Effects Of Activity Type Research Articles

The Elusive Effect of Political Trust on Participation: Participatory Resource or (Dis)incentive?

Although political trust has long been linked to political participation, its effects remain elusive. Trust in political institutions may enhance levels of participation, diminish political engagement, or yield distinct effects depending on the activity. This article examines these diverging effects through a rational choice framework, with which we theorize and test whether political trust functions as a resource or a (dis)incentive to participate. Specifically, we assess the direct effects of political trust on intended participation and its moderating effects on outcome-related motivations and activity type. To this end, we use a factorial survey experiment in the Netherlands and the United Kingdom to isolate the effects of outcome-related motivations and to disentangle participation from the effectiveness of action and the effect of activity type, factors that remain confounded in existing survey measures of participation. Overall, our findings suggest that political trust operates as a (dis)incentive, rather than a resource spurring participation.

Evaluating the Impact of a Brief Artistic Intervention on Cardiovascular Recovery From Acute Stress

In this study we tested whether drawing and coloring influence cardiovascular recovery and perceived stress following exposure to a stressor. In a mixed experimental design, participants (N = 62) completed an acute stress task before being randomly assigned to one of three brief activities: free-form drawing (full creative control), coloring (limited creative control), or a text copying activity (control group). Results revealed no significant effect of activity type on cardiovascular recovery or perceived stress. Artistic activities, both drawing and coloring, received significantly higher perceived creative control and task enjoyment ratings, but were not accompanied by stress-relieving effects.

Effect of Activity Type on Youth Physical Activity during Structured Activity Sessions

Effect of Activity Type on Youth Physical Activity during Structured Activity Sessions

The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings

► The engagement of children with disabilities in childcare was observed across activity types. ► Level of engagement was higher during free play and routines. ► Children with disabilities were more actively engaged during routines and more passively engaged during group activities. ► Level of adult interaction was comparable across activity types but interaction with peers more frequent during free play. ► Children with ASD engaged less and interacted less with peers in free play than children with other disabilities. The engagement and adult and peer interaction of 37 young children with a range of disabilities was measured in free play, group, and meal-routine activities in inclusive childcare settings. A significant effect for activity type was found for total engagement, active engagement, and passive engagement, with the children being more engaged in free-play and meal-routine activities than group activities. Free-play and meal-routine activities provided better opportunities for active engagement than did group activities, but children were more actively engaged during meal-routine activities than during free play. Passive engagement was more commonly observed during group activities. Children interacted more with their peers during free play. When children with a diagnosis of autism spectrum disorder were compared with children with other disabilities, they were found to be significantly less engaged during free play and interacted less with their peers. The implications of these findings for inclusive practice in childcare settings are discussed.

Effects of Activity Type and Hip Fatigue on Knee Kinematics in Female and Male Athletes

Landing mechanics have been documented as a risk factor for knee injuries in female athletes. This article aimed to determine the eff ect of hip abductor/external rotator fatigue and activity type on landing kinematics. Selected hip and knee landing kinematics were measured before and after a hip fatigue task in 45 healthy participants regularly performing either multiplanar or uniplanar activities. Across conditions, the multiplanar activity male group demonstrated less knee abduction than the uniplanar (P = .001) and multiplanar (P = .018) activity female groups. In addition, the uniplanar activity female group demonstrated greater knee abduction than the multiplanar activity female group (P = .031). Hip adduction during landing increased postfatigue (P = .001); however, fatigue did not affect knee kinematics. Landing kinematics may depend on activity participation, as well as gender. Therefore, it is important to classify research participants based on the type of activity in which they regularly participate.

Private Speech in the Classroom: The Effects of Activity Type, Presence of Others, Classroom Context, and Mixed-age Grouping

This study addressed the question of how young children's spontaneous use of private speech in the kindergarten classroom varies as a function of contextual variables, such as type of activity, immediate presence of others, degree of teacher-given structure, and classroom age composition. Twenty children from two classrooms (one mixed-age, one same-age) were systematically observed in their regular kindergarten classroom during a period of four weeks, using a time-sampling procedure. Results from ANOVA, chi-square, and logistic regression analyses indicated that young children's use of private speech does vary systematically according to the immediate physical and social context. More specifically, children were found to use more self-regulatory language when they were: (1) engaged in goal-directed task activity, as compared to free play or other activities; (2) in a classroom context which provided an intermediate degree of teacher regulation, compared to contexts in which either very little or a great deal of external structure was present; and (3) with their younger classmates, compared to either their same-age or older peers. No differences in overall private speech usage were found between the mixed-age and same-age classes. Frequency of private speech did not vary significantly depending on whether children were alone, with other children, or with adults. Classroom contexts vary in the degree to which they promote self-direction. This study suggests that if one is interested in fostering young children's development of self-regulation or in observing children's use of private speech, the optimum context is one which provides an intermediate amount of structure and allows children to spontaneously engage in challenging goal-directed activity.