Physical Competence Research Articles

Validity and Reliability Assessment Physical Literacy- Physical Competence Domain (APL-PCD) in East Priangan, Indonesia

Validity and Reliability Assessment Physical Literacy- Physical Competence Domain (APL-PCD) in East Priangan, Indonesia

Empathy Levels, Self-Perceptions, and Play Interactions of Children Aged 60-72 Months in the Preschool Period

The aim of this study is to investigate the relationship between empathy levels, self-perceptions, and interactive play skills with peers in children during the preschool period. The study utilized a quantitative research design, specifically employing a correlational survey model. A total of 128 children attending educational institutions in the Uskudar district of Istanbul, Turkey, were included in the study. The participants were selected using the convenience sampling method. The data collection instruments used in the study were the "Demographic Information Form," "Empathy Scale for Children," "Purdue Self-Concept Scale for Preschool Children," and the " Penn Interactive Peer- Playing Scale-Teacher Form". The study's results revealed a moderate positive correlation between children's empathy skill levels and play interactions. Additionally, a moderate negative correlation was found between empathy skill levels and disengagement from play. Furthermore, a positive correlation was observed between the sub-dimension of maternal acceptance, which is one of the components of the self-perception scale, and play interactions, while a negative correlation was identified between scores related to play disruption and disengagement. However, no significant relationship was found between the other sub-dimensions of the self-perception scale, namely social, academic, and physical competence, and play skills.

Genetic and Familial Influences on Self-Perception in Early Childhood and Self-Esteem in Adulthood: A Cross-Sectional Analysis.

Self-perception in early childhood and self-esteem in adulthood are related to a variety of aspects of psychological wellbeing. The goal of the present study was to examine genetic and familial influences on self-perception and self-esteem in separate samples of children (153 twin pairs of 5-year-olds) and adults (753 twin pairs between the ages of 25-75 years). Genetic common factor modeling showed that three facets of self-perception (physical competence, peer acceptance, and maternal acceptance) loaded onto a single heritable factor in children. Multilevel modeling showed no effects of self or co-twin sex on self-perception, but authoritative parenting style was negatively related to self-perception in boys. Similarly, in Study 2, with the adult sample, five self-esteem items loaded on a single heritable factor with no effects of co-twin sex on adult self-esteem. Remembered maternal affection, paternal affection, and maternal discipline were positively related to self-esteem in adults; maternal affection was especially significant for women. The reversal in direction of parenting effects between early childhood and adulthood suggests that parents may play different roles in shaping how children and adults think of themselves. These results suggest that self-perception in childhood and self-esteem in adulthood are both influenced by genetic and environmental factors and that parenting is an important environmental factor for both children and adults.

The results of implementation of the methodology of teaching physical exercises by means of badminton to students of pedagogical profile with impaired health

Today, the problem of forming the physical culture and health competence of student youth, attracting them to a healthy lifestyle and active movement is important. The formation of sports skills and exercise training is an important area of student development, as it contributes to the improvement of their harmonious development, physical and mental health, and the adoption of a healthy lifestyl. The purpose of the work is to highlight the results of the implementation of the proposed methodology for teaching physical exercises by means of badminton to pedagogical students with poor health and to prove the effectiveness of the developed methodology. Main tasks: to experimentally test the effectiveness of the methodology of teaching physical exercises and development of physical qualities by means of badminton in the process of physical education of students with poor health. Research methods: pedagogical observations, pedagogical experiment, anthropometric measurements and methods of functional diagnostics to assess the morphofunctional state and motor capabilities of students in order to test the methodology for assessing the educational achievements of students with poor health in the process of badminton classes; methods of statistical data processing. Conclusions. Comparison of the results between the experimental and control groups proves a significant increase in the performance of students of the experimental group and the positive impact of the methodology of teaching physical exercises by means of badminton for students of pedagogical profile with poor health. Thanks to the implementation of the author's methodology, it was found that, according to existing journals, attendance and academic performance of pedagogical students with poor health improved, the number of diseases and the number of absences from physical education classes for disrespectful reasons decreased.

Program evaluation of a wilderness experience for adolescents facing cancer: A time in nature to heal, connect and find strength.

Despite advances in cancer treatment and increased survival, adolescents in treatment for cancer often suffer from psychosocial distress, negative mood, and chronic health problems. Wilderness therapy is considered a promising program to address psychosocial issues among adolescents with mental or behavioral health issues. There is little research on whether it may benefit adolescents in cancer treatment. This program evaluation in the form of a pilot study uses qualitative and quantitative measures to describe the feasibility, acceptability, safety, and to explore the impact of a nine-day wilderness program among adolescents aged 13-17 in treatment or who recently finished treatment for a cancer. Quantitative tracking documented recruitment, retention, safety, and participant satisfaction. PROMIS measures assessed mental and social health, positive affect, fatigue, pain interference and intensity over three time-points: pre, post, and three-months after the nine-day wilderness experience. Mean differences were compared over time. Qualitative data collection involved participant observation and open-ended interviews. Study enrollment goals were met, enrolling eight adolescent participants with 100% participant retention. No serious adverse events were reported and participants described high satisfaction (9.25/10) with the wilderness experience on the final day and at three-months follow-up (9.5/10). Exploratory data analysis showed scores in a favorable direction indicating improved psychosocial outcomes in physical functioning, anxiety, depression, fatigue, and peer relations. From qualitative analysis it is suggested that program participation supported: increased self-confidence and peer connection. The program was evaluated as increasing personal accomplishment, supporting social interaction, having strong staff support, and capitalizing on the natural surroundings. Use of a wilderness program is feasible, acceptable, and safe among this highly vulnerable adolescent cancer population. Participants described greater self-confidence and peer connection which developed as participants experienced physical competency, group leadership, and personal strength. Larger randomized controlled studies are needed to learn whether these programs can improve psychosocial outcomes.

Training future clinicians in telehealth competencies: outcomes of a telehealth curriculum and teleOSCEs at an academic medical center.

This study describes the program and learning outcomes of a telehealth skills curriculum based on the Association of American Medical Colleges (AAMC) telehealth competencies for clerkship-level medical students. A total of 133 third- and fourth-year medical students in a required family medicine clerkship at Stanford University School of Medicine participated in a telehealth curriculum, including a telehealth workshop, site-specific telehealth clinical encounters, and telemedicine objective structured clinical examinations (teleOSCEs) between July 2020 and August 2021. Their workshop communication and physical examination competencies were assessed in two teleOSCEs utilizing a novel telehealth assessment tool. Students' attitudes, skills, and self-efficacy were assessed through voluntary pre-clerkship, post-workshop, and post-OSCE surveys. Most learners reported low confidence in their telehealth physical examinations [n = 79, mean = 1.6 (scale 0-5, 5 = very confident, SD = 1.0)], which improved post-workshop [n = 69, 3.3 (0.9), p < 0.001]; almost all (97%, 70/72) felt the workshop prepared them to see patients in the clinic. In formative OSCEs, learners demonstrated appropriate "webside manner" (communication scores 94-99%, four items) but did not confirm confidentiality (21%) or review limitations of the visit (35%). In a low back pain OSCE, most learners assessed pain location (90%) and range of motion (87%); nearly half (48%) omitted strength testing. Our telehealth curriculum demonstrated that telehealth competencies can be taught and assessed in medical student education. Improvement in self-efficacy scores suggests that an 80-min workshop can prepare students to see patients in the clinical setting. Assessment of OSCE data informs opportunities for growth for further development in the curriculum, including addressing visit limitations and confidentiality in telehealth visits.

Development of the Perceived Physical Literacy Questionnaire (PPLQ) for the adult population

Background/objectiveIn physical literacy (PL) research, instruments for the adult population covering all relevant domians are currently lacking in German language. Therefore, the Perceived Physical Literacy Questionnaire (PPLQ) was developed as an assessment instrument of PL for the adult population. The purpose of this study is to describe the multistage development process leading to the aim to evaluate the psychometric properties of the PPLQ. MethodsBased on established questionnaires (subscales) operationalizing the six defined PL domains (motivation, confidence, physical competence, knowledge, understanding, and physical activity behavior), we generated a large item pool. Exploratory analyses on survey data (n = 506), compelemented through an expert panel, served to identify the best fitting items. Cognitive interviews (n = 7) and a language certification process (level A2) helped to enhance the content validity of the items. Finally, we assessed the hypothesized factor structure of the PPLQ and its convergent validity with the Physical Activity-related Health Competence (PAHCO) questionnaire in a second independent sample. ResultsValid data of 417 adults (66% women, 48 ± 16 years) entered the confirmatory factor analysis. We found empirical support for a theory-compatible 24-item version, after reducing complexity (i.e., domain subscales). Additionally, the six domains could be subsumed under an overall factor for PL (χ2247 = 450.70, χ2/df = 1.83, CFIRobust = 0.895, RMSEARobust = 0.074 [CI90 = 0.063–0.085], SRMR = 0.064). Factor loadings, composite reliability, and discriminant validity were sufficient, while acceptable convergent validity was achieved for the total PL score and three domains. ConclusionThe 24-item version of the PPLQ is appropriate for assessing PL among adults. However, some items (especially in the knowledge domain) can benefit from refinement in further studies.

Thriving families: The feasibility and preliminary efficacy of a multi-component physical literacy program for children with neurodevelopmental, emotional, or behavioural problems

Children with neurodevelopmental, emotional, or behavioural challenges participate in lower levels of physical activity (PA) and subsequently have poorer physical and mental health outcomes. We sought to determine the feasibility and preliminary efficacy of a multi-component physical literacy program for children with neurodevelopmental, emotional, or behavioural challenges. Thirty children and 28 parents were recruited to participate in the 10-week single-group non-randomised feasibility trial. Thriving Families was designed to promote children's physical literacy through (a) providing programmed opportunities for PA, (b) incorporating parents, (c) supporting motivation and engagement, and (d) utilising behaviour change techniques. Program feasibility was determined using qualitative and quantitative feedback. Preliminary efficacy was determined through pre-and post-intervention assessments of children's physical literacy. Results indicate that the program is acceptable and was well received. Effect size estimates for parent knowledge (d = 0.78) and confidence (d = 0.57) were moderate to large; however, little change was observed for parents' motivation to support PA and children's perceptions of PA support. Moderate or large effects were observed for pre-to-post-program change on children's domains of physical competence. The Thriving Families program appears to be feasible and acceptable for community-based implementation and may provide benefits for physical and psychological outcomes.

Importance of fundamental movement skills to predict technical skills in youth grassroots soccer: A machine learning approach

This study determined the contributors to soccer technical skills in grassroots youth soccer players using a machine learning approach. One hundred and sixty-two boys aged 7 to 14 (mean ± SD = 10.5 ± 2.1) years, who were regularly engaged in grassroots soccer undertook assessments of anthropometry and maturity offset (the time from age at peak height velocity (APHV)), fundamental movement skills (FMS), perceived physical competence, and physical fitness and technical soccer skill using the University of Ghent dribbling test. Coaches rated player's overall soccer skills for their age. Statistical analysis was undertaken, using machine learning models to predict technical skills from the other variables. A stepwise recursive feature elimination with a 5-fold cross-validation method was used to eliminate the worst-performing features and both L1 and L2 regularisation were evaluated during the process. Five models (linear, ridge, lasso, random forest, and boosted trees) were then used in a heuristic approach using a small subset of suitable algorithms to achieve a reasonable level of accuracy within a reasonable time frame to make predictions and compare them to a test set to understand the predictive capabilities of the models. Results from the machine learning analysis indicated that the total FMS score (0 to 50) was the most important feature in predicting technical soccer skills followed by coach rating of child skills for their age, years of playing experience and APHV. Using a random forest, technical skills could be predicted with 99% accuracy in boys who play grassroots soccer, with FMS being the most important contributor.

S2-5 Physical Literacy in Austria: development of the Perceived Physical Literacy Questionnaire (PPLQ) for the adult population

Abstract Purpose Physical Literacy (PL) is a relatively new concept in Austria. However, PL research in Austria is currently centered around one research group and has focused exclusively on adults, a cohort which has been largely overlooked by the PL community so far. Recent projects included an intervention to increase PL in physically inactive adults and the development of the Perceived Physical Literacy Questionnaire (PPLQ). The PPLQ is a comprehensive but easy-to-use and easy-to-understand PL questionnaire for adults in German language. We describe the development process of this questionnaire in the following. Methods The process subsumes several phases with the involvement of experts to ensure high content validity. In phase 1, a PL questionnaire was taken from our previous pilot studies for further improvement. This instrument was not yet validated, but already consisted in large part of established questionnaire (subscales) for six PL domains (motivation, confidence, physical competence, knowledge, understanding, and physical activity behavior). In phase 2, the revised 51-item instrument was tested in an online-survey (N = 506) and a shortened version was developed using exploratory factor analyses. The remaining 31 items were inspected using cognitive interviews (phase 3) and an external comprehensibility check to ensure language level A2 (phase 4). Subsequent results belong to phase 5, in which reliability as well as factorial and convergent validity were tested in another sample of 417 adults. Results The assumed 31-item model revealed misfits on global and local level and was modified based on expert opinions and statistical considerations but remained with six PL dimensions. After reducing the complexity of the model, we found empirical support for a theory-compatible 24-item version. The global model-fit of the final model was acceptable with minor misfits at item level. Internal consistency (omega) and convergent validity results were satisfactory. Conclusion The PPLQ is the first PL assessment instrument for a broad adult population that incorporates the holistic nature of the concept. However, further studies should attempt to improve the identified minor weaknesses and apply it in different language versions. These initial results are promising for the application in research as well as practice. Support/Funding Source No specific funding.

O.5.3-8 Prospects and challenges of real-world labs in physical activity promotion

Abstract Purpose Participatory health promotion uses an array of different concepts to describe project processes and effects, including empowerment, capacity building, and capabilities. In practice, however, these concepts may hamper project scalability, compatibility with state-of-the-art health concepts, and efforts to counteract social inequities. We introduce the concept of real-world labs as a potential solution for current problems in participatory health promotion and investigate its practical applicability using the case example of an existing physical activity promotion project. Methods We analyze current problems in participatory health promotion that emanate from the utilization of certain popular theoretical concepts. We then introduce real-world labs as a potential solution. Using the PArC-AVE-Project (Physical Activity-related Health Competence in Apprenticeship and Vocational Education) as a case example, we show how the approach can be used retrospectively to address the aforementioned issues. Results Real-world labs are a type of transdisciplinary approach at the intersection of research and society. They help create an environment for flexibly testing innovative solutions under changing conditions using small-scale “real-world experiments” and feedback loops. However, the approach is so far not commonly used in participatory health promotion. The example of PArC-AVE illustrates that existing participatory projects can potentially be developed towards becoming real-world labs. Relevant perspectives for this include (a) the targeted integration of different actors into the participation process, (b) more variable approaches to scaling-up interventions, (c) a more flexible utilization of different participation methods, and (d) a better recognition of concepts such as planetary health. Conclusions The real-world lab approach has the potential to increase the range of options available to participatory health and physical activity promotion. However, only further practical testing will show whether it is indeed effective in overcoming social inequities and ameliorating the high degree of context-dependence of many participatory projects.

S5-4 Aquatic literacy for a lifelong safe and fun engagement in aquatic activities

Abstract Development Aquatic literacy (AL), emerging from the broader concept of physical literacy and translated to the aquatic environment, comes close to the concept of water competence. Water competence is described as a broad spectrum of competencies required to effectively help to prevent drowning by integrating the physical competencies with the cognitive and affective. Dudley (2019) explains the learning’ in aquatic environments from a physical literacy perspective, describing four dimensions: psychomotor, cognitive, affective, and social aspects. In aquatic literacy special attention is given to positive motivation to engage in aquatic recreation, considering the degree to which individuals have been privileged or restrained for different aquatic activities in a variety of contexts. The European project “Aquatic literacy for all Children” or ALFAC aims to improve the quality of aquatic education, in order to prepare them to take part in wide range of water sports while at the same time protect children from the dangers looking for balanced ‘challenges’. Implementation Developing children's aquatic skills, motivation, enjoyment, engagement, and confidence will be studied in seven European countries. The target group consists of elementary school children. An international database, enabling situating the level of children on the basis of reference values is a valuable tool for pedagogues, researchers and institutional actors whose aim is to improve swimming education systems. Evaluation &amp; Dissemination The objective of building a standardized set of tests and a common evaluation will allow to build the foundations of a transnational work that will have repercussions on the national plans of aquatic recreation in general and school swimming in particular. The three elements of the Personal Assets Framework are inspiring for the educational approach in aquatics: (a) personal engagement in activities, (b) quality social dynamics, and (c) appropriate settings. Conclusion With ALFAC a pragmatic but evidence based international AL measurement tool will be created enabling to identify the most relevant areas of progress in aquatic education. It will offer educational resources proposing tasks, technical content, and educational support to help individual children and groups in their progress of AL.

Translation, Cultural Adaptation and Validation of Perceived Physical Literacy Instrument-Spanish Version (PPLI-Sp) for Adults

To translate and culturally adapt the Perceived Physical Literacy Instrument (PPLI) questionnaire, as well as to evaluate the factor structure. A single-measure cross-sectional study was conducted. For the first phase of the study, a translation and cultural adaptation of the PPLI questionnaire was carried out, as well as an interview, with the aim of assessing the understanding of the instrument. In the second part of the study, exploratory (EFA) and confirmatory (CFA) factorial analyses were conducted. A total of 213 Spanish adults with a mean age of 27.40 (10.58) participated. EFA was performed because of the good results offered by the sampling adequacy indices (Bartlett test = 1081.848; df = 153; p &lt; 0.001; and KMO test = 0.825). The factor solution comprised three correlated factors:1) physical competence, 2) motivation and confidence, and 3) knowledge and understanding. After the EFA, items 7, 9, 10, 11, 12, 13, 14, 15 and 17 were excluded. Therefore, through CFA, a factor structure of 9 items grouped into three dimensions was extracted. The PPLI-Sp version for adults, obtained from the back-translation process as well as after individual interviews, proved to be valid and reliable after the EFA and CFA analyses, obtaining an instrument of nine items, divided into three dimensions. This instrument can be used to determine the perception of physical literacy among different Spanish adult populations.

Translation, Cultural Adaptation and Validation of Perceived Physical Literacy Instrument-Spanish Version (PPLI-Sp) for Adults.

To translate and culturally adapt the Perceived Physical Literacy Instrument (PPLI) questionnaire, as well as to evaluate the factor structure. A single-measure cross-sectional study was conducted. For the first phase of the study, a translation and cultural adaptation of the PPLI questionnaire was carried out, as well as an interview, with the aim of assessing the understanding of the instrument. In the second part of the study, exploratory (EFA) and confirmatory (CFA) factorial analyses were conducted. A total of 213 Spanish adults with a mean age of 27.40 (10.58) participated. EFA was performed because of the good results offered by the sampling adequacy indices (Bartlett test = 1081.848; df = 153; p < 0.001; and KMO test = 0.825). The factor solution comprised three correlated factors:1) physical competence, 2) motivation and confidence, and 3) knowledge and understanding. After the EFA, items 7, 9, 10, 11, 12, 13, 14, 15 and 17 were excluded. Therefore, through CFA, a factor structure of 9 items grouped into three dimensions was extracted. The PPLI-Sp version for adults, obtained from the back-translation process as well as after individual interviews, proved to be valid and reliable after the EFA and CFA analyses, obtaining an instrument of nine items, divided into three dimensions. This instrument can be used to determine the perception of physical literacy among different Spanish adult populations.

Romantic Sociability, Deaf Comedy, and John Poole's Deaf as a Post (1823)

Abstract: Critical discussions of Romantic conversational practices have focused on concepts of sentiment, freedom, and the flow or ease of exchange of spoken words, and their literary representation. It has not always been apparent, however, that 'frictionless' conversation requires of the participants certain physical and sensory competencies or abilities. Disabilities that affect communication reveal much about politeness, social control, accessibility, and equity. This article offers a reading of John Poole's one act farce, Deaf as a Post (1823), as a comic play about conversational friction.

Investigation of Relationship between Playing the Piano Capability and the Second-to-Fourth Digit (2D:4D) Ratio

BACKGROUND&#x0D; In the field of piano playing, the suitability of physical characteristics of individuals, especially at the beginner level, is one of the first criteria considered important for educators. In many studies examining the physical fitness of individuals in sports fields, the importance of the relationship between physical fitness and ability has been revealed. In addition, there are studies examining the physical fitness for playing any instrument in the field of music. However, studies examining the physical characteristics of beginner piano players are very limited. Therefore, the purpose of our study was to investigate the relationship between the physical properties of the hand and the ability to play the piano. In addition, our study is the first to examine the relationship between the second digit and fourth digit ratio and the state of being successful in playing the piano. We also intended to contribute to the literature on this subject.&#x0D; METHODS&#x0D; Among the students who participated in the ballet and piano special talent exam held at Cukurova University State Conservatory in the 2013 and 2015 academic years, students who participated in the piano special talent exam were included in the study. In this exam, the suitability of the candidate to play the piano was evaluated in terms of musical and physical competence. In our study, the second digit and fourth digit length parameters, which include the physical characteristics of the hand, were evaluated. Length measurements were made with a digital display caliper. Students between the ages of 8 and 11 who participated in the piano talent exam were divided into two groups as those who were successful and those who were unsuccessful in the talent test.&#x0D; RESULTS&#x0D; The number of successful girls was 20 and the average length of the second digit 6.00±0.50 cm, mean fourth digit length; 5.90±0.40 cm, the number of unsuccessful girls was 17, the average of the second length; 5.98±0.48 cm, and the mean fourth digit length was 5.89±0.48 cm. The number of successful men was 15, and the mean length of the second digit; 6.55±0.36 cm, mean fourth digit length; 6.61±0.47 cm, the number of unsuccessful men was 17, the mean length of the second digit; 6.46±0.52 cm, mean fourth digit length; 6.52±0.55 cm were found.&#x0D; CONCLUSIONS&#x0D; There was no significant relationship between the piano playing ability and the second digit and fourth digit length ratios. We think that this is due to the evaluation of factors such as the level of development of the sensorimotor and neuromuscular system, the level of auditory proficiency, and coordination, not only with the anatomical suitability factors, in the scoring of the talent exam. Therefore, we can say that being successful in playing the piano does not depend only on digit lengths.

Cardiovascular and Pulmonary Entry-Level Physical Therapist Competencies: Update by Academy of Cardiovascular &amp; Pulmonary Physical Therapy Task Force

Purpose: Competency-based education and creation of profession-based entrustable professional activities are current trends in physical therapist (PT) education. The purpose of this project is to determine the current entry-level PT competencies for cardiovascular &amp; pulmonary (CVP) physical therapy. Methods: The Academy of Cardiovascular &amp; Pulmonary Physical Therapy Competency Task Force was established to update and expand previous competencies. A mixed method approach of Subject Matter Expert (SME) consensus (modified Delphi process) and a broader survey process was used to develop these entry-level competencies. With SME guidance, a modified version of the levels of competence, None-to-Proficient, was adopted based on previous competency work by the American Council of Academic Physical Therapy. Results: Twenty-nine SME members engaged in the consensus process, and 268, 194, 305, and 222 respondents completed the 4 surveys, respectively. Six hundred fifty-one competency items were rated across most Commission on the Accreditation of Physical Therapy Education Standard 7 Curriculum areas, following the patient–client management model. Conclusions: These competencies establish specific expected levels of knowledge, skills, and behaviors essential for entry-level CVP PT practice. Adopting these competencies will help lay the groundwork for future competency-based PT education and aid in the development of the physical therapy profession's core entrustable professional activities.

Parents, Teachers, and Community: A Team Approach to Developing Physical Competence in Children.

Increasing children's physical activity engagement has short- and long-term health benefits. Developing physical competence is a key component of children's engagement in physical activity. The purpose of our study was to assess if a 12-week home, school, and community-based physical literacy intervention improved the physical competence of children in kindergarten and grade one. Four schools were either assigned to receive the intervention (n = 2 schools) or continue with their usual practice (control sites) (n = 2 schools). Physical competence was evaluated pre- and post-intervention in 103 intervention (41 female) and 83 usual practice (36 female) children using PLAY Fun. PLAY Parent and PLAY Coach tools measured parent and teacher perspectives of children's physical competence, respectively. The intervention effect was assessed with repeated measures MANOVA to evaluate change in physical competence, with alpha set at p < 0.05. Children in both groups improved their locomotor, object control, and overall physical competence (p < 0.05) over the 12-week intervention. There was a significant intervention effect for locomotor and overall physical competence (p < 0.05). Interestingly, parents did not perceive these changes in physical competence (p > 0.05). However, teachers perceived improved physical competence for children in the intervention. Our physical literacy intervention improved the physical competence of children in kindergarten and grade one.

The Association of Physical Competence With Psychological Response Among Young Athletes at Time of Return to Sport After ACL Reconstruction.

The traditional index of return-to-sport (RTS) readiness after 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 mechanisms for successful RTS among young athletes. Young athletes with higher actual physical competence (APC) and perceived physical competence (PPC) will demonstrate a more positive psychological response at the time of RTS after ACLR. Cross-sectional study; Level of evidence, 3. A total of 41 young athletes after primary ACLR completed testing within 8 weeks of medical clearance to RTS. APC was measured with isokinetic knee extension strength, single-limb crossover hop for distance, and the Knee injury and Osteoarthritis Outcome Score. PPC was measured with the Athletic Competence subscale of the Self-Perception Profile. Criteria for APC and PPC were based on established age- and activity-relevant cutoff scores. Different constructs of psychological response were assessed with the adapted Sport Motivation Scale, Brief Resilience Scale, and Anterior Cruciate Ligament Return to Sport after Injury (ACL-RSI) total and subscale scores (Emotions, Confidence, and Risk Appraisal). Multiple linear regression analyses were used to determine differences in measures of psychological response based on achievement of APC and PPC, while adjusting for age and sex. Of the 41 participants, 10 (24.4%) met all criteria for APC and 22 (53.7%) met the PPC criteria. The regression models estimating the ACL-RSI score (P < .001; adjusted R2 = 0.331), ACL-RSI Emotions score (P < .001; adjusted R2 = 0.427), and ACL-RSI Risk Appraisal score (P = .013; adjusted R2 = 0.212) were statistically significant. Although APC was not associated with any measure of psychological response, meeting PPC criteria, younger age, and male sex were found to be associated with a more positive psychological readiness to RTS, but not with motivation or resilience. Meeting PPC criteria was associated with higher psychological readiness to RTS among young athletes after ACLR, while meeting APC criteria was not associated with any construct of psychological response.

The Changing Landscape of Intercultural Mindset in 616 Doctor of Physical Therapy Students Over the Past 7 Years and the Implications for Doctor of Physical Therapy Cultural Competence Education.

This prospective longitudinal study will report the results of a quantitative analysis of the change in Intercultural Development Inventory (IDI) scores and the distribution of students in 5 orientations along the Intercultural Developmental Continuum (IDC) in 8 cohorts of Doctor of Physical Therapy (DPT) students during their academic preparation. The expanding interest in developing intercultural sensitivity in an increasingly more complex and diverse health care environment calls for the dissemination of research on the effectiveness of innovative curricular models that include psychometrically strong outcome measures. Research suggests that health care providers can develop intercultural sensitivity when provided with didactic knowledge, experiential learning, self-reflection, mentoring, and a systematic individualized development plan. The participants were from a sample of convenience of 616 DPT students from the graduating classes of 2015-2022. The study is a repeated-measure design. The IDI was selected to guide targeted intervention and assessment of intercultural sensitivity at an individual level and group level and was administered in semesters 3 and 8 as part of the DPT program course requirements. There was significant improvement in the IDI Perceived and Developmental Orientation (DO; P < .001) scores between semesters 3 and 8. There was a significant change (P = .0001) in the distribution of students along the 5 DOs of the IDC with 10% of students regressing 1 orientation, 51.7% of students remaining the same, 33.3% of students advancing 1 orientation, and 5% of students advancing 2 orientations along the IDC. Nearly 40% of participants had a positive shift along the IDC. The results of this study suggest that intercultural sensitivity or mindset, as measured by the IDI, can be developed in DPT students who participate in a targeted intercultural development curriculum based on the Process Model of Cultural Competence by Deardorff and the Developmental Model of Intercultural Sensitivity by Bennett.