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Maia J, Santos C, Pereira S, Hedeker D, Barreira TV, Garganta R, Farias C, Garbeloto F, Tani G, Cruz H, Chaput JP, Stodden DF, Katzmarzyk PT. A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the REACT project. Am J Hum Biol 2024; 36:e24080. [PMID: 38562064 DOI: 10.1002/ajhb.24080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Revised: 03/20/2024] [Accepted: 03/24/2024] [Indexed: 04/04/2024] Open
Abstract
OBJECTIVE The aim was to (1) estimate the relationship between physical fitness (PF) and object control fundamental movement skills (FMS), (2) identify child characteristics that relate with PF and FMS, and (3) examine associations between the school environment, PF, and FMS. METHODS The sample included 1014 Portuguese children aged 6-10 years from the REACT project. PF was assessed via running speed, shuttle run, standing long jump, handgrip, and the PACER test. Object control FMS were assessed with stationary dribble, kick, catch, overhand throw, and underhand roll. Test performances were transformed into z-scores, and their sum was expressed as overall PF and FMS. Child-level variables included body mass index (BMI) z-scores, accelerometer-measured sedentary time and moderate-to-vigorous physical activity, and socioeconomic status (SES). School size, physical education classes, practice areas, and equipment were also assessed. RESULTS Approximately, 90% of the variance in object control PF and FMS was at the child level, and 10% at the school level. The correlation between PF and object control FMS was .62, which declined to .43 with the inclusion of covariates. Older, more active, and higher SES children had higher object control PF and FMS, and boys outperformed girls. BMI was negatively associated with PF but not with object control FMS. Sedentary time and number of physical education classes were not significant predictors. Most school predictors did not jointly associate with PF and object control FMS. CONCLUSION PF and object control FMS z-scores were moderately related. Not all child characteristics were associated with both PF and object control FMS, and their effect sizes were different. School characteristics only explained 10% of the total variation in PF and object control FMS.
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Affiliation(s)
- José Maia
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
| | - Carla Santos
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
- Research Center in Sport, Physical Education, and Exercise and Health (CIDEFES), Faculty of Physical Education and Sports, Lusófona University, Lisboa, Portugal
| | - Sara Pereira
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
- Research Center in Sport, Physical Education, and Exercise and Health (CIDEFES), Faculty of Physical Education and Sports, Lusófona University, Lisboa, Portugal
| | - Donald Hedeker
- Department of Public Health Sciences, University of Chicago, Chicago, Illinois, USA
| | - Tiago V Barreira
- Department of Exercise Science, Syracuse University, Syracuse, New York, USA
| | - Rui Garganta
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
| | - Cláudio Farias
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
| | - Fernando Garbeloto
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
- Motor Behavior Laboratory, School of Physical Education and Sports, University of São Paulo, São Paulo, Brazil
| | - Go Tani
- Motor Behavior Laboratory, School of Physical Education and Sports, University of São Paulo, São Paulo, Brazil
| | - Hugo Cruz
- Matosinhos City-Hall, Division of Innovation, Education and Pedagogy, Matosinhos, Portugal
| | - Jean-Philippe Chaput
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada
| | - David F Stodden
- Department of Educational and Developmental Sciences, University of South Carolina, Columbia, South Carolina, USA
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Moon J, Webster CA, Stodden DF, Brian A, Mulvey KL, Beets M, Egan CA, McIntosh LIF, Merica CB, Russ L. Systematic review and meta-analysis of physical activity interventions to increase elementary children's motor competence: a comprehensive school physical activity program perspective. BMC Public Health 2024; 24:826. [PMID: 38491432 PMCID: PMC10943790 DOI: 10.1186/s12889-024-18145-1] [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: 08/23/2023] [Accepted: 02/18/2024] [Indexed: 03/18/2024] Open
Abstract
BACKGROUND Regular participation in physical activity (PA) benefits children's health and well-being and protects against the development of unhealthy body weight. A key factor in children's PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children's MC development and understand the potential avenues for supporting children's MC. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on the MC of elementary school children (aged 5-12 years) from a CSPAP perspective. METHODS This study was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. We searched seven electronic databases (PubMed/Medline, Embase, ERIC, SPORTDiscus, CINAHL, Web of Science, and PsycINFO) for articles on 29 November 2021. The CSPAP framework was used to categorize the different intervention approaches. This review was registered with PROSPERO (CRD42020179866). RESULTS Twenty-seven studies were included in the review, and twenty-six studies were included in the meta-analysis. A wide range of PA intervention approaches (e.g., single component or multicomponent) within the context of the CSPAP framework appear to be promising pathways in enhancing children's MC. The results of the aggregate meta-analysis presented that effect sizes for the development of MC from pre-and post- intervention ranged from moderate to large (Hedges' g = 0.41-0.79). The analysis revealed that the predicted moderators, including study length, delivery agent, and study design, did not result in statistically significant moderate variations in MC outcomes. There was, however, considerable heterogeneity in study design, instruments, and study context, and studies were implemented in over 11 countries across diverse settings. CONCLUSIONS This study uniquely contributes to the literature through its primary focus on the effectiveness of PA interventions on elementary children's MC. This review emphasizes the importance of customizing CSPAP to fit the specific characteristics of each school setting, including its environmental, demographic, and resource attributes. The effectiveness of CSPAP, particularly its physical education (PE) component, is significantly enhanced when these programs are adapted to address the unique needs of each school. This adaptation can be effectively achieved through targeted professional teacher training, ensuring that PE programs are not only contextually relevant but also optimized for maximum impact in diverse educational environments. Researchers and practitioners should pursue how to effectively translate the evidence into practice to better conceptualize CSPAPs designed for children's MC development.
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Affiliation(s)
- Jongho Moon
- Department of Human Performance and Health Education, Western Michigan University, Kalamazoo, MI, USA.
| | - Collin A Webster
- Department of Kinesiology, Texas A&M University - Corpus Christi, Corpus Christi, TX, USA
| | - David F Stodden
- Department of Educational and Developmental Science, University of South Carolina, Columbia, SC, USA
| | - Ali Brian
- Department of Educational and Developmental Science, University of South Carolina, Columbia, SC, USA
| | - Kelly Lynn Mulvey
- Department of Psychology, North Carolina State University, Raleigh, NC, USA
| | - Michael Beets
- Department of Exercise Science in Arnold School of Public Health, University of South Carolina, Columbia, SC, USA
| | - Cate A Egan
- College of Education, Health and Human Sciences Movement Sciences, University of Idaho, Moscow, ID, USA
| | - Lori Irene Flick McIntosh
- College of Education, Department of Physical Education and Exercise Science, Lander University, Greenwood, SC, USA
| | - Christopher B Merica
- College of Health and Human Sciences, University of North Carolina-Wilmington, Wilmington, NC, USA
| | - Laura Russ
- Indepedent Researcher, Unaffiliated, Wilmington, USA
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Koolwijk P, de Jonge E, Mombarg R, Remmers T, Van Kann D, van Aart I, Savelsbergh G, de Vries S. Changes in Motor Competence of 4-8-Year-Old Children: A Longitudinal Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:190. [PMID: 38397681 PMCID: PMC10887773 DOI: 10.3390/ijerph21020190] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2023] [Revised: 02/03/2024] [Accepted: 02/06/2024] [Indexed: 02/25/2024]
Abstract
OBJECTIVES The development of children's motor competence (MC) from early to middle childhood can follow different courses. The purpose of this longitudinal study was to describe and quantify the prevalence of patterns of MC development from early to middle childhood and to identify undesirable patterns. DESIGN The study used a longitudinal design. Data were collected in three consecutive years, between February 2020 (T0) and May 2022 (T2). METHODS A total of 1128 typically developing Dutch children (50.2% male) between 4 and 6 years old at baseline (M = 5.35 ± 0.69 years) participated in this study. MC was measured with the Athletic Skills Track and converted into Motor Quotient (MQ) scores. To convert all individual MQ scores into meaningful patterns of MC development, changes in MQ categories were analyzed between the different timepoints. RESULTS A total of 11 different developmental patterns were found. When grouping the different patterns, five undesirable patterns were found with 18.2% of the children, showing an undesirable pattern of MC development between T0 and T2. The patterns of motor development of the other children showed a normal or fluctuating course. CONCLUSIONS There is a lot of variation in MC in early and middle childhood. A substantial percentage of young children showed undesirable MC developmental patterns emphasizing the need for early and targeted interventions.
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Affiliation(s)
- Pim Koolwijk
- Research Group Healthy Lifestyle in a Supporting Environment, The Hague University of Applied Sciences, 2501 EH The Hague, The Netherlands; (E.d.J.); (S.d.V.)
| | - Ester de Jonge
- Research Group Healthy Lifestyle in a Supporting Environment, The Hague University of Applied Sciences, 2501 EH The Hague, The Netherlands; (E.d.J.); (S.d.V.)
| | - Remo Mombarg
- Institute of Sport Studies, Hanze University of Applied Sciences, 9747 AS Groningen, The Netherlands; (R.M.); (I.v.A.)
| | - Teun Remmers
- School of Sport Studies, Fontys University of Applied Sciences, 5644 HZ Eindhoven, The Netherlands; (T.R.); (D.V.K.)
| | - Dave Van Kann
- School of Sport Studies, Fontys University of Applied Sciences, 5644 HZ Eindhoven, The Netherlands; (T.R.); (D.V.K.)
| | - Ingrid van Aart
- Institute of Sport Studies, Hanze University of Applied Sciences, 9747 AS Groningen, The Netherlands; (R.M.); (I.v.A.)
| | - Geert Savelsbergh
- Department of Behavioural and Human Movement Sciences, Section Motor Learning & Performance, Vrije Universiteit (VU) Amsterdam, 1081 HV Amsterdam, The Netherlands;
| | - Sanne de Vries
- Research Group Healthy Lifestyle in a Supporting Environment, The Hague University of Applied Sciences, 2501 EH The Hague, The Netherlands; (E.d.J.); (S.d.V.)
- Department of Public Health and Primary Care, Health Campus the Hague, Leiden University Medical Centre, 2511 DP The Hague, The Netherlands
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Lorås H, Haga M, Hagen RV, Bjerke Ø, Timler A, Sando OJ. Psychometric properties of the Adolescent Motor Competence Questionnaire for Norwegian adolescents. Front Psychol 2024; 15:1296923. [PMID: 38328374 PMCID: PMC10848321 DOI: 10.3389/fpsyg.2024.1296923] [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: 09/19/2023] [Accepted: 01/10/2024] [Indexed: 02/09/2024] Open
Abstract
The objective of this study was to examine the psychometric properties of the Adolescent Motor Competence Questionnaire (AMCQ) for Norwegian adolescents. To this end, a sample of 349 Norwegian-speaking adolescents (13-16 years old) were recruited and completed the AMCQ. Initial results showed that confirmatory factor analysis (CFA) did not indicate statistical support for previous statistical models reported in the literature. Further analysis indicated factorial validity for a novel three-factor model identified through exploratory factor analysis, encompassing measures of fine motor skill (α = 0.65), gross motor skill (α = 0.74), and activities of daily living (ADL; α = 0.79) with acceptable internal consistency coefficients. Subsequent analysis indicated indices of measurement invariance in the study sample, as males rated their competence higher compared to females in 19 of the 27 items, and better model fit was obtained for the female adolescents. Strong invariance was tenable, and no factor mean differences were found across older and younger adolescents or across BMI scores. Overall results thus suggested that the AMCQ has acceptable psychometric properties and can be confidently used in further work with perceived motor competence in Norwegian 13-16 years-old adolescents.
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Affiliation(s)
- Håvard Lorås
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU, Trondheim, Norway
| | - Monika Haga
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU, Trondheim, Norway
| | - Ruben Vist Hagen
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU, Trondheim, Norway
| | - Øyvind Bjerke
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU, Trondheim, Norway
| | - Amanda Timler
- School of Health Sciences and Physiotherapy, Faculty of Medicine, Nursing, Midwifery and Health Sciences, The University of Notre Dame, Fremantle, WA, Australia
| | - Ole Johan Sando
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
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Huhtiniemi M, Sääkslahti A, Tolvanen A, Lubans DR, Jaakkola T. A scalable school-based intervention to increase early adolescents' motor competence and health-related fitness. Scand J Med Sci Sports 2023; 33:2046-2057. [PMID: 37231614 PMCID: PMC10946856 DOI: 10.1111/sms.14410] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2023] [Revised: 04/28/2023] [Accepted: 05/16/2023] [Indexed: 05/27/2023]
Abstract
Schools are key settings for the promotion of students' physical activity, fitness, and motor competence. The purpose of our study was to investigate the efficacy of a 5-month-long intervention program that aimed to increase students' motor competence and health-related fitness during school days. We conducted a quasi-experimental study with 325 Finnish Grade 5 (Mage = 11.26, SD = 0.33) students from five schools. Two schools were allocated to the intervention group and three schools to the control group. The intervention consisted of three components: (a) weekly 20 min session during regular PE lessons, (b) weekly 20 min session during recess, and (c) daily 5-minute-long classroom activity breaks. All activities were designed to systematically develop different elements of motor competence and fitness. The following assessments were conducted at baseline and 5-months: cardiorespiratory fitness levels were measured by 20-meter shuttle run test, muscular fitness by curl-up and push-up tests, and motor competence by 5-leaps and throwing-catching combination tests. We analyzed the data using a multi-group latent change score modeling. Results showed that students in the intervention group developed significantly better in 20-meter shuttle run test (β = 0.269, p = 0.000, 95% CI [0.141, 0.397]; +5.0 laps), push-up (β = 0.442, p = 0.000, 95% CI [0.267, 0.617]; +6.5 repetitions), curl-up (β = 0.353, p = 0.001, 95% CI [0.154, 0.552]; +7.8 repetitions), and throwing-catching combination tests (β = 0.195, p = 0.019, 95% CI [0.033, 0.356]; +1.1 repetitions) than students in the control group. The intervention program appeared to be feasible and effective in increasing students' cardiorespiratory fitness, muscular fitness, and object control skills. This indicates that guided school-based physical activity programs can be influential in promoting physical fitness and motor competence among early adolescent students.
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Affiliation(s)
- Mikko Huhtiniemi
- Faculty of Sport and Health SciencesUniversity of JyväskyläJyväskyläFinland
| | - Arja Sääkslahti
- Faculty of Sport and Health SciencesUniversity of JyväskyläJyväskyläFinland
| | - Asko Tolvanen
- Faculty of Education and PsychologyUniversity of JyväskyläJyväskyläFinland
| | - David R. Lubans
- Faculty of Sport and Health SciencesUniversity of JyväskyläJyväskyläFinland
- Centre for Active Living and Learning, School of EducationThe University of NewcastleCallaghanNew South WalesAustralia
| | - Timo Jaakkola
- Faculty of Sport and Health SciencesUniversity of JyväskyläJyväskyläFinland
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den Uil AR, van Doorn H, Schweitzer M, Janssen M, Scholte RHJ, Busch V. The effects of the COVID-19 lockdowns on motor skill development of 6- and 7-year old children in the Netherlands: a longitudinal study. BMC Public Health 2023; 23:1871. [PMID: 37759169 PMCID: PMC10523696 DOI: 10.1186/s12889-023-16733-1] [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: 05/04/2023] [Accepted: 09/11/2023] [Indexed: 09/29/2023] Open
Abstract
BACKGROUND The closing of schools and sports clubs during the COVID-19 lockdown raised questions about the possible impact on children's motor skill development. Therefore, we compared motor skill development over a one-year period among four different cohorts of primary school children of which two experienced no lockdowns during the study period (control cohorts) and two cohorts experienced one or two lockdowns during the study period (lockdown cohorts). METHODS A total of 992 children from 9 primary schools in Amsterdam (the Netherlands) participated in this study (age 5 - 7; 47.5% boys, 52.5% girls). Their motor skill competence was assessed twice, first in grade 3 (T1) and thereafter in grade 4 (T2). Children in control group 1 and lockdown group 1 were assessed a third time after two years (T3). Motor skill competence was assessed using the 4-Skills Test, which includes 4 components of motor skill: jumping force (locomotion), jumping coordination (coordination), bouncing ball (object control) and standing still (stability). Mixed factorial ANOVA's were used to analyse our data. RESULTS No significant differences in motor skill development over the study period between the lockdown groups and control groups (p > 0.05) were found, but a difference was found between the two lockdown groups: lockdown group 2 developed significantly better than lockdown group 1 (p = 0.008). While socioeconomic status was an effect modifier, sex and motor ability did not modify the effects of the lockdowns. CONCLUSIONS The COVID-19 lockdowns in the Netherlands did not negatively affect motor skill development of young children in our study. Due to the complexity of the factors related to the pandemic lockdowns and the dynamic systems involved in motor skill development of children, caution must be taken with drawing general conclusions. Therefore, children's motor skill development should be closely monitored in the upcoming years and attention should be paid to individual differences.
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Affiliation(s)
- Anne R den Uil
- Centre of Expertise Urban Vitality, Faculty of Sports and Nutrition, Amsterdam University of Applied Sciences, Dr. Meurerlaan 8, Amsterdam, SM, 1067, The Netherlands.
- Behavioural Science Institute, Radboud University Nijmegen, Houtlaan 4, Nijmegen, XZ, 6525, The Netherlands.
| | - Hemke van Doorn
- Centre of Expertise Urban Vitality, Faculty of Sports and Nutrition, Amsterdam University of Applied Sciences, Dr. Meurerlaan 8, Amsterdam, SM, 1067, The Netherlands
| | - Mandy Schweitzer
- Centre of Expertise Urban Vitality, Faculty of Sports and Nutrition, Amsterdam University of Applied Sciences, Dr. Meurerlaan 8, Amsterdam, SM, 1067, The Netherlands
| | - Mirka Janssen
- Centre of Expertise Urban Vitality, Faculty of Sports and Nutrition, Amsterdam University of Applied Sciences, Dr. Meurerlaan 8, Amsterdam, SM, 1067, The Netherlands
| | - Ron H J Scholte
- Behavioural Science Institute, Radboud University Nijmegen, Houtlaan 4, Nijmegen, XZ, 6525, The Netherlands
| | - Vincent Busch
- Sarphati Amsterdam, Public Health Service (GGD), City of Amsterdam, Nieuwe Achtergracht 100, Amsterdam, WT, 1018, the Netherlands
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Gallè F, Valerio G, Muscariello E, Daniele O, Di Mauro V, Forte S, Mastantuono T, Ricchiuti R, Liguori G, Pecoraro P. Can a Multidisciplinary Weight Loss Treatment Improve Motor Performance in Children with Obesity? Results from an Observational Study. Healthcare (Basel) 2023; 11:healthcare11060899. [PMID: 36981556 PMCID: PMC10048705 DOI: 10.3390/healthcare11060899] [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: 02/24/2023] [Revised: 03/13/2023] [Accepted: 03/20/2023] [Indexed: 03/30/2023] Open
Abstract
In the last two decades, the relationship between weight status and children's motor skill competence has been receiving increasing attention, given its possible role in the prevention and treatment of obesity. This study aimed to evaluate the effect of a multidisciplinary obesity treatment on motor performance in a sample of Italian children and adolescents. Visual and auditory reaction time (VRT and ART), vertical jump elevation (VJE) and power (VJP), body mass index (BMI) and BMI-standard deviation score (BMI-SDS), waist circumference (WC), body composition, dietary habits and physical activity (PA) levels were assessed at baseline and at 6- and 12-month follow-up. Significant improvements were observed in BMI-SDS and FFM, diet and PA levels. Adolescents showed significant improvements in VRT and ART. Jump elevation and power increased in both children and adolescent subgroups. Girls exhibited greater changes than boys in both VRT and ART and VJP but lower changes in VJE. VRT improvement was related to age (OR = 0.285, 95%CI 0.098-0.830, p = 0.021) and FFM (OR = 0.255, 95%CI 0.070-0.933, p = 0.039). An increase in VJE was associated with BMI-SDS (OR = 0.158, 95%CI 0.036-0.695, p = 0.015) and with PA level (OR = 19.102, 95%CI 4.442-82.142, p < 0.001); the increase in VJP was related with the increase in PA (OR = 5.564, 95%CI 1.812-17.081, p = 0.003). These findings suggest the possible effects of a multidisciplinary obesity treatment on children's motor competence. Since the improvement in motor skills can increase children's motivation and adherence to weight loss treatment in the long term, these aspects should be further investigated.
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Affiliation(s)
- Francesca Gallè
- Department of Movement Sciences and Wellbeing, University of Naples "Parthenope", Via Medina 40, 80133 Naples, Italy
| | - Giuliana Valerio
- Department of Movement Sciences and Wellbeing, University of Naples "Parthenope", Via Medina 40, 80133 Naples, Italy
| | - Espedita Muscariello
- Nutrition Unit, Department of Prevention, Local Health Authority Napoli 3 Sud, Via Montedoro 47, Torre del Greco, 80059 Naples, Italy
| | - Ornella Daniele
- Nutrition Unit, Department of Prevention, Local Health Authority Napoli 3 Sud, Via Montedoro 47, Torre del Greco, 80059 Naples, Italy
| | - Valentina Di Mauro
- Nutrition Unit, Department of Prevention, Local Health Authority Napoli 3 Sud, Via Montedoro 47, Torre del Greco, 80059 Naples, Italy
| | - Simone Forte
- Nutrition Unit, Department of Prevention, Local Health Authority Napoli 3 Sud, Via Montedoro 47, Torre del Greco, 80059 Naples, Italy
| | - Teresa Mastantuono
- Nutrition Unit, Department of Prevention, Local Health Authority Napoli 3 Sud, Via Montedoro 47, Torre del Greco, 80059 Naples, Italy
| | - Roberta Ricchiuti
- Department of Movement Sciences and Wellbeing, University of Naples "Parthenope", Via Medina 40, 80133 Naples, Italy
| | - Giorgio Liguori
- Department of Movement Sciences and Wellbeing, University of Naples "Parthenope", Via Medina 40, 80133 Naples, Italy
| | - Pierluigi Pecoraro
- Nutrition Unit, Department of Prevention, Local Health Authority Napoli 3 Sud, Via Montedoro 47, Torre del Greco, 80059 Naples, Italy
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Arufe-Giráldez V, Sanmiguel-Rodríguez A, Ramos-Álvarez O, Navarro-Patón R. News of the Pedagogical Models in Physical Education-A Quick Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20032586. [PMID: 36767953 PMCID: PMC9916296 DOI: 10.3390/ijerph20032586] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 01/27/2023] [Accepted: 01/27/2023] [Indexed: 05/05/2023]
Abstract
In the last two decades, research has proliferated in the field of pedagogical models used in school Physical Education. The growth is so high that it is necessary to do a quick review to know which models currently exist and which are emerging. The objective of this work is to collect all the models or pedagogical approaches present in the scientific literature related to school Physical Education and to make known, to the scientific and academic community, its main purposes and characteristics. A quick review of the literature found in the Web of Science and Scopus databases has been carried out using "pedagogical model" and "Physical Education" as descriptors. The results revealed a total of 19 pedagogical approaches that record scientific evidence linked to their application in the classroom. It was detected that some models or approaches were more scientifically supported than others, as is the case for Cooperative Learning, Sports Education, or Teaching Games for Understanding, while others barely registered in international scientific literature. It was concluded that researchers need to work together with Physical Education teachers to analyze the effectiveness of all these approaches. School teachers are also encouraged to vary their pedagogical approach depending on the content they are working on and the positive effects they are looking for in the psychic, motor, affective-emotional, and social domains of the students. Finally, it is proposed to researchers who promote new models or approaches a greater clarity of these to facilitate their application in the field of school Physical Education, since some difficulty has been detected in the practical application of some approaches.
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Affiliation(s)
- Víctor Arufe-Giráldez
- Specific Didactics Department, Research Methods and Diagnosis in Education, University of A Coruña, 15001 A Coruña, Spain
- Correspondence:
| | | | - Oliver Ramos-Álvarez
- Department of Education, Area of Physical and Sports Education, University of Cantabria, 39005 Santander, Spain
| | - Rubén Navarro-Patón
- Faculty of Teacher Training, University of Santiago de Compostela, 27001 Lugo, Spain
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Carrasco-Uribarren A, Ortega-Martínez A, Amor-Barbosa M, Cadellans-Arróniz A, Cabanillas-Barea S, Bagur-Calafat MC. Improvement of In-School Physical Activity with Active School-Based Interventions to Interrupt Prolonged Sitting: A Systematic Review and Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1636. [PMID: 36674388 PMCID: PMC9863961 DOI: 10.3390/ijerph20021636] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Accepted: 01/07/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND Sedentary behaviors have increased in recent years and their consequences have led the World Health Organization to make recommendations for promoting a more active lifestyle. The school environment has been defined as a key place for achieving this objective for children and adolescents. This systematic review and meta-analysis aims to analyze the effect of active-break interventions for interrupting prolonged sitting times during school-time on physical activity (PA) and sedentary behavior (SB), at school, in childhood and youth. METHODS A systematic review and meta-analysis were carried out, including clinical trials aimed at assessing the effects of interrupting prolonged sitting at school with active breaks on in-school PA and/or SB. Multimodal and static interventions were excluded. Six databases were analyzed: Medline, WOS, Cochrane Library, SPORT Discus, CINAHL and EMBASE. PA, SB; moderate-to-vigorous physical activity (MVPA) were the variables considered. RESULTS Nine studies were included, with a total of 2145 children between 6 and 12 years old. The heterogeneity in the duration (five-sixty min), the frequency (one-three times per-day up to three times per week), and duration (five days to three years) of the interventions was detected. The meta-analyses for in-school PA, MVPA, and SB were performed, showing a significant improvement in both PA and MVPA. CONCLUSIONS Interrupting prolonged sitting with active-based school interventions could improve PA and MVPA levels during school time. (PROSPERO: CRD42022358933).
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Affiliation(s)
| | - Anna Ortega-Martínez
- Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
- Physiotherapy Department, Fundació Aspace Catalunya, 08001 Barcelona, Spain
| | - Marta Amor-Barbosa
- Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
| | - Aida Cadellans-Arróniz
- Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
| | - Sara Cabanillas-Barea
- Physiotherapy Department, Universitat Internacional de Catalunya, 08195 Barcelona, Spain
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Effects of Blended Learning in Physical Education among University Students: A Systematic Review. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12080530] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
(1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (n = 6), badminton (n = 3), dance (n = 3), volleyball (n = 1), yoga (n = 1), aerobics (n = 1), Taiji (n = 1), swimming (n = 1), and tennis (n = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (n = 1), sit and reach (n = 1), pull-ups (n = 1), 1000 m (n = 3), and 800 m (n = 1). However, there was no significant difference in body weight (n = 1) or standing long jump (n = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly.
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de Jesus GM, de Oliveira Araujo RH, Dias LA, Barros AKC, Dos Santos Araujo LDM, de Assis MAA. Attendance in physical education classes, sedentary behavior, and different forms of physical activity among schoolchildren: a cross-sectional study. BMC Public Health 2022; 22:1461. [PMID: 35915433 PMCID: PMC9341117 DOI: 10.1186/s12889-022-13864-9] [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: 05/11/2022] [Accepted: 07/19/2022] [Indexed: 11/23/2022] Open
Abstract
Background Attendance in physical education classes (PE) helps young people to achieve the physical activity recommendations and to reduce their exposure to sedentary behavior. However, the association between PE attendance and the daily frequency of specific forms of physical activity is less known. The current study analyzed the association between weekly attendance in PE and daily frequencies of different forms of physical activity (active play, non-active play, structured physical activity), and overall daily frequencies of physical activity (PA) and sedentary behaviors (SB) among schoolchildren. Methods Cross-sectional study with schoolchildren from second to fifth grade of 11 public schools (n = 2,477; 9.1 ± 1.38-y-old; 53.2% girls; 17.5 ± 3.5 kg/m2) in Feira de Santana (Northeast Brazil). PA, SB, and attendance in PE were self-reported using a previously validated on-line questionnaire based on the previous day's recall (Web-CAAFE). Multiple Binomial Negative regression modeling was carried out to analyze the association (Prevalence Rate: PR) between weekly attendance in PE (0/week, 1/week, ≥ 2/week) and frequencies of active play, non-active play, and structured physical activity, with adjustments by age, school shift, and BMI z-scores. Regression models analyzing overall PA also included adjustments by household chores. Results Attendance in PE ≥ 2/week was associated with higher frequencies of active play (girls: PR = 1.40, 95%CI = 1.11–1.78; boys: PR = 1.49, 95%CI = 1.15–1.94) and structured physical activity (girls: PR = 2.11, 95%CI = 1.31–3.40; boys: PR = 4.33, 95%CI = 1.63–11.52). Higher attendance in PE (≥ 2/week) was associated with high overall PA (girls: PR = 1.31, 95%CI = 1.06–1.62; boys: PR = 1.42, 95%CI = 1.14–1.77) and low SB (girls: PR = 0.80, 95%CI = 0.71–0.90; boys: PR = 0.81, 95%CI = 0.68–0.97). Attendance in PE 1/week was also associated with a lower frequency of daily SB among girls (PR = 0.73, 95%IC = 0.64–0.84) Conclusion Higher weekly attendance in PE was associated with higher frequencies of active play, structured physical activity, higher overall PA, and lower SB among both girls and boys.
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Silva AF, Nobari H, Badicu G, Ceylan HI, Lima R, Lagoa MJ, Luz C, Clemente FM. Reliability levels of motor competence in youth athletes. BMC Pediatr 2022; 22:430. [PMID: 35854239 PMCID: PMC9297583 DOI: 10.1186/s12887-022-03483-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Accepted: 07/11/2022] [Indexed: 11/10/2022] Open
Abstract
This study aimed to analyze the reliability of the tests included in the motor competence assessment (MCA) battery and compare the effects of the number of trials per test. Thirty female volleyball players (14.6 ± 1.3 years of age) were tested. The participants performed two or three trials of each test. Intra-class correlation (ICC) was calculated, and a paired sample t-test analyzed the variations between trials (1st vs. 2nd vs. 3rd). Results revealed a significant difference between the first and the second trials for jumping sideways [t(29) = -4.108, p < 0.01], standing long jump [t(29) = -3.643, p < 0.01], and shuttle run [t(29) = -3.139, p < 0.01]. No significant result was registered in the shifting platforms, ball throwing and kicking between the first and second trials. Hence, any difference was recorded between the second and third trial. High ICC values were registered in lateral jumps, among the three repetitions of ball kicking and ball throwing, and between the last two repetitions of shuttle run. Almost perfect values were recorded for the shifting platforms and standing long jump. Nevertheless, there seems to be a learning effect between the first and the second repetition-no differences were registered only considering the two manipulative tests. In conclusion, except for jumping sideways, the MCA tests are reliable and only need to be performed two times instead of three.
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Affiliation(s)
- Ana Filipa Silva
- The Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), 5001-801, Vila Real, Portugal.,Sport Performance, Recreation, Innovation and Technology (SPRINT), Rua Escola Industrial E Comercial de Nun'Alvares, 4900-347, Viana do Castelo, Portugal
| | - Hadi Nobari
- Faculty of Sport Science, University of Extremadura, Cáceres, Spain. .,Department of Motor Performance, Faculty of Physical Education and Mountain Sports, Transilvania University of Braşov, 500068, Braşov, Romania. .,Department of Exercise Physiology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, 5619911367, Iran.
| | - Georgian Badicu
- Department of Physical Education and Special Motricity, Transilvania University of Brasov, 500086, Brasov, Romania
| | - Halil Ibrahim Ceylan
- Physical Education and Sports Teaching Department, Kazim Karabekir Faculty of Education, Ataturk University, Erzurum, Turkey
| | - Ricardo Lima
- The Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), 5001-801, Vila Real, Portugal.,Sport Performance, Recreation, Innovation and Technology (SPRINT), Rua Escola Industrial E Comercial de Nun'Alvares, 4900-347, Viana do Castelo, Portugal
| | - Maria João Lagoa
- The Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), 5001-801, Vila Real, Portugal.,University of Maia, UMAIA, Maia, Portugal
| | - Carlos Luz
- Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa, Lisbon, Portugal.,Centro Interdisciplinar de Estudos Educacionais, Lisbon, Portugal
| | - Filipe Manuel Clemente
- Sport Performance, Recreation, Innovation and Technology (SPRINT), Rua Escola Industrial E Comercial de Nun'Alvares, 4900-347, Viana do Castelo, Portugal.,Delegação da Covilhã, Instituto de Telecomunicações, 1049-001, Lisbon, Portugal
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Dudley D, Mackenzie E, Van Bergen P, Cairney J, Barnett L. What Drives Quality Physical Education? A Systematic Review and Meta-Analysis of Learning and Development Effects From Physical Education-Based Interventions. Front Psychol 2022; 13:799330. [PMID: 35846697 PMCID: PMC9280720 DOI: 10.3389/fpsyg.2022.799330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Accepted: 05/17/2022] [Indexed: 11/13/2022] Open
Abstract
ObjectiveTo determine the effects of learning interventions aimed at optimizing the quality of physical education (PE) on psychomotor, cognitive, affective and social learning outcomes in children and adolescents.DesignA systematic review and meta-analysis.Data SourcesAfter searching PsycInfo, ERIC, and SportDiscus electronic databases, we identified 135 eligible studies published between January 1, 1995 to May 1, 2021.Eligibility Criteria for Selecting StudiesWe included randomized controlled trials, quasi-experimental studies, and controlled trials that assessed the effect of a PE-based intervention against one of the four identified learning domains in youth at school (aged 5–18 years).ResultsOne hundred and thirty five (135) studies with over 42,500 participants and 193 calculated effect sizes were included in the study. The mean effect across all the learning and development outcomes was small to medium (Cohen's d = 0.32, 95% confidence interval [CI] (0.27–0.37). When adjusted for publication bias using the Duval and Tweedie Trim and Fill Method, this mean effect size increased to d = 0.40 (CI = 0.34–0.46). Effect sizes varied significantly based on learning and development outcomes. Interventions that consistently report above or below the mean d = 0.40 effect are identified based on learning outcome. The greatest effects across interventions were witnessed in psychomotor learning outcomes (d = 0.52) followed by affective (d = 0.47), social (d = 0.32), and cognitive (d = 0.17) learning outcomes. A minority (<10%) of PE interventions captured by this systematic review and meta-analysis reported having a negative effect on student learning and development.ConclusionThe interventions with the greatest effects on student learning and development were dependant on the learning domains. Some PE interventions with a pedagogical focus such as games-based approaches, TARGET/Mastery Teaching, and Sport Education were found to be strong investments across multiple domains. The evidence is limited however by consistency in intervention dosage, study design, and data collection instruments. The study received no internal or external funding and was not prospectively registered.
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Affiliation(s)
- Dean Dudley
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
- School of Human Movement and Nutrition Science, University of Queensland, Brisbane, QLD, Australia
- The King's School Institute, The King's School, Sydney, NSW, Australia
- *Correspondence: Dean Dudley
| | - Erin Mackenzie
- Centre for Educational Research, Western Sydney University, Penrith, NSW, Australia
| | - Penny Van Bergen
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - John Cairney
- School of Human Movement and Nutrition Science, University of Queensland, Brisbane, QLD, Australia
| | - Lisa Barnett
- School of Health and Social Development, Institute for Physical Activity and Nutrition, Deakin University, Geelong, VIC, Australia
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14
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Participation in Physical Education Classes and Health-Related Behaviours among Adolescents from 67 Countries. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19020955. [PMID: 35055777 PMCID: PMC8775417 DOI: 10.3390/ijerph19020955] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Revised: 01/04/2022] [Accepted: 01/11/2022] [Indexed: 02/01/2023]
Abstract
The present study sought to examine the associations between participation in physical education (PE) classes and a range of health-related behaviours among adolescents. Secondary analysis of self-reported data from the Global Student Health Survey, collected between 2010 and 2017 from 222,121 adolescents (N = 117,914 girls; 49.0%; aged 13–17 years) from 67 countries and five world regions, was carried out. Participation in PE classes (0, 1–2, ≥3 days/week) was the independent variable. Physical activity (PA); sedentary behaviour (SB); active travel to school; fruit, vegetables, and alcohol consumption; and smoking; as well as adopting ≥5 of these healthy behaviours; were the dependent variables. Complex samples logistic regressions were performed to explore the associations between participation in PE classes and health-related behaviours. The results revealed that 18.2% of adolescents did not take part in PE classes. A total of 56.7% and 25.1% of adolescents reported participating in PE classes on 1–2 and ≥3 days/week, respectively. Only 26.8% of adolescents adopted ≥5 healthy behaviours. Participation in PE classes was positively associated with PA, active travel, fruit consumption, and vegetable consumption (only for ≥3 days/week), but was negatively associated with meeting SB recommendations, and with not smoking (only for girls and ≥3 days/week). Overall, PE participation was positively associated with adopting ≥5 healthy behaviours, with favourable results found for those who attended more PE classes. The findings revealed a positive association between participation in PE classes and a range of health-related behaviours among adolescents. This suggests that, worldwide, quality PE should be delivered at least 3 days per week up to daily to promote healthy lifestyles among adolescents.
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15
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Motivation and Perceived Motivational Climate by Adolescents in Face-to-Face Physical Education during the COVID-19 Pandemic. SUSTAINABILITY 2021. [DOI: 10.3390/su132313051] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
The COVID-19 pandemic impacted adolescents’ lives, leading to unprecedented changes in their routines, especially in education. Face-to-face physical education (PE) classes during COVID-19 were affected in organization, possibly conditioning students’ participation, motivation and learning. Based on the achievement goal and self-determination theories, the aim of this study was to analyze and compare the motivational indicators of adolescents in face-to-face PE classes during COVID-19, according to gender, educational level and physical activity (PA). A total of 1369 students participated in the study (621 boys and 748 girls; mean age: 14.4 years; SD: 1.74). Data were collected via an online questionnaire and analyzed using MANCOVAs adjusted for age, pre- and post-COVID-19 PA, socioeconomic status and BMI (Z-score). Differences in achievement goals, motivational climate and motivational regulation levels were found in different groups by gender, PA and educational level, favoring older and more active participants. A more positive motivational profile was found for girls in general and, specifically, for active boys, regarding more self-determined motivations and mastery goal orientations. Overall, this study’s findings suggest that the restrictions related to face-to-face PE classes during the COVID-19 pandemic had a negative impact on students’ motivation.
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Ma J, Hogan MJ, Eyre ELJ, Lander N, Barnett LM, Duncan MJ. Enhancing the implementation and sustainability of fundamental movement skill interventions in the UK and Ireland: lessons from collective intelligence engagement with stakeholders. Int J Behav Nutr Phys Act 2021; 18:144. [PMID: 34732223 PMCID: PMC8565647 DOI: 10.1186/s12966-021-01214-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2021] [Accepted: 10/14/2021] [Indexed: 02/07/2023] Open
Abstract
BACKGROUND To have population-level impact, physical activity (PA) interventions must be effectively implemented and sustained under real-world conditions. Adequate Fundamental Movement Skills (FMS) is integral to children being able to actively participate in play, games, and sports. Yet, few FMS interventions have been implemented at scale, nor sustained in routine practice, and thus it is important to understand the influences on sustained implementation. The study's aim was to use Collective Intelligence (CI)-an applied systems science approach-with stakeholder groups to understand barriers to the implementation of FMS interventions, interdependencies between these barriers, and options to overcome the system of barriers identified. METHODS Three CI sessions were conducted with three separate groups of experienced FMS intervention researchers/practitioners (N = 22) in the United Kingdom and Ireland. Participants generated and ranked barriers they perceive most critical in implementing FMS interventions. Each group developed a structural model describing how highly ranked barriers are interrelated in a system. Participants then conducted action mapping to solve the problem based on the logical relations between barriers reflected in the model. RESULTS The top ranked barriers (of 76) are those related to policy, physical education curriculum, and stakeholders' knowledge and appreciation. As reflected in the structural model, these barriers have influences over stakeholders' efficacy in delivering and evaluating interventions. According to this logical structure, 38 solutions were created as a roadmap to inform policy, practice, and research. Collectively, solutions suggest that efforts in implementation and sustainability need to be coordinated (i.e., building interrelationship with multiple stakeholders), and a policy or local infrastructure that supports these efforts is needed. CONCLUSIONS The current study is the first to describe the complexity of barriers to implementing and sustaining FMS interventions and provide a roadmap of actions that help navigate through the complexity. By directing attention to the ecological context of FMS intervention research and participation, the study provides researchers, policy makers, and practitioners with a framework of critical components and players that need to be considered when designing and operationalising future projects in more systemic and relational terms.
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Affiliation(s)
- Jiani Ma
- Centre for Sport, Exercise and Life Sciences, Faculty of Health and Life Sciences, Coventry University, Coventry, UK.
- School of Health and Social Development, Institute for Physical Activity and Nutrition, Deakin University, Melbourne, Australia.
| | - Michael J Hogan
- School of Psychology, National University of Ireland, Galway, Ireland
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Faculty of Health and Life Sciences, Coventry University, Coventry, UK
| | - Natalie Lander
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Melbourne, Australia
| | - Lisa M Barnett
- School of Health and Social Development, Institute for Physical Activity and Nutrition, Deakin University, Melbourne, Australia
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Faculty of Health and Life Sciences, Coventry University, Coventry, UK
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Condello G, Mazzoli E, Masci I, De Fano A, Ben-Soussan TD, Marchetti R, Pesce C. Fostering Holistic Development with a Designed Multisport Intervention in Physical Education: A Class-Randomized Cross-Over Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189871. [PMID: 34574794 PMCID: PMC8467800 DOI: 10.3390/ijerph18189871] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 09/09/2021] [Accepted: 09/14/2021] [Indexed: 12/12/2022]
Abstract
Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development.
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Affiliation(s)
- Giancarlo Condello
- Department of Medicine and Surgery, University of Parma, 43126 Parma, Italy;
| | - Emiliano Mazzoli
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong 3125, Australia;
| | - Ilaria Masci
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00135 Rome, Italy;
| | - Antonio De Fano
- Behavioral Imaging and Neural Dynamics Center, Università degli Studi G. d’Annunzio Chieti e Pescara, 66100 Chieti, Italy;
| | - Tal Dotan Ben-Soussan
- Cognitive Neurophysiology Laboratory, Research Institute for Neuroscience, Education, and Didactics, Patrizio Paoletti Foundation, 06081 Assisi, Italy;
- The Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Illan University, Ramat Gan 5290002, Israel
| | | | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00135 Rome, Italy;
- Correspondence: ; Tel.: +39-063-6733-3366
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18
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Ma J, Lander N, Eyre ELJ, Barnett LM, Essiet IA, Duncan MJ. It's Not Just What You Do but the Way You Do It: A Systematic Review of Process Evaluation of Interventions to Improve Gross Motor Competence. Sports Med 2021; 51:2547-2569. [PMID: 34339044 DOI: 10.1007/s40279-021-01519-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/05/2021] [Indexed: 12/14/2022]
Abstract
BACKGROUND Motor competence is an important predictor of health behaviours. However, levels of motor competence are low in children and adolescents. Many interventions have improved motor competence, yet intervention effects were highly variable. Potential causes of such variations are not fully understood. Process evaluation can assist with the understanding of why an intervention worked or not, but its application and reporting in motor competence interventions has received little attention. OBJECTIVES The primary aim of this review was to investigate whether process evaluations have been reported in interventions to improve motor competence and, if reported, which process evaluation measures have been used. A secondary aim was to explore the association of intervention characteristics and process evaluation findings (outcomes of process evaluation measures) with intervention outcomes, in a search for what process evaluation measures may impact on intervention functioning and outcomes. METHODS The process of conducting and reporting this review adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The review protocol was registered with PROSPERO (CRD42019124412). A systematic search of seven electronic databases (i.e. MEDLINE [via EBSCOhost], Cochrane Central Register of Controlled Trials [CENTRAL], CINAHL, Academic Search Complete, Education Database, SPORTDiscus and Scopus) was conducted with no date restrictions. Eligibility criteria included the following: (1) a study sample of typically developing children and adolescents aged 5-18 years, (2) an intervention aimed to improve motor competence, (3) an intervention included a control group, (4) a report of motor competence outcome at both pre- and post-intervention. Only original articles published in English in peer-reviewed journals were considered. Process evaluation measures and findings were extracted using the UK Medical Research Council's process evaluation framework in order to provide overarching descriptions on the implementation, mechanism of change and context of interventions. Univariable meta-regressions were performed to ascertain whether selected study-level covariates moderated the improvement in motor competence outcomes in interventions. RESULTS The search identified 60 intervention studies. Only 30 studies (50%) reported process evaluation measures. No studies reported (or employed) theoretical frameworks to guide process evaluation. Process evaluation measures relating to implementation were most commonly reported, with the most prevalent aspect being fidelity. This was followed by reporting on measures relating to mechanism of change and context of the intervention. Meta-analysis results suggested intervention duration, dose, inclusion of process evaluation aim, provision of lesson plans, sample size and sex as potential moderators. CONCLUSIONS Reporting of process evaluation measures may help build our understanding of the optimal characteristics of motor competence interventions. However, process evaluation is under-used and/or under-reported. This review serves as a call for more process evaluations and better reporting in motor competence interventions.
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Affiliation(s)
- Jiani Ma
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK. .,School of Health and Social Development, Deakin University, Geelong, VIC, Australia.
| | - Natalie Lander
- School of Arts and Education, Deakin University, Geelong, VIC, Australia
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Lisa M Barnett
- School of Health and Social Development, Deakin University, Geelong, VIC, Australia.,Institute of Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Geelong, VIC, Australia
| | - Inimfon A Essiet
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK.,School of Health and Social Development, Deakin University, Geelong, VIC, Australia
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
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Motor Competence Performances Among Girls Aged 7–10 Years: Different Dimensions of the Motor Competence Construct Using Common Assessment Batteries. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2021. [DOI: 10.1123/jmld.2020-0030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
This paper aimed to investigate different dimensions of motor competence (MC) by using four commonly administered MC assessment tools (Test of Gross Motor Development-3, Bruininks-Oseretsky Test of Motor Proficiency-2 Short Form, Körperkoordinationtest Für Kinder, and Movement Assessment Battery for Children-2) in a sample of 184 girls (Mage = 8.61 years; SD = 1.21 years). This is the first study of its kind to shed light on different dimensions of MC, identifying them through rigorous and robust statistical analysis. The Delphi method was used to select the dimensions of MC. Confirmatory factor analysis was used to assess whether the dimensions loaded onto the same construct (i.e., MC). Face and content validity identified three dimensions of MC: fundamental motor skills, gross motor coordination, and motor abilities. Confirmatory factor analysis indicated an adequate fit for the final MC model with three dimensions. In this model, fundamental motor skills, gross motor coordination, and motor abilities loaded on the MC construct. The data reported present a revised definition of holistic MC, which comprises the level of motor abilities (physical proficiency and perceptual motor abilities) as well as gross motor coordination and fundamental motor skills proficiency, which underlie the performance of a wide range of tasks, including fine and gross motor activities in daily life.
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Jaakkola T, Yli-Piipari S, Huhtiniemi M, Salin K, Hakonen H, Gråstén A. Motor Competence and Health-related Fitness of School-Age Children: A Two-Year Latent Transition Analysis. Med Sci Sports Exerc 2021; 53:2645-2652. [PMID: 34310497 DOI: 10.1249/mss.0000000000002746] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
PURPOSE The aims of this study were twofold: 1) to identify latent physical performance profiles of motor competence (MC) and cardiorespiratory (CF) and muscular fitness (MF) among school-aged children and 2) explore transition probabilities in physical performance profiles over a two-year period. METHODS The present sample comprised 1148 (583 girls, 565 boys) elementary school students (baseline Mage = 11.27 ± .32), and data were collected annually (equal intervals) over a period of two years which resulted in a total of three measurements. The measures used were the throwing-catching combination test, 5-leaps and two-legged jumps from side-to-side test (MC), 20-meter shuttle run test (CF), and curl-up and push-up tests (MF). Latent transition analysis was used to identify and track physical performance profiles derived from the measurements of MC, CF, and MF scores. RESULTS The key findings were: 1) three physical performance profiles were identified: a) Low (28 % of the sample; lowest level in each category), b) Moderate (43 % of the sample; higher MC, CF and MF than Low), c) High (29 % of the sample; highest MF); 2) the number of physical performance profiles and probability to belong to a given profile were stable across time; 3) the highest transition probability was found in the High group, where some students had transitioned to the Moderate group at T2, and 4) girls were most likely to belong to the Low. CONCLUSION Results demonstrated that children's physical performance profiles are stable from late childhood to early adolescence. This study suggests that the early elementary school years are essential for the development of children's MC and health-related fitness.
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Affiliation(s)
- Timo Jaakkola
- Faculty of Sport and Health Sciences, University of Jyväskylä, Finland Department of Kinesiology, University of Georgia, Athens, GA LIKES Research Centre for Physical Activity and Health, Jyväskylä, Finland
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Faigenbaum AD, MacDonald JP, Stracciolini A, Rebullido TR. Making a Strong Case for Prioritizing Muscular Fitness in Youth Physical Activity Guidelines. Curr Sports Med Rep 2021; 19:530-536. [PMID: 33306516 DOI: 10.1249/jsr.0000000000000784] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Although evidence indicates that muscular fitness is foundational for ongoing participation in active play, exercise and sport, current national and international youth physical activity guidelines underplay the critical importance of strength-building activities during this developmental phase of life. In view of troubling trends in muscular fitness in today's youth, specific recommendations to address neuromuscular deficiencies are required. An understanding of the multidimensional development of youth physical inactivity and the importance of muscular fitness are needed to have the most significant impact on youth physical activity at the population level. The mounting evidence of the detrimental effects of physical inactivity on youth warrant a review of existing physical activity recommendations and guidelines. The proposed pediatric activity pyramid recognizes the shared importance of strength, skill, and aerobic activities required for the successful implementation of sustainable youth physical activity interventions.
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Affiliation(s)
- Avery D Faigenbaum
- Department of Health and Exercise Science, The College of New Jersey, Ewing, NJ
| | - James P MacDonald
- Division of Sports Medicine, Nationwide Children's Hospital, Ohio State University College of Medicine, Columbus, OH
| | - Andrea Stracciolini
- Division of Sports Medicine, Department of Orthopaedics, Boston Children's Hospital, Harvard Medical School, Boston, MA
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22
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Pombo A, Luz C, de Sá C, Rodrigues LP, Cordovil R. Effects of the COVID-19 Lockdown on Portuguese Children's Motor Competence. CHILDREN-BASEL 2021; 8:children8030199. [PMID: 33800046 PMCID: PMC7999374 DOI: 10.3390/children8030199] [Citation(s) in RCA: 33] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Revised: 03/02/2021] [Accepted: 03/04/2021] [Indexed: 12/21/2022]
Abstract
During long periods without school, children are more susceptible to unhealthy behaviors, such as an increase in sedentary behaviors, which has a negative impact on children’s motor competence (MC). The COVID-19 lockdown offered us a unique opportunity to test, in a quasi-experimental setting, the impact of lockdown movement restrictions on children’s MC. We assessed the motor competence of 114 children aged 6–9 years using the motor competence assessment. All children were tested before and after the COVID-19 lockdown. Chi-square and 2 × 2 ANOVA (sex by moment) were used to further analyze the data. Regardless of sex, motor performances in all tests (except for jumping sideways in boys) were lower when compared with performances before lockdown. There was a marked decreasing trend in children’s levels of MC, shifting from an upper to a lower quartile in different tests. The results after the lockdown were always significantly inferior to the results before lockdown in all motor tests (except jumping sideways), in the three components of MC, and in global MC. Children’s global MC score decreased by an average of 13 points in boys and 16 points in girls. The imposed movement restrictions had a negative effect on children’s motor competence development.
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Affiliation(s)
- André Pombo
- Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal
- Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa, 1549-003 Lisboa, Portugal;
- Correspondence:
| | - Carlos Luz
- Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa, 1549-003 Lisboa, Portugal;
- Centro Interdisciplinar de Estudos Educacionais, CIED, 1549-003 Lisboa, Portugal
| | - Cristina de Sá
- Departamento de Ciências do Movimento Humano, Universidade Federal de São Paulo, Santos 11015-020, Brazil;
| | - Luis Paulo Rodrigues
- Escola Superior de Desporto e Lazer, Instituto Politécnico de Viana do Castelo, 4960-320 Melgaço, Portugal;
- Research Center in Sports Sciences Health Sciences and Human Development, CIDESD, 5000-801 Vila Real, Portugal
| | - Rita Cordovil
- CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal;
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23
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Lawson C, Eyre ELJ, Tallis J, Duncan MJ. Fundamental Movement Skill Proficiency Among British Primary School Children: Analysis at a Behavioral Component Level. Percept Mot Skills 2021; 128:625-648. [PMID: 33517851 PMCID: PMC7890689 DOI: 10.1177/0031512521990330] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
Fundamental Movement Skill (FMS) proficiency is an important antecedent of physical activity for children and adolescents. Many studies report children's overall FMS proficiency to be low. However, in order to develop effective intervention strategies, it is critical to understand FMS proficiency at a behavioral component level. This study investigated British primary school children's FMS proficiency across all three FMS domains, reporting proficiency at both an individual skill level and at a behavioral component level. Participants were 219 primary school children, aged 7-10 years (Boys 111, girls 108) from central England. We assessed (a) eight FMS (run, jump, hop, skip, catch, overarm throw, underarm throw, stability) using the second and third revisions of the Test of Gross Motor Development, and (b) stability, using the rock skill from the Rudd stability assessment tool. We calculated descriptive statistics and frequencies for each FMS and their behavioral components. We explored gender differences using the Mann- Whitney U-test, and differences between school years using the Kruskal- Wallis test. There was a similar pattern in the prevalence of failure for behavioral components across skills, with children failing on components requiring (a) the simultaneous use of both upper and lower limbs and (b) contralateral actions. Detailed descriptive analysis of low proficiency levels highlighted co ordination and the process for power/force production. These data can be used to guide development and plan targeted interventions for the weakest skills and behavioral components of 7-10 year old British primary school children to increase their FMS levels.
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Affiliation(s)
- Chelsey Lawson
- School of Health and Life Sciences, Coventry University, Coventry, UK
| | - Emma L J Eyre
- School of Health and Life Sciences, Coventry University, Coventry, UK
| | - Jason Tallis
- School of Health and Life Sciences, Coventry University, Coventry, UK
| | - Michael J Duncan
- School of Health and Life Sciences, Coventry University, Coventry, UK
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24
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Battaglia G, Giustino V, Tabacchi G, Alesi M, Galassi C, Modica C, Palma A, Bellafiore M. Effectiveness of a Physical Education Program on the Motor and Pre-literacy Skills of Preschoolers From the Training-To-Health Project: A Focus on Weight Status. Front Sports Act Living 2020; 2:579421. [PMID: 33367276 PMCID: PMC7750875 DOI: 10.3389/fspor.2020.579421] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 11/16/2020] [Indexed: 02/01/2023] Open
Abstract
Many studies reported a positive relationship between motor skills, cognitive functions, and school performance in school-age children; however, little is known in preschool children. The aim of the present study was to demonstrate the effectiveness of a physical education program (PEP) on locomotor, object control skills, and pre-literacy cognitive functions in a wide population of preschoolers and verify whether weight status could influence these abilities. In the context of the Training-to-Health Project, a sample of 1,029 preschoolers was recruited in kindergartens from the urban area of Palermo (Italy). Their gross motor and pre-literacy skills were tested before (PRE) and after (POST) following 16 weeks (2 h/week) of a PEP, which included ludic-motor activities aimed at developing body awareness and fundamental motor and perceptual-sensory skills. Analyses of variance (ANOVA) were performed to assess the skills before and after the intervention and to evaluate the effect of different categories of weight status on the examined variables. Regression analyses were conducted to confirm the hypothesized interrelationship between motor and pre-literacy skills in the considered sample. Both locomotor/object control and pre-literacy skills were significantly higher in children after the PEP (p < 0.05). We found 23% of overweight children and no significant difference between weight status classes in both PRE and POST PEP groups. In the POST group, higher locomotor and object control skills were mostly associated with better pre-literacy skills. This study shows that PEP was effective in improving both motor and pre-literacy skills in preschoolers independently from age and gender, while weight status did not affect these skills suggesting that this program can be administrated indifferently in children with different categories of weight status. Therefore, PEP could be a decisive education strategy to enhance motor and cognitive learning in preschool children and to achieve successful academic outcomes.
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Affiliation(s)
- Giuseppe Battaglia
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Valerio Giustino
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Garden Tabacchi
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Marianna Alesi
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Claudia Galassi
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Carmen Modica
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Antonio Palma
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
| | - Marianna Bellafiore
- Department of Psychological, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Sport and Exercise Science Research Unit, University of Palermo, Palermo, Italy
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