Research has shown that post-primary Irish youth are insufficiently active and fail to reach a level of proficiency across basic movement skills. The purpose of the current research was to gather ...cross-sectional baseline data on Irish adolescent youth, specifically the prevalence of movement skills and patterns, in order to generate an overall perspective of movement within the first three years (Junior Certificate level) of post-primary education.
Data were collected on adolescents (N = 181; mean age: 14.42 ± 0.98 years), attending two, mixed-gender schools. Data collection included 10 fundamental movement skills (FMS) and the seven tests within the Functional Movement Screen (FMS™). The data set was analysed using the Statistical Package for Social Sciences (SPSS) version 20.0 for Windows.
Overall, levels of actual mastery within fundamental and functional movement were low. There were statistically significant age-related differences observed, with a progressive decline as age increased in both the object control (
= 0.002) FMS sub-domain, and the in-line lunge (
= 0.048) test of the FMS™.
In summary, we found emerging evidence that school year group is significantly associated with mastery of movement skills and patterns. Results from the current study suggest that developing a specifically tailored movement-oriented intervention would be a strategic step towards improving the low levels of adolescent fundamental and functional movement proficiency.
Multi-component school-based interventions provide physical activity (PA) opportunities for children but are often difficult for schools to execute and may not be implemented as intended. The primary ...aim of this study was to explore the acceptability and feasibility of three brief single-component primary school PA interventions targeting 9⁻10-year-old children. The secondary aim was to examine the effectiveness of the interventions on increasing PA levels and reducing sedentary time. The single-component interventions included active classroom breaks (AB; 3 schools;
= 119 children) Born to Move (BTM) exercise videos (2 schools;
= 50 children), and playground supervisory staff training (2 schools;
= 56 children). Qualitative data from participating children (
= 211), class teachers (
= 6), and playground supervisory staff (
= 8) explored the experiences, acceptability, and feasibility of each intervention component. Accelerometers were worn by 225 children during the last week of implementation. Teachers reported that they were able to implement ABs daily, but BTM videos were more difficult to implement daily because of accessing sufficient space. Playground staff reported difficulties in implementing activities due to children's age and competing responsibilities on the staffs' time. Children reported that the ABs and BTM videos were enjoyable. During half hour time windows, including the ABs and BTM videos, children engaged in 4.8 min and 8.6 min of moderate to vigorous PA (MVPA) on average, respectively. ABs and BTM videos positively affected MVPA. ABs were feasible to implement; however, teachers faced some barriers in implementing the BTM videos. Feasibility of playground interventions may be dependent on staff responsibilities and age of the children.
Significant proportions of adolescents do not meet recommended physical activity levels. Finding new ways to motivate adolescents to be active is important for physical and psychological well-being. ...Health and fitness wearables such as the Fitbit have the potential to motivate young people to be active. The aim of this study is to explore if wearing a Fitbit for 5 weeks impacted adolescents' (14-15 year olds) body satisfaction, physical activity motivation and objective physical activity. The study was conducted with 62 (38 boys, 24 girls) pupils aged 14-15, from five high school physical education classes, in one high school in the United Kingdom. Pupils wore a Fitbit Charge HR for 5 weeks. Pupils wore an accelerometer for 7 days pre and post the 5-week period to explore changes in physical activity levels. Pupils also completed pre-post-test questionnaires to measure body satisfaction and physical activity motivation. Data were analysed using a repeated measures Multivariate Analysis of Variance to explore differences in scores between time and sex. After wearing the Fitbit, the pupils experienced declines in autonomous motivation and increases in both amotivation and controlled motivation, but these differences were not significant. In line with these negative motivational outcomes, pupils engaged in significantly less moderate to vigorous physical activity after wearing the Fitbit. Significant increases in body satisfaction were also experienced by pupils after wearing the Fitbit. These findings suggest that without support Fitbits may make pupils less motivated to be active and decrease the physical activity levels of adolescents.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
This study aims to assess fundamental movement skill (FMS) proficiency, physical self-confidence levels, and the relationship between these variables and gender differences among adolescents. Three ...hundred and ninety five adolescents aged 13.78 years (SD = ±1.2) from 20 schools were involved in this study. The Test of Gross Motor Development-2nd Edition (TGMD), TGMD-2 and Victorian Skills Manual were used to assess 15 FMS. Participants' physical self-confidence was also assessed using a valid skill-specific scale. A significant correlation was observed between FMS proficiency and physical self-confidence for females only (r = 0.305, P < 0.001). Males rated themselves as having significantly higher physical self-confidence levels than females (P = 0.001). Males scored significantly higher than females in FMS proficiency (P < 0.05), and the lowest physical self-confidence group were significantly less proficient at FMS than the medium (P < 0.001) and high physical self-confidence groups (P < 0.05). This information not only highlights those in need of assistance to develop their FMS but will also facilitate in the development of an intervention which aims to improve physical self-confidence and FMS proficiency.
Full text
Available for:
BFBNIB, FSPLJ, GIS, IJS, KISLJ, NUK, PNG, UL, UM, UPUK
Formation of positive attitudes is an objective in primary physical education. Children are more likely to engage in physical activity if they adopt positive attitudes towards physical education and ...parents play a large role in their development. This study explores parents' and children's attitudes toward their school's physical education provision. Overall, parents and children had positive attitudes towards their school's physical education programme. Children and parents valued fun and enjoyment in the physical education programme (affective component). Health and fitness as well as team sport discourses were felt important by parents, but they had little knowledge of the content of their child's physical education programme (cognitive component). There was little difference in either of the affective or cognitive components of attitude across gender or class groups in each of the areas explored except in responses about what physical education does and should do in their child's school. The school community must explore ways to inform parents about, and support their child's learning in, physical education ensuring positive attitudes (cognitive and affective) are fostered and encouraged towards influencing positive physically active behaviours.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Abundant evidence shows that physical activity benefits adolescents' mental health and wellbeing. Quantitative evidence has shown that adolescents engaging in leisure time physical activity, a number ...of sports, and team sport, display better mental health outcomes than their peers. The specific contextual factors that contribute to increased mental health and wellbeing through physical activity are, as yet, unconfirmed. The purpose of this study was to identify the contexts of physical activity and sport that positively impact mental health and wellbeing as perceived by adolescents. A sample of 58 adolescents participated in 13 focus groups discussing various factors related to physical activity, sport and mental health. Participants brought an object that represented physical activity and an image that represented wellbeing to each focus group to aid in the discussion and representation of both. An inductive thematic analysis was conducted on transcripts of the focus groups using a six-phase approach. Five key themes were identified: (1) achievements and improvements leading to increased self-esteem; (2) the importance of meaningful experiences, a sense of belonging and contributions to identity; (3) development of resilience and responding to setbacks; (4) social connectedness and relatedness, and (5) an opportunity to experience mindfulness, distraction and flow-states. In order to enhance and support wellbeing through physical activity, adolescents should be encouraged and provided with opportunities to engage in enjoyable activities with people with whom they experience a sense of belonging, where there is an opportunity to experience mastery and improvement and that includes an element of autonomy or choice.
The world experienced challenges due to the COVID-19 pandemic which resulted in school closures across the globe in early 2020. Schools pivoted to remote delivery of learning using a variety of ...online and offline resources. PE is vital in providing motor development opportunities for children and it is essential to ensure that the provision of quality PE experiences is continued, even in the context of a pandemic. It was in this context that the PE at Home lessons were developed.
This study examined teachers' and parents' experiences of using the PE at Home resource and contributes to documenting the PE home-learning experience and can inform how the education system might respond and incorporate remote teaching into the future.
A mixed-methods study utilising online surveys with 29 teachers and 173 parents/guardians and online interviews with five teachers, five parents and seven resource developers was undertaken. Quantitative data were descriptively analysed while qualitative data were analysed using a thematic approach (Braun, V., and V. Clarke. 2006. "Using Thematic Analysis in Psychology." Qualitative Research in Psychology 3 (2): 77-101).
The PE at Home lessons had excellent viewership with over 27,000 Facebook and 937 website views. Three themes (i) ensuring the 'E' remained in PE; (ii) home-schooling and physical education; (ii) and context and relatability were developed from the data. While some parents demonstrated that their knowledge of PE was that it consisted of physical activity, other parents along with teachers and developers reflected on the educative component of the lessons. The PE at Home lessons provided teachers with a resource to share with parents to support parents home-school during Covid-19 school closures. An Irish resource featuring Irish children and aligned with the Irish curriculum was seen as a strength by both parents and teachers.
The PE at Home lessons address the teaching and learning of PE in multiple contexts, particularly in an online environment, and they can be used in multiple ways to promote learning.
Full text
Available for:
BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Lack of physical activity is a global public health problem causing not only morbidity and premature mortality, but it is also a major economic burden worldwide. One of the cornerstones of a ...physically active lifestyle is Motor Competence (MC). MC is a complex biocultural attribute and therefore, its study requires a multi-sectoral, multi-, inter- and transdisciplinary approach. MC is a growing area of research, especially in children and adolescents due to its positive association with a plethora of health and developmental outcomes. Many questions, however, remain to be answered in this field of research, with regard to: (i) Health and Developmental-related Associations of MC; (ii) Assessment of MC; (iii) Prevalence and Trends of MC; (iv) Correlates and Determinants of MC; (v) MC Interventions, and (vi) Translating MC Research into Practice and Policy. This paper presents a narrative review of the literature, summarizing current knowledge, identifying key research gaps and presenting questions for future investigation on MC in children and adolescents. This is a collaborative effort from the International Motor Competence Network (IMCNetwork) a network of academics and researchers aiming to promote international collaborative research and knowledge translation in the expansive field of MC. The knowledge and deliverables generated by addressing and answering the aforementioned research questions on MC presented in this review have the potential to shape the ways in which researchers and practitioners promote MC and physical activity in children and adolescents across the world.
Growing evidence suggests sleep plays an important role in the development of healthy adolescents, with increased interest in the associations between sleep and mental health. Higher duration and ...quality of sleep has been suggested as a mechanism for increased wellbeing in adolescents. Cross sectional data was collected from 5,661 Irish adolescents. 55% of Irish adolescents reported meeting the guidelines for adolescents of 8-10 hours per night. This was found to decrease with age. Higher duration and quality of sleep was positively associated with wellbeing and negatively associated with symptoms of anxiety and depression. A higher frequency of physical activity was associated with longer duration and higher quality of sleep. 9-10 hours of sleep was associated with the highest levels of wellbeing and lowest symptoms of anxiety and depression. The relationship between physical activity and increased wellbeing may be impacted by physical activity leading to higher durations and quality of sleep. Higher frequencies of physical activity may increase sleep quality and quantity thereby improving markers of mental health in adolescents.
PDF
