174 research outputs found
Construct Validity of the Athlete Introductory Movement Screen in Grassroots Footballers Aged 11â13 Years
Get PDFBackground: This study examined the construct validity of the Athlete Introductory Movement Screen (AIMS) in children. Methods: Following ethics approval, parental consent, and child assent, 87 children (50 boys, 37 girls) aged 11-13 years (Mean +/- SD = 12.4 +/- 0.6 years) performed the AIMS and Test of Gross Motor Development (TGMD-3) in a counterbalanced order. AIMS tertiles were subsequently created, classifying children with 'high', 'medium', or 'low' movement skills. Results: A 2 (Gender) X 3 (AIMS tertile) ways analysis of covariance (ANCOVA), controlling for age and age at peak height velocity, with TGMD-3 scores as the dependant variable, indicated that TGMD-3 scores were significantly higher for girls categorised as having a medium movement skill compared to girls categorised as low, and those categorised having high movement skill compared to medium and low movement skill groups (all, p = 0.001). There was no difference in TGMD-3 scores for boys classed as having low and medium movement skills. Boys categorised as high for movement skills had significantly greater TGMD-3 scores than their peers categorised as having both low and medium movement skills (p = 0.001). Conclusions: As the AIMS differentiates the theoretically related construct of motor competence, this study demonstrates that the AIMS has construct validity as a measure of movement skill in children aged 11-13 years
Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Childrenâs Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE)
Get PDFBackground: School-based interventions are a key opportunity to improve children's physical activity (PA); however, there is lack of evidence about how pedagogical approaches to motor learning in physical education (PE) might affect PA in children. Therefore, this study aimed to assess how different pedagogical approaches in PE might affect children's PA. Methods: Participants (n = 360, 5-6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated to either Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) interventions, where schools received a 15-week PE intervention delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. ActiGraph GT9X accelerometers were used to assess PA metrics (moderate-to-vigorous PA, mean raw acceleration and lowest acceleration over the most active hour and half hour) over whole and segmented weeks at baseline, immediately post-intervention and 6 months follow-up. Intention to treat analysis employing multilevel modelling was used to assess intervention effects. Results: LP and NP interventions did not significantly affect children's PA levels compared to the control group. Conclusion: PE interventions based on LP and NP alone might not be effective in improving habitual PA in children
Skill Acquisition Methods Fostering Physical Literacy in Early-Physical Education (SAMPLE-PE): Rationale and Study Protocol for a Cluster Randomized Controlled Trial in 5â6-Year-Old Children From Deprived Areas of North West England
Get PDFBackground: There is a need for interdisciplinary research to better understand how pedagogical approaches in primary physical education (PE) can support the linked development of physical, cognitive and affective aspects of physical literacy and physical activity behaviors in young children living in deprived areas. The Skill Acquisition Methods fostering Physical Literacy in Early-Physical Education (SAMPLE-PE) study aims to examine the efficacy of two different pedagogies for PE, underpinned by theories of motor learning, to foster physical literacy. Methods: SAMPLE-PE will be evaluated through a cluster-randomized controlled trial targeting 5â6 year old children from schools located in areas of high deprivation in Merseyside, North-West England. Schools will be randomly allocated to one of three conditions: Linear Pedagogy, Non-linear Pedagogy, or Control. Non-linear and Linear Pedagogy intervention primary schools will receive a PE curriculum delivered by trained coaches over 15 weeks, while control schools will follow their usual practice. Data will be collected at baseline (T0), immediately post-intervention (T1), and 6 months after the intervention has finished (T2). Childrenâs movement competence is the primary outcome in this trial. Secondary outcomes include physical activity, perceived competence, motivation, executive functions, and self-regulation. An extensive process evaluation will also examine implementation factors such as intervention context, reach, dose, fidelity and acceptability. Discussion: The SAMPLE-PE project will enable better understanding surrounding how to operationalise physical literacy through enrichment of PE practices in early PE. The study will provide robust scientific evidence regarding the efficacy of underpinning PE pedagogy with theories of motor learning to promote the development of physical literacy. Trial Registration: Retrospectively registered on 5th September 2018 at ClinicalTrials.gov, a resource provided by the U.S. National Library of Medicine (Identifier: NCT03551366)
Foundational movement skills and play behaviors during recess among preschool children: A compositional analysis
Get PDFThis study aimed to examine the associations between play behaviors during preschool recess and foundational movement skills (FMS) in typically developing preschool children. One hundred and thirty-three children (55% male, mean age 4.7 + 0.5 years) from twelve preschools were video-assessed for six locomotor and six object-control FMS using the Champs Motor Skill Protocol. A modified System for Observing Childrenâs Activity and Relationships during Play assessed play behaviors during preschool recess. Associations between the composition of recess play behaviors with FMS were analyzed using compositional data analysis and linear regression. Results: Relative to time spent in other types of play behaviors, time spent in play without equipment was positively associated with total and locomotor skills, while time spent in locomotion activities was negatively associated with total and locomotor skills. No associations were found between activity level and group size play behavior compositions and FMS. The findings suggest that activity type play behaviors during recess are associated with FMS. While active games without equipment appear beneficial, preschool children may need a richer playground environment, including varied fixed and portable equipment, to augment the play-based development of FMS
A movement and story-telling intervention improves language and fundamental movement skills and is feasible for delivery by teachers in the first year of school
Get PDFBackground: Language development is a critical precursor to written language skills and subsequent access to the curriculum, while basic movement skills are a prerequisite to later engagement with activity and sport. However, there is lack of evidence about effective programmes that address both motor and language skills that are practical and manageable for educators in primary school. Aims: This study tested the effectiveness and implementation feasibility of MAST (Movement and Story-Telling); a 12-week, whole-class combined movement and story-telling approach, when delivered by teachers in the first year of school. Methods: Using a cluster-randomised control design, 214 four-to-five-year-old children were assessed across nine primary schools (5 receiving MAST, 4 control) at pre- and post-test for their language, fundamental movement skills and self-regulation (an ability that underlies both skills). Also, the five teachers implementing MAST were interviewed and observed delivering the programme. Results: There was a significant effect of MAST on language (d = 0.2) and fundamental movement skills (d = 0.65), but not effect on self-regulation. Implementation fidelity was good with four out of five schools consistently delivering all key components of MAST. Thematic analysis of interviews identified barriers to implementation, as well as factors for success. Conclusions: MAST proved feasible for delivery by teachers in primary schools, resulting in significant improvements to language and movement skills. Implications include the need to upskill early years educators and to educate school management on the importance of teaching movement and language skills to young childre
Validation of Modified SOFIT+: Relating Physical Activity Promoting Practices in Physical Education to Moderate-to-vigorous Physical Activity in 5â6 Year Old Children
Get PDFTo validate the modified System for Observing Fitness Instruction Time to measure teacher practices related to physical activity promotion (SOFIT+) in physical education (PE) amongst 5â6-year-old-children. Participants (n = 162, 53% female, 6.0 ± 0.3 yrs) were recruited from 9 schools. Video-recordings of 45 PE lessons from 9 teachers/coaches were coded using a modified SOFIT+. Accelerometers measured childrenâs moderate-to-vigorous physical activity (MVPA). Validity was assessed via multinomial regression measuring the relationship of both SOFIT+ index score and individual teaching practices with childrenâs MVPA. Inter-rater reliability was examined. A 1 unit increase in the SOFIT+ index was associated with increased likelihood to engage in 10â19 sec, 20â29 sec and 30â40 sec of MVPA, compared to 0â10 sec. Most of the observed teaching practices were significantly related to childrenâs MVPA. Inter-rater percentage of agreement ranged between 88.8% and 99.7%. SOFIT+ is a valid and reliable assessment of teaching practices related to MVPA promotion in PE amongst 5â6-year-old-children
Multi-teaching styles approach and active reflection: Effectiveness in improving fitness level, motor competence, enjoyment, amount of physical activity, and effects on the perception of physical education lessons in primary school children
Get PDFPhysical education (PE) researchers sustain that the teaching styles adopted by PE teachers play a key role in defining children's positive experiences during lessons and have a relevant impact on their psychophysical health. However, a limited number of studies has examined the effect of teaching styles on these aspects. The aim of this study was to investigate the effectiveness of an integrated approach mainly based on integration of multi-teaching styles and active reflection (MTA) on the fitness level, motor competence, enjoyment, self-perception, amount of physical activity (PA), and children's perception of PE, in Italian primary school children. Participants were 121 children from three elementary schools. Children were randomly assigned into two groups: (a) an intervention group (IG) that received PE lessons based on MTA provided by specifically trained PE students, and (b) a control group (CG) that received standard PE lessons (S-PE) from primary school classroom teachers. Both groups engaged in two PE lessons per week lasting 1 h each for 12 weeks. The findings revealed an increase in the children's fitness level, motor competence, enjoyment and amount of PA in the IG compared to those in the CG. Furthermore, the children of the IG spent more time being engaged on a task, reflecting on it, and wasted less time during PE compared to the children of the CG. Finally, the children of the IG reported higher levels of satisfaction with PE lessons and teaching styles compared to children of the CG. Integration of different teaching styles lead by specifically trained educators can be suggested as a valuable strategy to provide learning experiences of children of primary school to have positive effects on their physical literacy development promoting healthy lifestyles
Physical activity promoting teaching practices and childrenâs physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE)
Get PDFPurpose Movement competence is a key outcome for primary physical education (PE) curricula. As movement development in children emerges through physical activity (PA), it is important to determine the extent of PA promotion within movement competence focused teaching pedagogies. Therefore, this study aimed to assess childrenâs moderate-to-vigorous PA (MVPA) and related teaching practices in primary PE within Linear pedagogy and Nonlinear pedagogy and to compare this to current practice within PE delivery in primary schools. Methods Participants (n = 162, 53% females, 5-6y) were recruited from 9 primary schools within the SAMPLE-PE cluster randomised controlled trial. Schools were randomly-allocated to one of three conditions: Linear pedagogy, Nonlinear pedagogy, or control. Nonlinear and Linear pedagogy intervention schools received a PE curriculum delivered by trained deliverers over 15 weeks, while control schools followed usual practice. Childrenâs MVPA was measured during 3 PE lessons (44 PE lessons in total) using an ActiGraph GT9X accelerometer worn on their non-dominant wrist. Differences between conditions for childrenâs MVPA were analysed using multilevel model analysis. Negative binomial models were used to analyse teaching practices data. Results No differences were found between Linear pedagogy, Nonlinear pedagogy and the control group for childrenâs MVPA levels during PE. Linear and Nonlinear interventions generally included higher percentages of MVPA promoting teaching practices (e.g., Motor Content) and lower MVPA reducing teaching practices (e.g., Management), compared to the control group. Teaching practices observed in Linear and Nonlinear interventions were in line with the respective pedagogical principles. Conclusions Linear and Nonlinear pedagogical approaches in PE do not negatively impact MVPA compared to usual practice. Nevertheless, practitioners may need to refine these pedagogical approaches to improve MVPA alongside movement competence
Reference values for wrist-worn accelerometer physical activity metrics in England children and adolescents
Get PDFBackground: Over the last decade use of raw acceleration metrics to assess physical activity has increased. Metrics such as Euclidean Norm Minus One (ENMO), and Mean Amplitude Deviation (MAD) can be used to generate metrics which describe physical activity volume (average acceleration), intensity distribution (intensity gradient), and intensity of the most active periods (MX metrics) of the day. Presently, relatively little comparative data for these metrics exists in youth. To address this need, this study presents age- and sex-specific reference percentile values in England youth and compares physical activity volume and intensity profiles by age and sex. Methods: Wrist-worn accelerometer data from 10 studies involving youth aged 5 to 15 y were pooled. Weekday and weekend waking hours were first calculated for youth in school Years (Y) 1&2, Y4&5, Y6&7, and Y8&9 to determine waking hours durations by age-groups and day types. A valid waking hours day was defined as accelerometer wear for â„ 600 min·dâ1 and participants with â„ 3 valid weekdays and â„ 1 valid weekend day were included. Mean ENMO- and MAD-generated average acceleration, intensity gradient, and MX metrics were calculated and summarised as weighted week averages. Sex-specific smoothed percentile curves were generated for each metric using Generalized Additive Models for Location Scale and Shape. Linear mixed models examined age and sex differences. Results: The analytical sample included 1250 participants. Physical activity peaked between ages 6.5â10.5 y, depending on metric. For all metrics the highest activity levels occurred in less active participants (3rd-50th percentile) and girls, 0.5 to 1.5 y earlier than more active peers, and boys, respectively. Irrespective of metric, boys were more active than girls (p <.001) and physical activity was lowest in the Y8&9 group, particularly when compared to the Y1&2 group (p <.001). Conclusions: Percentile reference values for average acceleration, intensity gradient, and MX metrics have utility in describing age- and sex-specific values for physical activity volume and intensity in youth. There is a need to generate nationally-representative wrist-acceleration population-referenced norms for these metrics to further facilitate health-related physical activity research and promotion
The bidirectional longitudinal association between academic performance and cardiovascular disease risk factors in adolescents
Get PDFIntroduction: The limited prior research examining the association between academic performance and cardiovascular disease (CVD) risk factors in youth did not explore the reciprocal association between these constructs, and analyzed CVD risk factors individually. Thus, the aim of the present study was to explore the bidirectional longitudinal association between clustered CVD risk score and academic performance in adolescents over a 24-month interval. Methods: A total of 237 adolescents (45.6% girls), aged 13.9 ± 0.3 years old at baseline, from DADOS (Deporte, ADOlescencia y Salud) study were included in this study. A clustered CVD risk score was created by calculating the mean age- and gender-standardized z-scores of waist circumference, systolic blood pressure, total cholesterol to high-density lipoprotein cholesterol ratio, triglycerides, homeostatic model assessment of insulin resistance, and cardiorespiratory fitness (inversed). Academic performance was assessed through the final academic grades and the test of educational abilities. Results: Our results showed that the clustered CVD risk score at baseline was not associated with academic performance 24 months later (all p >.05). Nevertheless, except for physical education, academic grades at baseline were inversely associated with clustered CVD risk score at follow-up in adolescents (ÎČ ranged from â0.140 to â0.102; all p <.05). No associations were found between academic abilities at baseline and clustered CVD risk score at follow-up (all p >.05). Conclusion: Academic grades could help predict CVD risk 24 months later during adolescence. Education professionals should foster adolescents' academic performance not only to improve academic results but also to maximize future cardiovascular health benefits
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