Provision of Quality Physical Education to enhance the motive of Physical Activity and its underlying Behavior among university students

Background

Physical activity (PA) plays a crucial role in promoting good health and an active lifestyle among university students. Quality Physical Education (QPE) program is instrumental in achieving sustainability in PA. Motivation is a key factor in encouraging PA in students. However, motivation alone may not lead to inclusivity unless quality components are thoughtfully integrated into physical education (PE) programs.

Aims

This study aimed to address three research questions: i) Can the motivation for PA participation be enhanced through the provision of high-quality PE programs in university settings? ii) Does the quality provision of PE contribute to promoting sustainable PA among adolescents? and iii) Is this carry-over process influenced by gender?

Methods

This cross-sectional study enrolled N = 610 university students, comprising 467 males and 143 females. Only students who had PE as a part of their coursework were included. These students participated in more than 27 different sports and had an average age of 20.76 years (SD = 3.47) and an average of 4.70 years (SD = 4.93) of athletic experience. To achieve the study's objectives, descriptive statistics (mean, SD), Pearson's correlation, and regression analysis were employed. Additionally, a 2 (Gender) by 2 (Type of Sport: Individual vs. Team) MANCOVA, with age as a covariate, was used to assess gender-based differences in the variables.

Results

The study found that the factors demonstrated strong reliability and positive correlations between QPE and exercise needs satisfaction. However, these factors did not establish significant correlations with PA. Perceived competence for exercise needs satisfaction showed gender differences, with males scoring higher. Additionally, QPE did not exhibit significant gender-based differences. In terms of PA, males had higher mean scores compared to females.

Conclusion

The provision of QPE was identified as a crucial determinant of exercise satisfaction competence among students. While QPE provision was adequate at the university level, it did not promote PA among females as anticipated.

Study on impact of flexible endoscopy training course for surgeons in India

Context

Competence in flexible endoscopy is essential for all surgeons during this era of minimal access surgery. However, fewer surgeons have expertise in endoscopy due to a lack of training and interest. The Indian Association of Gastrointestinal Endo Surgeons devised a short-structured training course in the art and science of endoscopy.

Aims

This study aimed to find the impact of the endoscopy training course (Endoscopic Fellowship of Indian Association of Gastrointestinal Endo Surgeons [EFIAGES]) in improving the endoscopic skill of surgeons.

Settings and Design

Twenty-two-part electronic survey forms were sent to all 375 candidates who took the course between 2016 and 2019 for this retrospective observational study.

Subjects and Methods

The following outcome measures were noted, namely technical competence in endoscopy before the course, delegate feedback about the course modules, volume of endoscopies before and after the course and quality indicators such as reaching up to duodenum (D2) and caecum before and after the course.

Statistical Analysis Used

Statistical analysis of the impact of the course was done using Chi-square test.

Results

Responses from 262 out of a total of 375 candidates were received. Seventy-seven per cent of trainees were pleased with content and mode of conduct of the course. The quality indicator of gastroscopy with the ability to reach D2 in 90% of the caseload was achieved by only 28% of trainees before the EFIAGES. This increased to 72% of candidates after the course and similar results were seen with colonoscopy also. Most of the candidates noted a distinct improvement in their endoscopic navigation skills subsequent to the course.

Conclusions

Endoscopy skill transfer was possible with a short-structured endoscopy course. The surgical fraternity should realise the importance of endoscopy skills in the current era of surgical practice.

The roles of non-cognitive and cognitive skills in the life course development of adult health inequalities

Previous research has suggested that greater cognitive skill is protective against the development of socioeconomic health inequalities across the life course, but the relative role of non-cognitive skills has been less investigated in this context. Using the prospective UK 1958 National Child Development Study (N = 18,558), higher factor scores for adolescent non-cognitive skills (NCS; i.e. a combination of work habits and pro-social behaviours) and mean cognitive skill (CS) at age 16 were examined with a path analysis model in relation to socioeconomic status (SES) across the life course (at ages 16, 33 and 50) and poor self-reported health at age 50. Adjusting for adolescent NCS explained over a third of the association between education and health, but the path between social class at age 50 and health was unaffected. Adjustment for CS explained larger proportions of the paths to adult health inequalities; and paths between CS and SES across the life course were stronger than the same paths with NCS. However, NCS was still independently associated with paths to later health inequalities in fully adjusted models, and both types of skill had equivalent inverse direct effects with poor health (OR: 0.82 [95% CI 0.73,0.93] vs 0.83 [0.72,0.96], respectively). Since NCS retained independent associations with SES and health across the life course, they could be a target for policies aimed at ameliorating the production of health inequalities for a wide range of children, regardless of their cognitive skill.