Physical Competence Research Articles

Attitudes and Behaviors of Physical Activity in Children with Cerebral Palsy: Findings from PLAY Questionnaire.

: PurposeTo investigate the domains of physical activity in children with cerebral palsy (CP) and to compare these findings to typically developed (TD) children. Methods: A cross-sectional study design. Responses of the four domains in Play Lifestyle and Activity in Youth (PLAY) questionnaire were descriptively analyzed and compared between children with CP (GMFCS I-II) and TD children. Results: Fifty-three children with CP (N = 53, 36 males and 17 females, age of 8.4 ± 1.7 years) and 58 TD children (N = 58, 34 males and 24 females, age of 7.6 ± 1.4 years) participated in this study. In analyses of daily behavior, reported participation in weekly (adaptive) physical education (PE) and sports were more frequent in children with CP (0.6 ± 0.5 days per week) compared to TD children (0.4 ± 0.6 days per week, p = 0.040). Outside play time including free play, organized (adaptive) sports and recess were higher in children with CP (2.7 ± 0.8 days per week) than TD children (2.4 ± 0.7 days per week, p = 0.022). About motivation/attitudes, a higher proportion of TD children feel sad if they are not able to play sports during the day (74.1%) compared to children with CP (48.7%, p < 0.001). Conclusion: Physical activity level was comparable between children with CP and age-matched TD children, while TD children showed higher scores in knowledge and understanding, motivation/attitudes, and physical competence.

The formation of the students‘ professional competencies of physical education teacher applying health-preserving learning technologies

The article proves that one of the conditions for achieving the putpose of the physical education teacher professional competencies formation is the activity whuvh develops ythe idea of health introduving health-preserving technologies into the educational process. In the modern realities, the training of the future physical education teachers is gradually transferring fromeducational and disciplinary to person-centered form of learning. This helps to create the preconditions for pedagogical creativity of future teachers and to increase their competitiveness in future professional activities. The most effective means of forming professionalism is education, and high professionalism is the key to succeedin socially significant activities. Pedagogical skills are based on the high professional level of the teacher, one’s behavior norms and pedagogical experience, and the necessary conditions for pedagogical skills are the teacher’s humanistic position and professionally significant personal qualities.The aimof the arficle is to substantiate the expediency of the students’ professional competencies formation applying health-preserving learning technologies. The study of the students’ basic knowledge of the compulsory educational component showed the difference between their self-assessmemt and teacher's evaluation. The results analysis shows that out of 46 students, 8.7 % of the students received a high level of knowledge, 39.1 % - medium, 32.6% - low, and 19.6 % - poor. Only 15.2 % ofstudents know the methodology of conducting a physical education class at school atthehigh methodological level, 52.3 % have an average level of proficiency, 30.3 % have a low level of proficiency, and 2.2 % dono tha vesufficient know ledge and skills. It has been proved that not all the students are familiar with modern physical culture and health-improving technologies, as indicated by 6.5 of students and 17.4 % of teachers. Among the surveyed respondents, 17.3 % have high professional competencies, 50.0 % have professional competencies developed at the middle level, 28.3 % - at the low level, and only 4.4 % have not mastered the professional competencies of a physical education teacher. In general, 95.6 % of students are ready to work as a physical education teacher at school. The results of the experimental works howed the positive dynamics of the formation of professional competence (at the meddle an dhigh levels) throughtheuse of health-preserving learningte chnologies.

The call-bell in residential care homes: Experiences of residents and staff

Background/objectivesCall-bells are often taken-for-granted systems to heighten safety. In joint discussions among residential care home (RCH) residents, their family members, and staff, issues related to call-bell use in everyday life and work were repeatedly raised. In this article, we explore these experience-based perspectives, addressing several key questions important for call-bell use and communication. Research design/methodsWe inductively analyzed a series of individual interviews and group discussions with 44 individuals at two units of the same Swedish RCH, conducted as part of a participatory action research project to strengthen supportive end-of-life environments. ResultsWhile the call-bell was a central part of RCH communication, we found: fragmented understanding about how the call bell functioned among all participants; many residents lacked the physical and cognitive competencies demanded for call-bell use; tensions between use of the call-bell for social/existential communication versus purely discrete tasks; and that a call-bell system assuming room-bound residents exacerbated issues related to varied response times, lack of feedback mechanisms, and pressured work situations. Discussion and implicationsInvestigation of the call-bell system provides an empirical example of how complex relationships among stakeholders are played out in concrete situations. Tensions between different logics of care, and between clock and embodied time become evident.

Effects of Active Breaks on Physical Literacy: A Cross-Sectional Pilot Study in a Region of Spain.

Several studies have shown that active breaks (AB) lead to improvements in physical fitness, daily steps taken and participants’ health. However, there are no studies that have evaluated how they affect physical literacy (PL). Aims: Therefore, this study examined the effects of a 4-week recreational AB program based on games whose main objective was to improve motivation and motor skills’ improvement in PL in schoolchildren. Method: A quasi-experimental pilot study was conducted with PL assessments before and after a 4-week recreational AB program. Results: Fifty-seven schoolchildren (10.28 ± 0.43 years) participated in the study, 29 in the control group and 28 in the experimental group. An improvement in PL was found between the experimental and control groups after the intervention (p = 0.017). Moreover, the experimental group also improved (p < 0.001) PL after the intervention. More specifically, within the domain of PL, improvements were found after the intervention in the experimental group in the domains of physical competence (p < 0.001), motivation and confidence (p < 0.001) and knowledge (p < 0.001) but not in the domain of daily activity (p = 0.051). Conclusion: The application of an AB program based on playful games, during four weeks, produced an increase in scores in the general PL level, as well as in the domains of physical competence, motivation, and knowledge and understanding in schoolchildren.

Sport Participation in Early and Middle Adolescence: The Interplay Between Self-Perception and Psychobiosocial Experiences in Predicting Burnout Symptoms.

Adolescence is characterized by pubertal physical changes, cognitive development, and modified social expectations. Adolescent athletes often enter a more challenging stage of athletic development associated with increased specialization, and become vulnerable to feelings of burnout. It is therefore important to consider intrapersonal psychological factors that can improve sport participation experiences and prevent burnout. Accordingly, the aim of the current study was to examine the interplay between self-perceptions and emotion-related (i.e., psychobiosocial) experiences (e.g., feeling confident, focused, determined, physically charged, and skillful) in predicting burnout symptoms in adolescents. A sample of 12–14-year-olds (n = 338, 176 girls and 162 boys; Mage = 13.42, SD = 1.12) and 15–17-year-olds (n = 302, 142 girls and 160 boys; Mage = 15.78, SD = 1.17), participating in individual or team sports, were involved in a cross-sectional study to assess positive and negative self-perceptions, functional and dysfunctional psychobiosocial experiences, and burnout symptoms (i.e., emotional and physical exhaustion, reduced sense of accomplishment, sport devaluation). Path analysis results suggest that higher scores on global physical self-perception, self-esteem, and sport competence were associated with lower burnout symptoms, while higher scores on social physique anxiety were associated with higher scores on sport devaluation. Moreover, self-esteem and sport competence were shown to have significant indirect effects on burnout dimensions via functional psychobiosocial experiences. Differences by gender (p < 0.001) and by age category (p < 0.001) in the variable scores were also found. Compared to girls, boys reported higher scores on competence, functional psychobiosocial experiences, global physical self-perception, self-esteem, emotional and physical exhaustion, and lower scores on social physique anxiety. Compared to 12–14-year-olds, 15–17-year-olds reported lower scores on global physical self-perception and self-esteem, and higher scores on social physique anxiety, reduced sense of accomplishment, and sport devaluation. This study adds to the literature on burnout by considering the role of intrapersonal factors (i.e., global physical self-perception, self-esteem, sport competence, and social anxiety) in predicting burnout symptoms in adolescent athletes, and the mediating effects of psychobiosocial experiences. From an applied perspective, sport coaches should implement strategies to foster positive self-perceptions, promote pleasant psychobiosocial experiences, and prevent burnout.

Effects of a Physical Literacy Breaks (PLBreaks) Program on Physical Literacy and Body Composition in Portuguese Schoolchildren: A Study Protocol.

Simple SummaryActive breaks have led to improvements in physical fitness, daily steps taken or even improvements in the health of participants who have taken them. However, no study has assessed how they affect physical literacy (PL). This study will try to explore the effect of a programme based on active breaks (PLBreaks) on PL and body composition of schoolchildren. For this purpose, the PLBreaks programme will be carried out for 3 months and 3 days a week. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activities. The second block will be focused on the physical competence and motivation through games. Furthermore, a control group who will follow their usual daily activities is included. This would allow the investigation of whether the PLBreaks programme leads to an improvement in PL and body composition in schoolchildren. If the effectiveness of the programme is demonstrated, the programme could be included in public education programmes, representing a scientific advance in terms of improving health-related PA and adherence, as well as the prevention of diseases associated with inactivity.(1) Background: Several studies have shown that active breaks have led to different improvements in their participants. However, no studies have assessed how they affect physical literacy (PL). (2) Aims: Therefore, this study will examine the effect of the PLBreaks programme on school children’s PL and body composition. (3) Methods: A parallel-group randomised controlled trial will be conducted with assessments of PL (Canadian Assessment of Physical Literacy Development) and body composition (height, bodyweight, fat mass and fat-free mass) before and after an active breaks programme. PLBreak programme will run for 3 months and will be carried out 3 days a week for 20 min each day. The PLBreaks programme will consist of two blocks of 10 min of different physical activities (PA). The first block will be focused on the acquisition of knowledge and healthy life habits that will contribute to the development of the domains of knowledge and understanding and daily activity. The second block will be focused on physical competence and motivation throughout games. (4) Conclusions: The present study will investigate the efficacy of PLBreaks in schoolchildren in improving their PL and body composition. If the efficacy of the program is demonstrated, including the programme in public education programmes can be possible. This could be a scientific breakthrough in terms of health-related PA improvement and adherence, as well as the prevention of diseases associated with inactivity.

Physical therapy knowledge, skills, and competencies in the care of people with chronic pain

Between 8 and 16million people in Germany are affected by chronic pain, causing costs of up to 28.7billion euros annually. Chronic pain is complex and has biopsychosocial aspects. Physiotherapeutic care requires special knowledge, skills and competencies. Apublicly accessible description of these requirements does not currently exist in Germany. The aim of the work was to establish aconsensus among experts working in Germany regarding the necessary knowledge, skills and competencies of physiotherapists in the care of people with chronic pain. Two-stage Delphi procedure with 15experts. In the first round of questions, knowledge, skills and competencies that had previously been identified in asystematic literature review were assessed and supplemented. In the second round of questions, the experts evaluated the additions made in the first round of questions with regard to their relevance. Of 219 evaluated statements, 124 were classified as absolutely relevant. In addition to anatomical and physiological pain knowledge, mainly educational and communication skills were rated as important. This overview may provide abasis for the development of acompetency profile that can be used to develop contents for the modular design and standardisation of curricula in courses of study or training.

Validation of a Speech Database for Assessing College Students' Physical Competence under the Concept of Physical Literacy.

This study developed a speech database for assessing one of the elements of physical literacy—physical competence. Thirty-one healthy and native Cantonese speakers were instructed to read a material aloud after various exercises. The speech database contained four types of speech, which were collected at rest and after three exercises of the Canadian Assessment of Physical Literacy 2nd Edition. To show the possibility of detecting each exercise state, a support vector machine (SVM) was trained on the acoustic features. Two speech feature sets, the extended Geneva Minimalistic Acoustic Parameter Set (eGeMAPS) and Computational Paralinguistics Challenge (ComParE), were utilized to perform speech signal processing. The results showed that the two stage four-class SVM were better than the stage one. The performances of both feature sets could achieve 70% accuracy (unweighted average recall (UAR)) in the three-class model after five-fold cross-validation. The UAR result of the resting and vigorous state on the two-class model running with the ComParE feature set was 97%, and the UAR of the resting and moderate state was 74%. This study introduced the process of constructing a speech database and a method that can achieve the short-time automatic classification of physical states. Future work on this corpus, including the prediction of the physical competence of young people, comparison of speech features with other age groups and further spectral analysis, are suggested.

Recycling potential of cathode ray tubes (CRTs) waste glasses based on Bi2O3 addition strategies

Cathode-ray tubes (CRTs) from computer monitors and television sets are considered as one of the main sources of waste materials worldwide. Therefore, a new application for such out of use materials is required to solve the relatively huge amount of this waste. In this paper, the popular melt-quench technique was used to synthesis glass samples with the structure: xBi2O3–(100-x) waste CRTs (where x = 0, 10 & 20 wt%) and designated as CRT-Bi0, CRT-Bi10, and CRT-Bi20 accordingly. The physical, structural, optical and radiation absorption competence of the glasses were investigated. The XRD analysis of the glasses reveals an amorphous structure while the mass density increased linearly with the Bi2O3 content of the glasses from 2.86 to 3.08 g/cm3. The optical absorbance of the glasses initially increased and later declined in the visible region as the weight fraction of Bi2O3 increased. The direct optical bandgap Eg values were found to be 3.26, 2.72, and 2.64 eV whereas the indirect Eg values were equal to 3.15, 2.30, and 2.26 eV for CRT-Bi0, CRT-Bi10, and CRT-Bi20, respectively. The gamma-ray interaction parameters of the glasses obtained through FLUKA simulations and XCOM computation showed that mass attenuation falls within the range 0.6991–0.0256, 1.1426–0.0276, 1.5860–0.0301 cm2/g for photon energy range 0.1–10 MeV. Generally, the computed gamma ray interaction quantities show that the gamma ray shielding ability of the CRT-Bi glasses follows the order: CRT-Bi0 < CRT-Bi10 < CRT-Bi20. This order is conserved in the computed interaction cross sections for thermal (25 meV) neutrons. On the other hand the fast neutron removal cross section follows a reverse order with values of 0.0891 cm−1, 0.0867 cm−1, and 0.0850 cm−1 for weight fraction of Bi2O3 from 0 to 20 wt%. The comparison of the gamma–ray attenuation capacity of the CRT-Bi20 with common shielding materials reveals good potential for shielding application. Out of use CRT glasses may thus be recycled for use as radiation shielding glasses as described in this study for gamma radiation protection applications.

For the Love of the Game: An Exploration of the Experiences and Psychosocial Development of Women 70 Years of Age and Older Who Play Volleyball.

There is much to learn about the lived experience of sport participation in later life for older women. This qualitative study explored the experiences of 18 women volleyball players, ages 70 years and older. Four themes emerged from an inductive analysis of in-depth, semistructured interviews: (a)seeking and enjoying optimal challenge, (b)demonstrating physical competence through skill mastery, (c)commitment to continue playing while navigating declining competence, and (d)connection with teammates and positive reinforcement. Following the inductive analysis, the themes were analyzed using personal assets frameworks as lenses through which to further understand how these women's psychosocial development through sport compared with youth and Masters sport. Challenge, competence, connection, and commitment to continue were salient personal assets identified for these women. Researchers should continue to explore how positive sport development across the lifespan can be both universal and nuanced for diverse cohorts of athletes.

Influence of WO3 on gamma radiation shielding efficiency, physical and optical properties of newly developed Li2O – CaO – Bi2O3 – B2O3 glasses

Five different lithium calcium bismuth boro-tungstate glasses with nominal composition xWO3 – (30–x) Bi2O3 – 15Li2O – 15CaO – 40 B2O3: (W1 (x = 0) – W5 (x = 10) mol) % were synthesized by conventional quenching method from pure oxides. XRD profiles have further revealed their amorphous nature. Physical, optical properties and photon attenuation competence have been investigated. The variation in the density values (ρ), molar volume (Vm), oxygen molar volume (Vo) and oxygen packing density (OPD) showed the influence of WO3 on glass structure. The various optical properties such as optical band gap (Eopt), refractive index (n), molar refraction (Rm), cationic polarizability (αM) and optical basicity (∧) were calculated and are discussed in terms of structural changes. Under Bi2O3/WO3 replacement, the optical band gap was observed to reduce using the absorbance spectrum. The indirect optical energy gap was varied from 2.70 to 2.44 eV, while the direct one varied from 2.95 to 2.79 eV, respectively. Mass attenuation coefficients (MAC) values of the prepared glasses were analyzed using the Phy-X/PSD program. In the terms of mass and linear attenuation coefficients and effective atomic number (MAC, LAC, and Zeff), these two photon shielding parameters parameter follow the trend as: (W1)(MAC, LAC, Zeff) > (W2) (MAC, LAC, Zeff)> (W3) (MAC, LAC, Zeff) > (W4) (MAC, LAC, Zeff) > (W5) (MAC, LAC, Zeff). On the other side, the half-value layer and mean free path parameters (HVL, MFP) follow the trend as: (W1)(HVL, MFP) < (W2)(HVL, MFP) < (W3)(HVL, MFP) < (W4)(HVL, MFP) < (W5)(HVL, MFP). Results revealed that the studied glasses can be applied in several areas of optical and gamma radiation protection applications.

Transforming Motivation for Exercise in a Safe and Kind Environment-A Qualitative Study of Experiences among Individuals with Type 2 Diabetes.

Exercise is a cornerstone in diabetes care; however, adherence is low and sustaining physical activity remains a challenge. Patient-centered diabetes self-management education and support are recommended; however, sparse literature exists on how to design exercise interventions that improve self-management in individuals with complications of type 2 diabetes mellitus (T2D). We aimed to gain insights into needs, barriers, and motivation based on experiences with exercise participation among individuals with T2D and complications to adjust and develop new types of tailored, supervised exercise classes in specialized care at three hospitals in Denmark. In keeping with a constructivist research paradigm, a qualitative hermeneutic approach using focus group interviews was applied to explore perspectives among different participants in terms of disease severity. Seven interviews with 30 participants (aged 49–88) representing seven different exercise classes, were conducted over three years. Reflective thematic analysis was used. Four themes were generated: People like us, Getting started with exercise, Game changers, and Moving forward. An overarching theme ‘The transformation of motivation when exercising in a safe and kind environment’ links the themes together, resembling the participants’ development of physical literacy encompassing motivation, confidence, physical competence as well as an ability to value physical activity. Supportive patient-centered exercise classes promoted a transformation of motivation grounded in the development of physical literacy among participants in specialized diabetes care. However, participants were concerned with continuing to exercise on their own after the intervention, as they experienced a lack of continuous, supervised exercise opportunities in local communities.

Costly teaching contributes to the acquisition of spear hunting skill among BaYaka forager adolescents.

Teaching likely evolved in humans to facilitate the faithful transmission of complex tasks. As the oldest evidenced hunting technology, spear hunting requires acquiring several complex physical and cognitive competencies. In this study, we used observational and interview data collected among BaYaka foragers (Republic of the Congo) to test the predictions that costlier teaching types would be observed at a greater frequency than less costly teaching in the domain of spear hunting and that teachers would calibrate their teaching to pupil skill level. To observe naturalistic teaching during spear hunting, we invited teacher–pupil groupings to spear hunt while wearing GoPro cameras. We analysed 68 h of footage totalling 519 teaching episodes. Most observed teaching events were costly. Direct instruction was the most frequently observed teaching type. Older pupils received less teaching and more opportunities to lead the spear hunt than their younger counterparts. Teachers did not appear to adjust their teaching to pupil experience, potentially because age was a more easily accessible heuristic for pupil skill than experience. Our study shows that costly teaching is frequently used to transmit complex tasks and that instruction may play a privileged role in the transmission of spear hunting knowledge.

Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

BackgroundThe overall aim of this study was to explore third-year bachelor nursing students’ stimulated recall reflections on their physical assessment competence development. The choice of learning strategies in nursing education seems to have great impact on nursing students’ use of physical assessment skills while in clinical rotation. There is a need to explore nursing students’ learning processes related to the use of physical assessments.MethodsExplorative qualitative design using a triangulation of data collection methods. Nine final-year nursing students’ physical assessment performances during patient encounters were audio-taped and observed. Shortly after, an individual stimulated recall interview based on the audio-recorded patient encounter and observation notes was conducted. A two-fold analysis was conducted: 1) analysis of students’ performed assessments, and 2) phenomenological hermeneutical analysis of the stimulated recall interviews.ResultsNursing students assessments shifted from a checklist approach to a symptom-based, more holistic and person-centred approach, emphasizing conversation as part of their assessments. The nursing students also reported that a safe and stimulating learning environment was a prominent feature for their continuing development. Learning from skilled role models with expectations to them using physical assessment skills facilitated their continuing skills appliance, interprofessional communication and reflective practice.ConclusionsThis study contribute with a novel, comprehensive and in-depth description of what influenced nursing students’ learning processes experiences of using physical assessment skills during clinical rotation. The results reveal the need for targeted course designs by implementing scaffolded learning activities in practical and theoretical courses aimed at strengthening students’ learning of physical assessment skills—building upon and emphasizing their prior knowledge and competence, which may lead to more confident registered nurses and promote patient safety in different health care contexts. We propose using stimulated recall systematically as a novel reflective learning activity in nursing education to foster clinical reasoning and metacognition skills and achieve deep learning.

Аналіз теоретичних основ організації адаптивної фізичної рекреації студентів у вітчизняних закладах вищої освіти

The purpose of the study was to describe the analysis of scientific literature on the problem of organization of adaptive physical recreation of students in Ukrainian institutions of higher education. Scientifically determined, that healthy persons need natural motor activity, and for persons with disabilities it is the opening of new opportunities for a positive change in their physical, biological and social status, these are: independence and self-confidence, expanding the circle of knowledge and communication, change in value orientations, enrichment of the spiritual world, improvement of motor abilities, increase in vitality, physical and mental health. One of the promising areas for meeting these social problems and avoiding the manifestation of negative consequences for this specified contingent is an adaptive physical recreation in the conditions of an institution of higher education, which allows: psychological relief, compensation for insufficient level of motor activity of students, improvement of their health, formation of motivational-value attitude, organization of meaningful leisure, empowerment of self-determination, self-improvement and implementation of equal rights and opportunities in order to increase the level of social integration. A real flaw in the system of physical education in Ukrainian universities is the actual absence of a clear legislative and normative regulation of the organization for adaptive physical recreation, as a component of adaptive physical education. Adaptive physical recreation, despite the wide range of available research materials, requiring high-quality processing and substantiation of the order of organization and scientific support of the functioning of the studied direction of physical education. Organization of health-improving and recreational activities of students in the system of adaptive physical education of higher education institutions involves observance of determined goals, objectives, methods, means, forms and procedures for organization of motor activity during student’s leisure. Conclusion. It is established that the organization of health and recreational activities of students in the system of adaptive physical education of higher education institutions is aimed at strengthening the health of students with disabilities, improving mental and physical performance and basic professional competencies of future professionals, forming a philosophy of healthy living influence on its components, which consists in the rational organization of free time, meeting the natural need for sufficient physical activity, enjoying meaningful leisure

The Association Between Physical Competence and Psychological Response Among Young Athletes Following ACL Reconstruction

Background:The traditional index of return to sport (RTS) readiness following anterior cruciate ligament reconstruction (ACLR) is the achievement of physical competence criteria. Emerging research indicates that psychological response and self-perceptions of physical competence may be critical for successful RTS among young athletes.Hypothesis/Purpose:The purpose of this study was to test the hypothesis that young athletes with higher actual and perceived physical competence will demonstrate a more positive psychological response at time of RTS after ACLR.Methods:Thirty-eight athletes (median age=16.9 years [IQR: 16.1, 18.8]) following primary ACLR completed testing within 8 weeks of medical clearance to RTS. All participants completed isokinetic knee extension strength (180°/s) and single-limb crossover hop for distance, in addition to the Knee injury and Osteoarthritis Outcome Score (KOOS), Self-Perception Profile Athletic Competence, and ACL Return to Sport after Injury (ACL-RSI) questionnaires. Criteria for the achievement of actual (APC) and perceived physical competence (PPC) were operationally defined based on established age- and activity-relevant cutoff scores (Table 1). Psychological response was assessed with ACL-RSI overall score, in addition to each ACL-RSI subscale score (Emotions, Confidence, Risk Appraisal). Multiple linear regression analyses were used to determine differences in ACL-RSI scores based on achievement of APC and PPC, while adjusting for age and sex.Results:Of the 38 participants, 9 (23.7%) were able to meet all criteria for High APC, while 29 (76.3%) participants were categorized as Low APC. Twenty-one (55.3%) of the 38 participants were categorized as Very Good PPC, and 17 (44.7%) were categorized as Somewhat Good PPC. The regression model for overall ACL-RSI score was significant (F (4,33) = 5.224, p=0.002, adj. R2 = 0.313), with age explaining 26.4% of the total variance (p=0.001). In evaluating the ACL-RSI subscales, the regression model for the ACL-RSI Emotions score was significant (F(4,33) = 7.760, p<0.001, adj. R2 = 0.422), with age, sex, and PPC explaining 33.9% (p<0.001), 7.0% (p=0.04), and 7.7% (p=0.03) of the total variance, respectively. Lastly, the regression model for ACL-RSI Risk Appraisal score (F(4,33) = 3.416, p=0.019, adj. R2 = 0.207) was significant, with age and PPC explaining 10.5% (p=0.034) and 12.9% (p=0.02) of the total variance, respectively (Table 2).Conclusion:In partial accordance with our hypothesis, higher PPC, but not APC, was significantly associated with a more positive psychological response among young athletes after ACLR. Interventions to improve self-perceptions of competence may optimize psychological readiness to RTS.Table 1.Actual and Perceived Physical Competence CriteriaTable 2.Results of Standard Multiple Regression of Competence on ACL-RSI Scores

Attitudes and behaviors of physical activity in children: Findings from the Play, Lifestyle & Activity in Youth (PLAY) Questionnaire.

The identified domains of child physical literacy include knowledge/understanding, behavior, motivation/confidence, and physical competency. Understanding physical literacy is critical to moving forward intervention efforts surrounding physical inactivity. To investigate physical literacy domains by presenting responses to the Play, Lifestyle & Activity in Youth (PLAY) questionnaire and analyze the relationship between comparable questions in the child and parent sections. Cross-sectional questionnaire study. Suburban youth program, United States. Parent and child responses to the PLAY questionnaire. Questionnaire data were collected for 106 children 6-11 years old and 91 parents. Children (93.3%, 83/91) reported enjoyment in physical education, despite 70% participation in physical education 0-1day/week. 66.6% (26/91) of children preferred active to passive play and played outside most days/week (5.0 median). Similarly, a high proportion of children (93.3%, 83/91) reported feeling that they physically performed similar to or higher than their peers and took ownership to improve motor competency versus taking a more passive approach. Most children (96.7%, 87/91) reported feeling happy when they were able to play sports/run around, enjoyed gym class (93.3%, 83/91), and reported feeling sad if they cannot play sports/run around during the day (75.6%, 68/91). Parents and children reported rules around screen time and bed time, and reinforced these rules often. Child and parent responses were associated for comparable questions about bedtime and screen-time/media rules, moderate-to-vigorous physical activity per day, sport camp preference, and play equipment use (Fisher's p=.051 screen time, p < .001 other questions). PLAY questionnaire internal validity showed agreement between comparable parent and child responses and an association for select comparable questions.

Cross-sectional association of light sensor-measured time outdoors with physical activity and gross motor competency among U.S. preschool-aged children: the 2012 NHANES National Youth Fitness Survey

BackgroundTime spent outdoors (outdoor time) has been suggested to be beneficial for physical activity (PA) and healthy development among preschool-aged children. The aim of this study was to quantify PA level and gross motor competency associated with light sensor-measured daily outdoor time in a representative sample of U.S. children aged 3 to 5 years.MethodsThe study sample included 301 participants (149 girls) aged 3 to 5 years from the 2012 U.S. National Health and Examination Survey National Youth Fitness Survey. ActiGraph GT3X+ accelerometers with a built-in ambient light sensor were used to measure PA (expressed in monitor-independent movement summary [MIMS]) and outdoor time. The Test of Gross Motor Development-Second Edition (TGMD-2) was used to assess gross motor skills. Multivariable linear regression models were fit to predict daily and gross motor scores by daily outdoor time.ResultsAverage daily outdoor time was 95 min (median of 84 min; interquartile range of 52 to 123 min). Means of daily outdoor time and daily MIMS were not significantly different between boys and girls. Among girls, every additional 10 min of daily outdoor time was associated with an additional 540 daily total MIMS (95% CI = 372, 708). Among boys, every additional 10 min of daily outdoor time was associated with an additional 296 daily total MIMS (95% CI = 131, 460). Every additional 10 min of daily outdoor time was associated with a 0.1-point (95% CI = 0.001, 0.130) higher object control standard score. Daily outdoor time was not associated with a locomotor standard score.ConclusionsIn a representative sample of U.S. preschool-aged children, daily outdoor time was positively associated with daily PA. The contribution of outdoor time to PA was greater among girls than boys, suggesting that providing outdoor opportunities is critical for promoting PA, particularly among girls.

A Randomized Controlled Trial of a Blended Physical Literacy Intervention to Support Physical Activity and Health of Primary School Children

BackgroundThe concept of physical literacy (PL) has been advocated as the need to create environments fostering sustainable engagement in PA. This study adopted ecological approach to evaluate the effectiveness of a blended PL intervention embedded into the school day to support children’s PA and health.MethodDesigned as a three-arm randomized controlled trial, a total of 79 participants (59.5% girls) were randomly assigned to: the “Quantity + Quality” blended PL group combining sit–stand desks and play-based recess (SSPlay), the “Quality” group with play-based recess only (Play) or the control group. The intervention lasted for 13 weeks, and all the variables were collected at baseline, post-intervention and 3-month follow-up.ResultsSSPlay and Play group significantly improved on two of the embodied PL domains, Physical Competence (− 2.96 vs − 5.15, p < 0.05) and Knowledge and Understanding (− 2.35 vs − 2.00, p < 0.05), total errors of cognitive flexibility (24.00 vs 12.92, p < 0.05), and this difference was maintained at follow-up (p < 0.05). Whilst there was no interaction effect between groups, and time effects were found for PA and planning from baseline to post-intervention.ConclusionThis was the first to adopt an ecological approach as an innovative strategy to provide the emergence of PA for children in Hong Kong. The blended intervention design that embedded both quantity and quality of PA into children’s school day has shown promise in supporting children’s all round development. PL intervention where environments are designed to increase the “Quantity + Quality” of children’s everyday interactions has led to improvements in PA and health outcomes, which may provide insights for future studies to adopt cost-friendly and feasible measures for promoting children’s PA in the school settings.Trial Registration: ChiCTR, ChiCTR2000035038. Registered 29 July 2020—Retrospectively registered. http://www.chictr.org.cn/hvshowproject.aspx?id=46038.

Physical assessment competencies for nurses: A quality improvement initiative.

As the only healthcare providers caring for hospitalized patients every hour of every day, nurses have a responsibility to keep patients safe. Physical assessment is a basic but essential nursing skill that fosters patient safety. Assessing a patient's current status enables nurses to recognize early patient deterioration. Contemporary nursing practice relies on vital signs and technology to aid in the detection of patient deterioration. The aim is to describe the Methodist Proficient Assessment Competency (MPAC©) quality improvement initiative. Surveys and directly observed patient assessment data were used to evaluate attitudes and practices. One hundred and seventy‐nine pre‐MPAC audits were conducted, followed by 1391 post‐MPAC audits. Pre‐ compared with post‐MPAC audits showed significant improvements in complete physical assessments (78% vs. 94%; p < .001), timeliness (within 4 h; 64% vs. 91%; p < .001) and accuracy (67% vs. 95%; p < .001) of documentation. In conclusion, nurses have a responsibility to quickly identify changes in a patient's condition and intervene to prevent serious adverse events. Taking the needed time to perform a full physical assessment at the beginning of the shift along with timely and accurate documentation, allows nurses to acquire the knowledge they need to establish a patient's current clinical status and usual behaviors, thereby facilitating early recognition of subtle changes that could indicate deterioration.