Meeting the physical activity (PA) guidelines for children, as set out by the World Health Organisation (WHO), has a range of physical and mental health benefits. For children who are blind or vision ...impaired (BVI), additional benefits include social inclusion and reduced falls risk. While previous research has demonstrated low PA levels across most demographics, little research has been done in the Irish context to quantify PA in children who are BVI. Two potential methods of increasing PA levels, active travel (AT) and physical education (PE), have additionally never been assessed in this group.
Consenting parents of children who are BVI (n = 53, 55 % boys, mean age of children 12.92 ± 2.76 years) completed a questionnaire regarding PA levels, and participation in AT and PE.
PA levels were low, with 9.6 % achieving WHO guidelines (60 min MVPA/day). There was no statistically significant differences between genders completing either no PA in the last week (p = 1.00) or MVPA on each of the last 7 days (p = 0.157). 14.4 % used AT to get to school. Mean PE times in minutes/week were lower than the general population (58.63 min), with a low proportion of respondents meeting PE guidelines (32.1 %). Regarding barriers to PA, 17.0 % of respondents stated they were very likely to be “too tired after school to be active”. 13.5 % stated they were very likely to feel “my day is so busy now I just do not think I can make time to include PA in my regular schedule”.
This study provides a valuable insight into the low levels of PA that prevail amongst BVI children. Increasing PA levels would provide individual benefits (including physical and mental health benefits) as well as population benefits (including reduced health expenditure). Future qualitative research should seek to gain a deeper understanding of the PA barriers, motivators and facilitators in this cohort.
•Children who are BVI were less active than their sighted counterparts.•Less time in PE class and less AT are possible explanations for this discrepancy.•Those who were blind were less active than those with milder vision impairments.•Barriers to be addressed include fatigue and being too busy.•Qualitative studies would aid understanding of the barriers/motivators to PA in this group.
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.
Physical literacy (PL) is highlighted as a construct that can positively impact physical activity (PA). Measurement methods and definitions for PL exist, but vary between research groups. This ...variation affects the ability to compare research findings. The purpose of this study was to assess the construct validity of PL in children. PL was operationalised according to
Whitehead’s (2001) definition, comprising confidence, motivation, physical competence, and knowledge and understanding. Participants (n = 1073; mean age 10.86 ± 1.20 years: 53% male) were measured on: (i) confidence (Physical Activity Self-Efficacy Scale;
Bartholomew et al., 2006), (ii) motivation (Behavioural Regulation in Exercise-Adapted;
Sebire et al., 2013), (iii) physical competence (health-related fitness: 20 m shuttle run, back-saver sit-and-reach, handgrip strength, plank); balance (Bruininks-Oseretsky Test of Motor Proficiency 2;
Bruininks, 2005); object-control and locomotor skills (Test of Gross Motor Development-3rd edition (TGMD-3);
Ulrich, 2016); and (iv) knowledge and understanding (PA and sedentary guidelines). Confirmatory factor analysis (CFA) was conducted to analyse the factor structure of PL. The best-fitting model (χ2 = 209.8, df = 99, p < 0.001; comparative fit index = 0.95, normed fit index = 0.91, Tucker–Lewis index = 0.93, root mean square error of approximation = 0.032, 95% confidence interval: 0.026–0.038) was a three-component model containing the domains of motivation, confidence, and physical competence. The knowledge and understanding domain did not fit the model well. Factor loadings were highest for confidence and motivation. Findings support the adoption of a pragmatic approach to PL measurement. CFA results indicated a similar factor structure as has been identified in other studies which have used different tools to measure PL domains.
Physical literacy provides a foundation for lifelong engagement in physical activity, resulting in positive health outcomes. Direct pathways between physical literacy and health have not yet been ...investigated thoroughly. Associations between physical literacy and well‐being in children (n = 1073, mean age 10.86 ± 1.20 years) were analysed using machine learning. Motor competence (TGMD‐3 and BOT‐2) and health‐related fitness (PACER and plank) were assessed in the physical competence domain. Motivation (adapted‐Behavioural Regulation in Exercise Questionnaire) and confidence (modified‐Physical Activity Self‐Efficacy Scale) were assessed in the affective domain. Well‐being was measured using the KIDSCREEN‐27. Accuracy of predicting well‐being from physical literacy was investigated using five machine learning classifiers (decision tree, random forest, XGBoost, AdaBoost, k‐nearest neighbour) in the full sample and across subgroups (sex, socioeconomic status SES, age). XGBoost predicted well‐being from physical literacy with an accuracy of 87% in the full sample. Predictive accuracy was lowest in low SES participants. Contribution of physical literacy features differed substantially across subgroups. Physical literacy predicts well‐being in children but the relative contribution of physical literacy features to well‐being differs substantially between subgroups.
Health-related fitness (HRF) is theoretically defined as a multidimensional construct containing the components cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and ...body composition. Given the range of field-based HRF tests available, health practitioners face a difficult task in selecting tests that best reflect the HRF construct as defined in the literature. This study aimed to investigate the underlying factor structure of the theoretical HRF construct with a view to identifying field-based tests representative of HRF in youth. Participants were 261 children (53% female, 47% male; mean age 12.22 ± 0.48 years). Indicators of four fitness components (20m shuttle run, curl-ups, push-ups, horizontal jump, vertical jump, handgrip, and modified back-saver sit-and-reach) were measured. Confirmatory factor analysis of the four-component model revealed a low contribution of flexibility (.10) to the overall model, leading to its removal. The subsequent three-component model showed better fit across all fit statistics (NFI, TLI, CFI, RMSEA, SRMR). Analysis of indicator loadings led to the removal of handgrip (.37), further improving model fit. The reduced three-component model was re-specified as a first-order model containing five indicators, and showed the best fit (NFI, CFI, SRMR). These findings suggest that a fitness construct in youth is adequately represented by three HRF components included in the theoretical definition (cardiorespiratory endurance, muscular strength, muscular endurance). These components load onto the same construct and can be tested using five tests (20m shuttle run, curl-ups, push-ups, horizontal jump, vertical jump) suitable for field-based research.
Physical activity (PA) decreases with age. The school transition is noted for significant changes in PA behaviour. Motor competence (MC), health-related fitness (HRF), and perceived competence (PC) ...are generally positively associated with PA. The aim of this study was to examine longitudinal cross-lagged relationships between PA, MC, HRF, and PC across the school transition from final year of primary school to first year of second-level school in Irish youth. PA (accelerometery), object-control and locomotor MC (TGMD-III), PC (perceived athletic competence subscale of the Self-Perception Profile for Adolescents), and HRF (20 m shuttle run, horizontal jump, vertical jump, push-ups, curl-ups) were measured in final year of primary school (6th class) and first year of second-level school (1st year). In the sixth class, 261 participants (53% female; mean age 12.22 ± 0.48 years) were tested. In first year, 291 participants (48% female; mean age: 13.20 ± 0.39 years) were tested. In total, 220 participants were involved in the study at both timepoints. Cross-lagged regression in AMOS23, using full information maximum likelihood estimation, was conducted to test reciprocal and predictive pathways between variables. The full cross-lagged model showed acceptable fit (χ
= 69.12, df = 8,
< 0.01, NFI = 0.93, CFI = 0.94). HRF was the strongest predictor of future PA (β = 0.353), and also predicted PC (β = 0.336) and MC (β = 0.163). Object-control MC predicted future PA (β = 0.192). Reciprocal relationships existed between object-control MC and PA, and between object-control MC and PC. HRF was the strongest predictor of PA. Object-control MC also predicted PA. PA promotion strategies should target the development of HRF and object-control MC in primary school to reduce the decline in PA frequently observed after the school transition.
Whole-school physical activity (PA) promotion programmes are recommended to increase youth PA. Evaluation of programmes is essential to ensure practice is guided by evidence. This paper evaluates the ...Active School Flag (ASF), a whole-school PA promotion programme in Ireland, using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. ASF was evaluated across three levels-(1) administration, (2) application, (3) outcomes-using a mi✗ed-methods case study design. E✗isting data sources were reviewed, the programme coordinator was interviewed, and a pilot study was conducted to investigate impact on 3rd and 5th class students (3 schools,
= 126 students, age range 8-12 years). In-school Moderate to Vigorous Physical Activity (MVPA; by accelerometery), motivation for PA (BREQ), PA self-efficacy (PASES), school affect and peer social support (Kidscreen27) were measured pre-programme (0 months), post-programme (8 months), and at retention (12 months). Teacher perceptions of classroom behaviour (CBAST) were also measured pre- and post-programme. ASF has been successful in engaging 46% of primary schools nationally. Students' in-school moderate-vigorous PA increased in all pilot-study schools from pre-programme to retention (η
= 0.68-0.84). ASF programme design facilitates implementation fidelity, adoption and maintenance through buy in from schools and government stakeholders. ASF presents as an effective PA promotion programme in the short-to-medium term for primary schools. This RE-AIM evaluation provides evidence of ASF effectiveness, alongside valuable findings that could support programme improvement, and inform future similar programmes.
Although there is a plethora of tools available to assess children's movement competence (MC), the literature suggests that many have significant limitations (e.g. not being practical for use in many ...‘real-world’ settings). The FMS2 assessment tool has recently been developed as a targeted solution to many of the existing barriers preventing practitioners from utilising MC assessments. The aim of this study was to investigate the structural and convergent validity of this new tool among 8- to 12-year-old Irish primary school children. As part of this study, 102 children (56.8% female, mean = 9.8 years) were assessed using the FMS2, the Test of Gross Motor Development (3rd edition) (TGMD-3) (short version) and the Functional Movement Screen™ (FMS™). Structural validity was assessed using confirmatory factor analysis (CFA). The convergent validity between the FMS2, the TGMD-3 (short version) and the FMS™ was investigated using the Pearson product–moment correlation coefficient. Results of CFA for the FMS2 indicate a good fit model, supporting a three-factor structure (locomotor, object manipulation, and stability). Additional findings indicate a moderate, positive correlation between the FMS2 and the TGMD-3 (short version) (r = 0.66), with a low, positive correlation between the FMS2 and the FMS™ (r = 0.48). This study presents the first preliminary findings to suggest that the FMS2 may be a versatile, time-efficient, and ecologically valid tool to measure children's MC in multiple settings (e.g. research, education, sport, athletic therapy, and physiotherapy). Future research should also seek to continue to implement this solution, consolidate the existing validity findings with a larger and more diverse sample, and further explore the feasibility of the tool in ‘real-world’ settings.
Although there is a plethora of tools available to assess children's movement competence (MC), the literature suggests that many have significant limitations (e.g. not being practical for use in many ...‘real-world’ settings). The FMS 2 assessment tool has recently been developed as a targeted solution to many of the existing barriers preventing practitioners from utilising MC assessments. The aim of this study was to investigate the structural and convergent validity of this new tool among 8- to 12-year-old Irish primary school children. As part of this study, 102 children (56.8% female, mean = 9.8 years) were assessed using the FMS 2 , the Test of Gross Motor Development (3rd edition) (TGMD-3) (short version) and the Functional Movement Screen™ (FMS™). Structural validity was assessed using confirmatory factor analysis (CFA). The convergent validity between the FMS 2 , the TGMD-3 (short version) and the FMS™ was investigated using the Pearson product–moment correlation coefficient. Results of CFA for the FMS 2 indicate a good fit model, supporting a three-factor structure (locomotor, object manipulation, and stability). Additional findings indicate a moderate, positive correlation between the FMS 2 and the TGMD-3 (short version) ( r = 0.66), with a low, positive correlation between the FMS 2 and the FMS™ ( r = 0.48). This study presents the first preliminary findings to suggest that the FMS 2 may be a versatile, time-efficient, and ecologically valid tool to measure children's MC in multiple settings (e.g. research, education, sport, athletic therapy, and physiotherapy). Future research should also seek to continue to implement this solution, consolidate the existing validity findings with a larger and more diverse sample, and further explore the feasibility of the tool in ‘real-world’ settings.
It is well established that meeting physical activity (PA) guidelines has a range of physical and mental health benefits. For people who are blind and vision impaired (BVI) there may be additional ...benefits in terms of social inclusion and the prevention of sight deterioration.
This study aimed to quantify PA levels, barriers to and motivators for PA in adults who are BVI.
PA levels, perceived barriers to, and motivators for PA were measured via questionnaire of 310 self-identifying BVI adults (n = 310 mean age = 29.77 ± 11.37, 55.8% male).
PA levels were low, with 21.7% meeting PA guidelines. Median PA levels were not statistically significantly different between different age groups. There was no significant difference between genders, though mean days of PA for males was 0.382 days lower than for females.
There was a significant difference between PA levels between the “no vision” (B1) and “useful vision” (B3) groups (p = 0.027), and the “no vision” (B1) and the “low vision” (B2) groups (p = 0.003). Transport (54.8%) and lack of access to enjoyable activities (47.0%) were the most commonly cited barriers, while “to relax” (36.4%) and “to have fun” (35.6%) were most commonly cited as very important motivators.
This study provides a valuable insight into the low levels of PA that persist amongst adults with BVI. Future research should seek to gain a deeper understanding of the PA barriers, motivators and facilitators in this cohort.
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