0.61; 95% CI 0.20-1.01), knowledge and understanding (SMD 0.54; 95% CI 0.30-0.79), physical activity behavior (SMD 0.39; 95% CI 0.23-0.55), and motivation and confidence (SMD 0.30; 95% CI 0.17-0.44). CONCLUSIONS The present study empirically demonstrated the effectiveness of physical literacy interventions on several outcomes relevant for promoting physical activity and health. To better inform current practices, future studies are advised to identify those program characteristics that significantly influence the effectiveness of physical literacy interventions. CLINICAL TRIAL REGISTRATION PROSPERO CRD42020188926.
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Affiliation(s)
- Johannes Carl
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Gebbertstraße 123b, 91058 Erlangen, Germany
| | - Jaime Barratt
- School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QLD 4072 Australia
| | - Philipp Wanner
- Institute of Sports and Sports Sciences, Ruprecht Karl University of Heidelberg, Im Neuenheimer Feld 700, 69120 Heidelberg, Germany
| | - Clemens Töpfer
- Institute of Sports Science, Friedrich Schiller University Jena, Seidelstraße 20, 07749 Jena, Germany
| | - John Cairney
- School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, QLD 4072 Australia
| | - Klaus Pfeifer
- Department of Sport Science and Sport, Friedrich-Alexander University Erlangen-Nürnberg, Gebbertstraße 123b, 91058 Erlangen, Germany
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13
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Ostermeier E, Tucker P, Tobin D, Clark A, Gilliland J. Parents' perceptions of their children's physical activity during the COVID-19 pandemic. BMC Public Health 2022; 22:1459. [PMID: 35915418 PMCID: PMC9340749 DOI: 10.1186/s12889-022-13829-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Accepted: 06/17/2022] [Indexed: 11/30/2022] Open
Abstract
Background COVID-19 has drastically changed the everyday lives of children, including limiting interactions with peers, loss of regularly organized activities, and closure of schools and recreational facilities. While COVID-19 protocols are in place to reduce viral transmission, they have affected children’s access to physical activity opportunities. The purpose of this study was to understand how COVID-19 has affected children’s engagement in physical activity and to identify strategies that can support children’s return to physical activity programming in public places. Methods Parents of past participants in the Grade 5 ACT-i-Pass Program in London, Ontario, Canada were invited to participate in a semi-structured interview online (in November and December 2020) via Microsoft Teams. The script was comprised of questions about their child’s physical activity levels (before, current, and anticipated following COVID-19), lifestyle changes due to COVID-19, and what service providers can do to assist children’s return to public programming. Interviews were transcribed in Microsoft Teams, reviewed by a member of the research team, and analyzed in NVivo 12 using thematic analysis. Results Twenty-seven parents participated in an interview. Four themes and two subthemes were identified during analysis: (1) modifications to everyday life (a. activity options available and b. altered social environment), (2) safety in public spaces, (3) accessibility of activities, and (4) utilizing outdoor spaces. Conclusions COVID-19 protocols have decreased children’s physical activity levels due to the loss of their regular activities, recreational spaces, and peer support. Implementing facility and activity-specific health protocols, providing outdoor activity options, and offering a variety of activity types, times, and locations are three strategies recommended by parents to help facilitate their children’s return to public recreational places. Due to the negative consequences of physical inactivity on children’s health and well-being, service providers need to implement programming and safety protocols that support children’s engagement in physical activity throughout the remainder of, and the years following, the COVID-19 pandemic. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-022-13829-y.
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Affiliation(s)
- Emma Ostermeier
- Health and Rehabilitation Sciences, Faculty of Health Sciences, The University of Western Ontario, London, ON, Canada.,Child Health and Physical Activity Laboratory, School of Occupational Therapy, The University of Western Ontario, London, ON, Canada.,Human Environments Analysis Laboratory, Department of Geography and Environment, The University of Western Ontario, Social Science Centre, Rm 2333-1151 Richmond Street Western University, ON, N6A 3K7, London, Canada
| | - Patricia Tucker
- Child Health and Physical Activity Laboratory, School of Occupational Therapy, The University of Western Ontario, London, ON, Canada.,Human Environments Analysis Laboratory, Department of Geography and Environment, The University of Western Ontario, Social Science Centre, Rm 2333-1151 Richmond Street Western University, ON, N6A 3K7, London, Canada.,School of Occupational Therapy, Faculty of Health Sciences, The University of Western Ontario, London, ON, Canada.,Children's Health Research Institute, N6C 2V5, London, ON, Canada
| | - Danielle Tobin
- Human Environments Analysis Laboratory, Department of Geography and Environment, The University of Western Ontario, Social Science Centre, Rm 2333-1151 Richmond Street Western University, ON, N6A 3K7, London, Canada
| | - Andrew Clark
- Human Environments Analysis Laboratory, Department of Geography and Environment, The University of Western Ontario, Social Science Centre, Rm 2333-1151 Richmond Street Western University, ON, N6A 3K7, London, Canada.,Children's Health Research Institute, N6C 2V5, London, ON, Canada
| | - Jason Gilliland
- Human Environments Analysis Laboratory, Department of Geography and Environment, The University of Western Ontario, Social Science Centre, Rm 2333-1151 Richmond Street Western University, ON, N6A 3K7, London, Canada. .,Children's Health Research Institute, N6C 2V5, London, ON, Canada. .,Department of Epidemiology & Biostatistics, The University of Western Ontario, London, ON, Canada. .,Department of Paediatrics, The University of Western Ontario, London, ON, Canada. .,Department of Geography and Environment, The University of Western Ontario, London, ON, Canada. .,School of Health Studies, The University of Western Ontario, London, ON, Canada. .,Lawson Health Research Institute, London, ON, Canada.
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14
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Gani RA, Setiawan E, Gazali N, Németh Z, Achmad IZ, Septiadi F, Haryanto J. Culture of Movement Awareness through Physical Literacy Integrated in Physical Education, Physical Activity and Sport during COVID-19: Systematic Literature Review. HEALTH, SPORT, REHABILITATION 2022. [DOI: 10.34142/hsr.2022.08.04.07] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
Purpose: A culture of movement awareness through physical literacy in physical education, physical activity and sports is a core aspect that must be promoted continually during the current COVID-19 pandemic. This study aims to conduct a literature review regarding the importance of a culture of movement awareness through physical literacy in physical education, physical activity and sports.
Material and Methods: This study used a Systematic Literature Review with Preferred Reporting Item for Systematic Reviews and Meta-Analytic method. There was 4 Stages in collecting data using a database search, namely through Sage Pub, Eric, Pubmed and Sciencedirect. This study adopted 7 international journal articles indexed by Scopus Q1.
Results: The results of this study found that a culture of movement awareness through physical literacy which was integrated into physical education, physical activity and sports had a major contribution in creating active participation to lead a healthy life during the pandemic.
Conclusions: Therefore, maintaining and increasing a culture of movement awareness through physical literacy during the COVID-19 period in various settings is the key in maintaining the health status of people around the world
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15
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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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16
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Tortella P, Haga M, Lorås H, Fumagalli GF, Sigmundsson H. Effects of Free Play and Partly Structured Playground Activity on Motor Competence in Preschool Children: A Pragmatic Comparison Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19137652. [PMID: 35805311 PMCID: PMC9265359 DOI: 10.3390/ijerph19137652] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Revised: 06/05/2022] [Accepted: 06/20/2022] [Indexed: 11/16/2022]
Abstract
Both the indoor and the outdoor environments and their organization exert pronounced influence upon physical activity behavior and motor development of preschool children. The aim of this study was to explore whether partly structured activity or free play in a specific playground had different impacts on motor competence development in 4–6-year-old preschoolers. The study had a pretest–post-test design, with two intervention groups and one control. Sixty-two children were included in a partly structured activity group and forty-three children in a free-play group. Both groups participated in playground activities consisting of 10 sessions (once a week), each lasting 1 h, in a specific playground setting. For the partly structured activity group, activities in each session consisted of a combination of both structured and free activity while the free-play group were engaged in unstructured play only. The control group did not attend the playground activities (N = 36). To assess levels of motor skills, each child completed pre- and post-tests using the Movement Assessment Battery for children (MABC-2), the Test of Motor Competence (TMC) and two playground-specific tests. A 3 (study group) and X 2 (gender) ANCOVAs were conducted on post-test scores on each of the test items from TMC, MABC-II and playground tests, with pre-test scores as covariates. Post hoc pairwise multiple comparisons were conducted with the alpha Bonferroni corrected, and the partial eta-squared (η2p) was applied as a measure of effect size. The results indicate no significant differences in motor competence measured by the TMC or the MABC-2 between groups. On the contrary, a significant improvement in performance in the playground-specific tests was observed in the partly structured activity group compared to the free-play and control groups.
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Affiliation(s)
- Patrizia Tortella
- Faculty of Human and Social Sciences, University of Enna “Kore”, 94100 Enna, Italy;
- Associazione Onlus Laboratorio 0246, Via del Nascimben, 1b, 31100 Treviso, Italy;
| | - Monika Haga
- Department of Teacher Education, Section for Arts, Physical Education and Sports, Norwegian University of Science and Technology (NTNU), 7010 Trondheim, Norway;
- Correspondence:
| | - Håvard Lorås
- Department of Teacher Education, Section for Arts, Physical Education and Sports, Norwegian University of Science and Technology (NTNU), 7010 Trondheim, Norway;
| | - Guido Francesco Fumagalli
- Associazione Onlus Laboratorio 0246, Via del Nascimben, 1b, 31100 Treviso, Italy;
- Public Health and Community Medicine, Research Center on Child Motor Development, University of Verona, 37100 Verona, Italy
| | - Hermundur Sigmundsson
- Department of Psychology, Norwegian University of Science and Technology, 7010 Trondheim, Norway;
- Research Center for Education and Mindset, University of Iceland, 101 Reykjavik, Iceland
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Ke D, Suzuki K, Kishi H, Kurokawa Y, Shen S. Definition and assessment of physical literacy in children and adolescents: a literature review. THE JOURNAL OF PHYSICAL FITNESS AND SPORTS MEDICINE 2022. [DOI: 10.7600/jpfsm.11.149] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Affiliation(s)
- DanDan Ke
- Graduate School of Health and Sports Science, Juntendo University
| | - Koya Suzuki
- Graduate School of Health and Sports Science, Juntendo University
| | - Hidetada Kishi
- Graduate School of Health and Sports Science, Juntendo University
| | - Yusuke Kurokawa
- Graduate School of Health and Sports Science, Juntendo University
| | - Shaoshuai Shen
- Institute of Health and Sports Science & Medicine, Juntendo University
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18
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Physical Activity and Exercise Participation among Malaysian Children (Able-Bodied vs. Physical Disability): A Cross-Sectional Study. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9050704. [PMID: 35626881 PMCID: PMC9139938 DOI: 10.3390/children9050704] [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: 03/09/2022] [Revised: 04/22/2022] [Accepted: 05/02/2022] [Indexed: 11/17/2022]
Abstract
Globally, physical activity levels (PAL) among able-bodied and children with a form of disability remain low. This study aims to characterize PAL and identify the demographic variables affecting children from partaking exercises to promote active lifestyles. Methods: The Physical Activity Scale for Individuals with Physical Disabilities questionnaire was used for the study. A total of 140 data responses were collected online or physically via passive snowball recruitment and quantitatively analyzed. Results: Five factors were extracted from the dimensions, consisting of household chores, household maintenance, high intensity exercise training, miscellaneous activities and school-related activities. Able-bodied children were significantly (p = 0.000) more active (median = 15.05, IQR = 13.06) than children with physical disabilities (median = 3.09, IQR = 2.58). The B40 household group reported significantly (p < 0.05, MET < 5.16/week) lower participation in health-beneficial (moderate-vigorous intensity) exercises as recommended by international guidelines. Conclusion: Children with physical disabilities reported significantly lower education achievements and PAL compared to their able-bodied counterpart. The majority of Malaysian children (69.3%) surveyed did not achieve the recommended aerobic exercise prescription.
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19
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Melby PS, Elsborg P, Bentsen P, Nielsen G. Cross-sectional associations between adolescents' physical literacy, sport and exercise participation, and wellbeing. Front Public Health 2022; 10:1054482. [PMID: 36926143 PMCID: PMC10011712 DOI: 10.3389/fpubh.2022.1054482] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Accepted: 11/25/2022] [Indexed: 03/08/2023] Open
Abstract
Background Adolescence is a significant period in one's development of positive emotional and social wellbeing. Physical literacy (PL) is considered a determinant of physical health and wellbeing and is thought to be the foundation for an individual's engagement in physical activities. Yet, limited evidence exists on PL's association with adolescents' health and physical activity behavior. This study aims to (1) explore the associations between Danish adolescents' PL and their emotional and social wellbeing, (2) examine whether these associations are mediated by sport and exercise participation (SEP), and (3) consider if the associations differ across sex. Methods Cross-sectional data from a national population survey were collected in 2020. The sample consisted of 1,518 Danish adolescents aged 13-15 years. PL was assessed with the validated MyPL questionnaire. The weekly time engaged in sports and exercise was self-reported. Self-esteem, life satisfaction, body satisfaction, and loneliness were measured with items from the standardized HBSC questionnaire, and a wellbeing composite score was calculated from these four measures. We constructed structural equation models with PL and sports and exercise participation as independent variables and the five aspects of wellbeing as dependent variables. Results Positive associations were observed between PL and SEP (β = 0.33, p < 0.001) and between PL and the five aspects of wellbeing with β-values between 0.19 and 0.30 (p < 0.001). These associations were greater among girls. The association between PL and four of the five wellbeing outcomes were partly mediated by SEP with indirect effects (β) between 0.03 and 0.05. Conclusions Results from this study support the hypotheses that PL is important for children and adolescents' wellbeing and physical activity behavior.
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Affiliation(s)
- Paulina S Melby
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Frederiksberg, Denmark.,Health Promotion, Steno Diabetes Centre Copenhagen, The Capital Region of Denmark, Gentofte, Denmark.,Danish School Sports, Nyborg, Denmark
| | - Peter Elsborg
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Frederiksberg, Denmark.,Health Promotion, Steno Diabetes Centre Copenhagen, The Capital Region of Denmark, Gentofte, Denmark.,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, Frederiksberg, Denmark
| | - Glen Nielsen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Frederiksberg, Denmark
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20
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Bogdanov S, Girnyk A, Chernobrovkina V, Chernobrovkin V, Vinogradov O, Garbar K, Kovalevskaya Y, Basenko O, Ivanyuk I, Hook K, Wessells M. Developing a Culturally Relevant Measure of Resilience for War-Affected Adolescents in Eastern Ukraine. JOURNAL ON EDUCATION IN EMERGENCIES 2021; 7:311-334. [PMID: 35813349 PMCID: PMC9269487 DOI: 10.33682/wxrd-x8fq] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Psychosocial support in education that is provided during emergencies frequently aims to support children's resilience, but strong, contextual measures of resilience are in short supply in Eastern Europe. In this article, our aim is to describe the development and psychometric properties of the first measure of resilience for war-affected adolescents in Eastern Ukraine. We used qualitative methods to identify the main cultural characteristics of resiliency and then used these constructs to develop the measure. We used exploratory structural equation modeling to extract five factors that showed high internal consistency: family support (ω=0.89), optimism (ω=0.87), persistence (ω=0.87), health (ω=0.86), and social networking (ω=0.87). Confirmatory factor analysis suggested that a concise model of resiliency fit the data almost as well as the exploratory structural equation modeling model. The measure demonstrated good test-retest reliability. In this article, we also discuss the importance of development, validation, and the use of culturally relevant measures of resilience for strengthening psychosocial support programs in schools, particularly in Ukraine.
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Affiliation(s)
- Sergiy Bogdanov
- National University of Kyiv-Mohyla Academy, Center for Mental Health and Psychosocial Support
| | - Andriy Girnyk
- National University of Kyiv-Mohyla Academy, Department of Psychology and Pedagogy
| | - Vira Chernobrovkina
- National University of Kyiv-Mohyla Academy, Department of Psychology and Pedagogy
| | | | | | - Kateryna Garbar
- National University of Kyiv-Mohyla Academy, Center for Mental Health and Psychosocial Support
| | - Yuliya Kovalevskaya
- National University of Kyiv-Mohyla Academy, Center for Mental Health and Psychosocial Support
| | - Oksana Basenko
- National University of Kyiv-Mohyla Academy, Center for Mental Health and Psychosocial Support
| | - Irina Ivanyuk
- National University of Kyiv-Mohyla Academy, Center for Mental Health and Psychosocial Support
| | - Kimberly Hook
- Boston University School of Medicine, Department of Psychiatry
- Boston Medical Center, Department of Psychiatry
- Massachusetts General Hospital, Department of Psychiatry
| | - Mike Wessells
- Columbia University, Program on Forced Migration and Health
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Richard V, Holder D, Cairney J. Creativity in Motion: Examining the Creative Potential System and Enriched Movement Activities as a Way to Ignite It. Front Psychol 2021; 12:690710. [PMID: 34659006 PMCID: PMC8514639 DOI: 10.3389/fpsyg.2021.690710] [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: 04/03/2021] [Accepted: 09/09/2021] [Indexed: 11/13/2022] Open
Abstract
In a global and highly competitive world, the importance of creativity is increasing as it supports adaptability, health, and actualization. Yet, because most research focuses on what it takes to produce creative artifacts, interventions supporting growth in creative potential remains underexplored. To address this limitation, the first goal of this paper is to review the creativity science literature to identify the elements that underpin the realization of an individual’s creative potential. The summary of the literature is presented using a framework which highlights the interactions between environmental elements (i.e., cultural values, social interactions, and material world) and actors’ elements (i.e., affective attributes and states, cognitive skills, and physical expression). Using a systemic perspective, the framework illustrates ‘what’ creativity enhancement interventions should aim for, to facilitate the emergence of creative actions. Given the current lack of holistic, embodied, and interactive evidence-based interventions to nurture the creative potential elements identified, the second part of this review builds on movement sciences literature and physical literacy conceptualization to suggest that enriched movement activities are promising avenues to explore. Specifically, following non-linear pedagogy approaches, an intervention called movement improvisation is introduced. Ecological dynamics principles are used to explain how improvising with movement in a risk-friendly environment can lead to cognitive, affective, social, and cultural repertoire expansion. To interrogate this argument further, the review concludes with possible solutions to withstand research challenges and raises future study questions. Overall, combining creativity and movement sciences in this review demonstrates the potential for well-designed movement interventions to ignite creative potential for individuals and overcome the tendency to remain anchored in a state of inertia.
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Affiliation(s)
- Veronique Richard
- National Circus School, Center for Circus Arts Research, Innovation and Knowledge, Montreal, QC, Canada
| | | | - John Cairney
- School of Human Movement and Nutrition Sciences, University of Queensland, St Lucia, QLD, Australia
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22
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Essiet IA, Lander NJ, Salmon J, Duncan MJ, Eyre ELJ, Ma J, Barnett LM. A systematic review of tools designed for teacher proxy-report of children's physical literacy or constituting elements. Int J Behav Nutr Phys Act 2021; 18:131. [PMID: 34620185 PMCID: PMC8499583 DOI: 10.1186/s12966-021-01162-3] [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: 11/19/2020] [Accepted: 06/23/2021] [Indexed: 12/21/2022] Open
Abstract
Background Physical literacy (PL) in childhood is essential for a healthy active lifestyle, with teachers playing a critical role in guiding its development. Teachers can assist children to acquire the skills, confidence, and creativity required to perform diverse movements and physical activities. However, to detect and directly intervene on the aspects of children’s PL that are suboptimal, teachers require valid and reliable measures. This systematic review critically evaluates the psychometric properties of teacher proxy-report instruments for assessing one or more of the 30 elements within the four domains (physical, psychological, cognitive, social) of the Australian Physical Literacy Framework (APLF), in children aged 5–12 years. Secondary aims were to: examine alignment of each measure (and relevant items) with the APLF and provide recommendations for teachers in assessing PL. Methods Seven electronic databases (Academic Search Complete, CINAHL Complete, Education Source, Global Health, MEDLINE Complete, PsycINFO, and SPORTDiscus) were systematically searched originally in October 2019, with an updated search in April 2021. Eligible studies were peer-reviewed English language publications that sampled a population of children with mean age between 5 and 12 years and focused on developing and evaluating at least one psychometric property of a teacher proxy-report instrument for assessing one or more of the 30 APLF elements. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance was followed for the conduct and reporting of this review. The methodological quality of included studies and quality of psychometric properties of identified tools were evaluated using the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) guidance. Alignment of each measure (and relevant items) with the APLF domains and 30 elements was appraised. Results Database searches generated 61,412 citations; reduced to 41 studies that evaluated the psychometric properties of 24 teacher proxy-report tools. Six tools were classified as single domain measures (i.e. assessing a single domain of the APLF), eleven as dual-domain measures, and seven as tri-domain measures. No single tool captured all four domains and 30 elements of the APLF. Tools contained items that aligned with all physical, psychological, and social elements; however, four cognitive elements were not addressed by any measure. No tool was assessed for all nine psychometric properties outlined by COSMIN. Included studies reported a median of 3 out of nine psychometric properties. Most reported psychometric properties were construct validity (n = 32; 78% of studies), structural validity (n = 26; 63% of studies), and internal consistency (n = 25; 61% of studies). There was underreporting of content validity, cross-cultural validity, measurement error, and responsiveness. Psychometric data across tools were mostly indeterminate for construct validity, structural validity, and internal consistency. Conclusions There is limited evidence to fully support the use of a specific teacher proxy-report tool in practice. Further psychometric testing and detailed reporting of methodological aspects in future validity and reliability studies is needed. Tools have been designed to assess some elements of the framework. However, no comprehensive teacher proxy-report tool exists to assess all 30 elements of the APLF, demonstrating the need for a new tool. It is our recommendation that such tools be developed and psychometrically tested. Trial registration This systematic review was registered in the PROSPERO international prospective register of systematic reviews, with registration number CRD42019130936. Supplementary Information The online version contains supplementary material available at 10.1186/s12966-021-01162-3.
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Affiliation(s)
- Inimfon A Essiet
- School of Health and Social Development, Deakin University, Geelong, Victoria, Australia. .,Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK.
| | - Natalie J Lander
- School of Education, Deakin University, Geelong, Victoria, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Science, Deakin University, Geelong, Victoria, Australia
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Jiani Ma
- School of Health and Social Development, Deakin University, Geelong, Victoria, Australia.,Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Lisa M Barnett
- Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Geelong, Victoria, Australia
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Stuckey M, Richard V, Decker A, Aubertin P, Kriellaars D. Supporting Holistic Wellbeing for Performing Artists During the COVID-19 Pandemic and Recovery: Study Protocol. Front Psychol 2021; 12:577882. [PMID: 33613376 PMCID: PMC7889520 DOI: 10.3389/fpsyg.2021.577882] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 01/15/2021] [Indexed: 11/30/2022] Open
Abstract
The COVID-19 pandemic resulted in the abrupt closure of circus schools, venues, and companies, introducing a myriad of novel stressors. Performers and students must now attempt to maintain their technical, physical, artistic, creative, and cognitive abilities without in-person support from their coaches and must manage the isolation from their training and performing spaces. For circus artists, the transposition of the work space to a home environment is not possible, which creates novel stressors that could lead to the exacerbation and escalation of mental health issues. The purpose of this study is to develop, implement and evaluate a holistic interventional program based on the socio-ecological model of resilience and operationalized through physical literacy. This will be a prospective longitudinal study with a retrospective comparison to data from a similar student cohort pre-pandemic. Interventions were designed using a population-specific, participant-based developmental model within a knowledge translation framework. The interventional program includes group webinars, small group information sessions, and one-on-one Zoom meetings, in addition to the distribution of electronic educational materials. The interventions will holistically provide psychological, physical, social, technical, artistic, and creative supports. Resources will be deployed throughout the closure period and through recovery, as transitions to return to training after prolonged hiatus will magnify known psychological and physical difficulties. Repeated, longitudinal assessment of students will be utilized to track changes over time at key transitions in the pandemic and school year and will be compared to a pre-pandemic school year. The framework for this program will be translatable to other performing arts and high-performance contexts. The program has implications for the mental health and overall wellbeing of artists and for cultural and economic recovery of the industry.
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Affiliation(s)
- Melanie Stuckey
- Centre de recherche, d'innovation et de transfert en arts du cirque, École nationale de cirque, Montréal, QC, Canada
| | - Véronique Richard
- Centre de recherche, d'innovation et de transfert en arts du cirque, École nationale de cirque, Montréal, QC, Canada
| | - Adam Decker
- Centre de recherche, d'innovation et de transfert en arts du cirque, École nationale de cirque, Montréal, QC, Canada
| | - Patrice Aubertin
- Centre de recherche, d'innovation et de transfert en arts du cirque, École nationale de cirque, Montréal, QC, Canada
| | - Dean Kriellaars
- Centre de recherche, d'innovation et de transfert en arts du cirque, École nationale de cirque, Montréal, QC, Canada.,College of Rehabilitation Sciences, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
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Measuring resilience in children: a review of recent literature and recommendations for future research. Curr Opin Psychiatry 2021; 34:10-21. [PMID: 33105167 DOI: 10.1097/yco.0000000000000663] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
PURPOSE OF REVIEW Understanding variability in developmental outcomes following exposure to early life adversity (ELA) has been an area of increasing interest in psychiatry, as resilient outcomes are just as prevalent as negative ones. However, resilient individuals are understudied in most cohorts and even when studied, resilience is typically defined as an absence of psychopathology. This review examines current approaches to resilience and proposes more comprehensive and objective ways of defining resilience. RECENT FINDINGS Of the 36 studies reviewed, the most commonly used measure was the Strengths and Difficulties Questionnaire (n = 6), followed by the Child Behavior Checklist (n = 5), the Resilience Scale for Chinese Adolescents (n = 5), the Rosenberg Self-Esteem Scale (n = 4), and the Child and Youth Resilience Scale (n = 3). SUMMARY This review reveals that studies tend to rely on self-report methods to capture resilience which poses some challenges. We propose a complementary measure of child resilience that relies on more proactive behavioral and observational indicators; some of our preliminary findings are presented. Additionally, concerns about the way ELA is characterized as well as the influence of genetics on resilient outcomes prompts further considerations about how to proceed with resiliency research.
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Ma R, Liu T, Raymond Sum KW, Gao T, Li M, Choi SM, Huang Y, Xiang W. Relationship Among Physical Literacy, Mental Health, and Resilience in College Students. Front Psychiatry 2021; 12:767804. [PMID: 34966305 PMCID: PMC8710533 DOI: 10.3389/fpsyt.2021.767804] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 11/15/2021] [Indexed: 12/24/2022] Open
Abstract
Objectives: The objective of the study is to examine the relationship among physical literacy, mental health, and resilience in college students. Methods: The study is a cross-sectional study. Participants (N = 5,265; 46.6% males) completed perceived physical literacy instruments, mental health continuum short forms, and the 12-item child and youth resilience measures. Mediation models were applied to explore the association among three concepts. Results: Physical literacy, resilience, and mental health were significantly linked with each other. In the mediation model, the direct effect of physical literacy on mental health was 0.49. The indirect effect of physical literacy on mental health through the mediation of resilience was 0.97. The mediating effect of resilience accounts for 66.30% of the total effect, indicating the partial mediating effect of resilience in the relationship between physical literacy and mental health. In more detailed models, resilience was found to mediate the relationship between physical literacy and social and psychological wellbeing, accounting for 61.02% and 56.92% of the total effect, respectively. In addition, resilience acted as full mediator in the relationship between physical literacy and emotional wellbeing (>100%). These findings suggest that physical literacy increases mental health by improving resilience. Conclusions: This is the first time to connect physical literacy with mind factors. The mediating effect of resilience on the relationship between physical literacy and mental health was found. Our findings support the development of physical literacy in universities as part of a holistic approach to supporting the wellbeing and mental health of undergraduates. This study provides a new perspective for the development of large-scale interventions in the health of body and mind in college students.
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Affiliation(s)
- Ruisi Ma
- School of Physical Education, Jinan University, Guangzhou, China.,Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Ting Liu
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Kim Wai Raymond Sum
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Tianyu Gao
- School of Physical Education, Jinan University, Guangzhou, China
| | - Minghui Li
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Siu Ming Choi
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Yan Huang
- Department of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Wenyi Xiang
- School of Physical Education, Jinan University, Guangzhou, China
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Jefferies P, Bremer E, Kozera T, Cairney J, Kriellaars D. Psychometric properties and construct validity of PLAYself: a self-reported measure of physical literacy for children and youth. Appl Physiol Nutr Metab 2020; 46:579-588. [PMID: 33315524 DOI: 10.1139/apnm-2020-0410] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
PLAYself is a tool designed for self-description of physical literacy in children and youth. We examined the tool using both the Rasch model and Classical Test Theory to explore its psychometric properties. A random selection of 300 children aged 8-14 years (47.3% female) from a dataset of 8513 Canadian children were involved in the Rasch analysis. The 3 subscales of the measure demonstrated good fit to the Rasch model, satisfying requirements of unidimensionality, having good fit statistics (item and person fit residuals = -0.17-1.47) and internal reliability (Person Separation Index = 0.70-0.82), and a lack of item bias and problematic local dependency. In a separate comparable sample, 297 children also aged 8-14 years (53.9% female) completed the PLAYfun, Physical Self-Description Questionnaire (PSDQ), Physical Activities Measure-Revised (MPAM-R), a physical activity inventory (PLAYinventory), and repeated the PLAYself 7 days later. The tests with this sample confirmed test-retest reliability (intraclass correlation coefficient = 0.81-0.84), and convergent and construct validity consistent with contemporary physical literacy definitions. Overall, the PLAYself demonstrated robust psychometric properties, and is recommended for researchers and practitioners who are interested in assessing self-reported physical literacy. Novelty: The PLAYself is a self-reported measure of physical literacy This study validates the measure using the Rasch model and classical test theory The PLAYself was found to have strong psychometric properties.
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Affiliation(s)
- Philip Jefferies
- Resilience Research Centre, Faculty of Health, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Emily Bremer
- Faculty of Kinesiology & Physical Education, University of Toronto, Ontario, Canada
| | - Tanya Kozera
- Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada.,The Wellness Institute, Seven Oaks General Hospital, Winnipeg, Manitoba, Canada
| | - John Cairney
- School of Human Movement and Nutrition Sciences, University of Queensland, Brisbane, QLD, Australia
| | - Dean Kriellaars
- Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada
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Association between Physical Literacy and Physical Activity: A Multilevel Analysis Study among Chinese Undergraduates. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17217874. [PMID: 33121068 PMCID: PMC7663683 DOI: 10.3390/ijerph17217874] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/28/2020] [Revised: 10/21/2020] [Accepted: 10/24/2020] [Indexed: 12/25/2022]
Abstract
AIM To examine the association between the perceived physical literacy (PL) and physical activity (PA) levels among Chinese undergraduates. METHODS Simplified Chinese version of the Perceived Physical Literacy Instrument and the International Physical Activity Questionnaire were used to measure 536 students' perceived PL and PA levels. Pearson's product-moment correlation and multiple linear regression were then used to examine the relationship between the perceived PL and PA levels. Additionally, standard regression analysis was conducted to test for the effects at different demographics. RESULTS The correlation between perceived PL and PA level was low but significant (r = 0.350, p < 0.01). The multiple linear regression equation was significant (F = 25.228, p < 0.01, ΔR2 = 0.120). Metabolic equivalent values were used to predict PA levels of participants, which were -3818.582 + 272.535 (motivation) + 249.848 (confidence and physical competence) + 149.899 (interaction with the environment). The association of factors such as socio-economic status (SES) (p = 0.092) and grade point average (GPA) (r = 0.119, p = 0.022) were examined using Pearson's product-moment correlation. Gender (p < 0.01) and body mass index (BMI) (p < 0.01) were also explored for their differences. CONCLUSIONS Perceived PL and PA levels were significantly related. The association between PL and GPA was identical. GPA and BMI showed significant difference between each group. The study offers a path to explore the concept of PL and how it can affect the PA of Chinese undergraduates. Furthermore, on the basis of this study, more research could develop practical interventions for Chinese undergraduates to enhance their PL and engagement in a lifetime of PA.
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Cornish K, Fox G, Fyfe T, Koopmans E, Pousette A, Pelletier CA. Understanding physical literacy in the context of health: a rapid scoping review. BMC Public Health 2020; 20:1569. [PMID: 33076887 PMCID: PMC7570403 DOI: 10.1186/s12889-020-09583-8] [Citation(s) in RCA: 58] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023] Open
Abstract
BACKGROUND Physical literacy is a multidimensional concept that describes a holistic foundation for physical activity engagement. Understanding the utilization and effectiveness of physical literacy in the context of health and the health care setting will support clinical and population health programming. The purpose of this rapid scoping review was to: 1) map the conceptualization of physical literacy as it relates to health; 2) identify and describe the utilization of physical literacy in the context of health and engagement of health care providers; and 3) better understand the relationship between physical literacy, physical activity, and health. METHODS Following established scoping review methods adapted for a rapid review approach, we searched electronic databases Medline OVID, CINAHL Ebsco, PsycInfo Ebsco, Web of Science ISI, and ERIC Ebsco from conception until September 2019. Tabulation coding was used to identify the key themes across included articles and synthesize findings. The review follows an integrated knowledge translation approach based on a partnership between the health system, community organizations, and researchers. RESULTS Following removal of duplicates, our search identified 475 articles for title and abstract screening. After full text review, 17 articles were included (12 original research papers and five conceptual or review papers). There was near consensus among included papers with 16 of 17 using the Whiteheadian definition of physical literacy. There was limited involvement of health care providers in the concept of physical literacy. Physical literacy was connected to the following health indicators: BMI and body weight, waist circumference, cardiorespiratory fitness, physical activity, and sedentary behaviour. The primary demographic focus of included studies was children and there was a conceptual focus on the physical domain of physical literacy. CONCLUSIONS Despite growing popularity, the empirical evidence base linking physical literacy and health outcomes is limited and the relationship remains theoretical. Physical literacy may present a novel and holistic framework for health-enhancing physical activity interventions that consider factors vital to sustained participation in physical activity across the life course. Future work should continue to explore the nature and direction of the relationship between physical activity and physical literacy to identify appropriate focused approaches for health promotion.
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Affiliation(s)
- Katie Cornish
- Health Research Institute, University of Northern British Columbia, Prince George, British Columbia, Canada
| | - Gloria Fox
- Population and Preventive Public Health, Northern Health, Prince George, British Columbia, Canada
| | - Trina Fyfe
- Northern Medical Program, University of Northern British Columbia, Prince George, British Columbia, Canada
| | - Erica Koopmans
- Health Research Institute, University of Northern British Columbia, Prince George, British Columbia, Canada
| | - Anne Pousette
- Promotion of Wellness in Northern British Columbia (WINBC), Clinical Faculty, Northern Medical Program, University of British Columbia, Medical Staff, University Hospital of Northern British Columbia, Northern Health, Prince George, British Columbia, Canada
| | - Chelsea A Pelletier
- School of Health Sciences, University of Northern British Columbia 3333 University Way, Prince George, British Columbia V2N 4Z9, Canada.
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Shahidi SH, Stewart Williams J, Hassani F. Physical activity during COVID-19 quarantine. Acta Paediatr 2020; 109:2147-2148. [PMID: 32557827 PMCID: PMC7323361 DOI: 10.1111/apa.15420] [Citation(s) in RCA: 55] [Impact Index Per Article: 13.8] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/19/2020] [Revised: 06/08/2020] [Accepted: 06/11/2020] [Indexed: 11/27/2022]
Affiliation(s)
- Seyed H. Shahidi
- Department of Community Medicine and Rehabilitation Section of Sports Medicine Umeå University Umeå Sweden
- Department of Education Faculty of Social Science Umeå University Umeå Sweden
| | - Jennifer Stewart Williams
- Department of Epidemiology and Global Health Faculty of Medicine Umeå University Umeå Sweden
- Research Centre for Generational Health and Ageing Faculty of Health University of Newcastle Callaghan NSW Australia
| | - Fahimeh Hassani
- Department of Education Faculty of Social Science Umeå University Umeå Sweden
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Li Y, Xia X, Meng F, Zhang C. Association Between Physical Fitness and Anxiety in Children: A Moderated Mediation Model of Agility and Resilience. Front Public Health 2020; 8:468. [PMID: 32984252 PMCID: PMC7492542 DOI: 10.3389/fpubh.2020.00468] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2020] [Accepted: 07/24/2020] [Indexed: 12/19/2022] Open
Abstract
Background: Anxiety is one of the most prevalent mental health problems in children. Although physical fitness as a predictor of mental health, the mechanisms underlying any association between physical fitness and anxiety in children have been understudied. Thus, the aim of the present study was to determine whether an association exists between physical fitness and anxiety and to explore the roles of agility and resilience in such an association. Methods: This cross-sectional study investigated 269 children aged 7 to 12 years from three public primary schools in Shanghai (China). Physical fitness and agility were objectively measured, and resilience and anxiety were assessed using self-reported questionnaires. The moderated mediation model was examined using the SPSS PROCESS macro, in which the moderator variable was agility, and the mediator variable was resilience. Results: Physical fitness was inversely associated with anxiety. Resilience partially and indirectly mediated this association, and agility moderated the association between physical fitness and resilience. Physical fitness had a greater impact on resilience in children with higher agility levels. Conclusions: Agility moderated the mediation of resilience on the indirect, inverse association between physical fitness and anxiety; thus, incorporating methods to develop agility and resilience may lead to better outcomes for physical fitness programs designed to prevent or alleviate anxiety in children.
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Affiliation(s)
- Yansong Li
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Xue Xia
- School of Psychology, Shanghai University of Sport, Shanghai, China
| | - Fanying Meng
- Institute of Physical Education, Huzhou University, Huzhou, China
| | - Chunhua Zhang
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
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Familial Factors Associating with Youth Physical Activity Using a National Sample. CHILDREN-BASEL 2020; 7:children7070079. [PMID: 32679711 PMCID: PMC7401881 DOI: 10.3390/children7070079] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Revised: 06/25/2020] [Accepted: 07/10/2020] [Indexed: 11/17/2022]
Abstract
The purpose of this study was to examine the associations of familial and child-related factors with reported child physical activity using a representative sample of US children and adolescents. Data were analyzed from the combined 2017–2018 National Survey of Children’s Health. Household addresses were randomly selected within each US state. One parent within each household answered health and wellness questions pertaining to one randomly selected child (n = 37,392; 48.8% female; 6–17 years old). Weighted logistic regression models examined the independent and joint associations between family-level and child-level factors with a child meeting the 60 min of physical activity per day guideline. After controlling for confounders, higher levels of family resilience (odds ratio (OR) = 2.17; 95% confidence interval (CI): 1.35–3.49, p = 0.001), high event attendance (OR = 1.65; 95%CI: 1.18–2.31, p = 0.004), and high family income (OR = 1.84, 95%CI: 1.34–2.52, p < 0.001) significantly associated with higher odds of a child meeting the 60 min of physical activity per day guideline. Family generational status and adult education significantly modified the association between family resilience and child physical activity. Programs that develop family resilience and encourage parental attendance for their child’s events or activities may positively influence a child’s physical activity behaviors. Expanded or enhanced programming may be needed for lower income families.
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Vašíčková J, Cuberek R, Pernicová H. Reliability of Czech version of Questionnaire towards self-perception of physical literacy in undergraduate students. TĚLESNÁ KULTURA 2020. [DOI: 10.5507/tk.2020.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Bremer E, Graham JD, Cairney J. Outcomes and Feasibility of a 12-Week Physical Literacy Intervention for Children in an Afterschool Program. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17093129. [PMID: 32365870 PMCID: PMC7246927 DOI: 10.3390/ijerph17093129] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 04/25/2020] [Accepted: 04/26/2020] [Indexed: 12/21/2022]
Abstract
Children (N = 90) from eight afterschool programs (n = 4 experimental sites with 47 children; n = 4 control sites with 43 children), along with the program leaders (N = 7) from the experimental sites, participated in a 12-week physical literacy intervention. Children were assessed on their physical literacy (movement competence, affect, confidence, and motivation) pre- and post-intervention using a suite of assessment tools that included the PLAYfun assessment of movement competence and a comprehensive child questionnaire. Experimental participants engaged in a daily physical literacy intervention at their afterschool program; controls engaged in their usual afterschool programming. Experimental group program leaders were assessed on their cognitions pre- and post-training and post-intervention, alongside questions regarding program acceptability and feasibility. Program leaders’ perceived knowledge and self-efficacy to implement the physical literacy program increased (p < 0.05) from pre- to post-training and these effects were maintained at post-intervention. No group differences were observed in the change of children’s motor competence, self-efficacy, or motivation from baseline to post-intervention. However, significant increases in affect were observed among participants in the experimental group (p < 0.05). Program leaders said they would recommend the program to future leaders. However, they reported challenges with implementation due to equipment availability and behavioral challenges. Results suggest a comprehensive physical literacy program during the afterschool period can be feasible to implement and can lead to improvements in the affective domain of children’s physical literacy. Further research on childhood physical literacy interventions is warranted.
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Affiliation(s)
- Emily Bremer
- Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, M5S 2W6, Canada
- INfant and Child Health (INCH) Lab, Department of Family Medicine, McMaster University, Hamilton, ON L8P 1H6, Canada;
- Correspondence:
| | - Jeffrey D. Graham
- INfant and Child Health (INCH) Lab, Department of Family Medicine, McMaster University, Hamilton, ON L8P 1H6, Canada;
| | - John Cairney
- School of Human Movement and Nutrition Sciences, University of Queensland, St Lucia 4072, Australia;
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