Models of childhood motor development began to emerge in the 1960’s. Since then, numerous models have proposed the importance of obtaining a proficient level of fundamental movement skill (FMS) ...competence during childhood and deemed it to be critical for participation in lifelong sports and physical activity. This study examined FMS at the behavioural component level in children with intellectual disabilities (CwID) (n = 100, 60% boys, aged 5–12 years). Participants were assessed using the Test of Gross Motor Development 3
rd
edition (TGMD-3) and the balance subtest from Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2). For the whole sample, 0% participants mastered all 10 FMS, 1% (n = 1) participants mastered all 4 locomotor skills while 0% (n = 100) participants mastered all ball skills. A multiple regression was carried out to investigate whether the interaction of gender and age was a predictor of FMS proficiency. Linear regressions were also carried out to investigate whether gender or age was a predictor of FMS proficiency. The results presented will help to identify weaknesses in skills at the behavioural component level and will enable researchers and practitioners to address low levels of motor skill proficiency among CwID.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Adolescence represents a crucial phase of life where health behaviours, attitudes and social determinants can have lasting impacts on health quality across the life course. Unhealthy behaviour in ...young people is generally more common in low socioeconomic groups. Nevertheless, all adolescents should have a fair opportunity to attain their full health potential. Health literacy is positioned as a potential mediating factor to improve health, but research regarding health literacy in adolescents and socially disadvantaged populations is limited. As part of Phase one of the Ophelia (OPtimising HEalth LIterAcy) framework, The purpose of this study was to explore the perceptions of socially disadvantaged Irish adolescents in relation to health literacy and related behaviours, and utilise this data to develop relevant vignettes.
A convergent mixed method design was used to co-create the vignettes. Questionnaires were completed by 962 adolescents (males n = 553, females n = 409, Mean age = 13.97 ± 0.96 years) from five participating disadvantaged schools in Leinster, Ireland. Focus groups were also conducted in each school (n = 31). Results were synthesised using cluster and thematic analysis, to develop nine vignettes that represented typical male and female subgroups across the schools with varying health literacy profiles. These vignettes were then validated through triangular consensus with students, teachers, and researchers.
The co-creation process was a participatory methodology which promoted the engagement and autonomy of the young people involved in the project. The vignettes themselves provide an authentic and tangible description of the health issues and health literacy profiles of adolescents in this context. Application of these vignettes in workshops involving students and teachers, will enable meaningful engagement in the discussion of health literacy and health-related behaviours in Irish young people, and the potential co-designing of strategies to address health literacy in youth.
As guided by the Ophelia framework, the use of authentic, interactive and participatory research methods, such as the co-creation of vignettes, is particularly important in groups that are underserved by traditional research methods. The approach used in this study could be adapted to other contexts to represent and understand stakeholders' perceptions of health, with a view to explore, and ultimately improve, health literacy.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Low socioeconomic populations, when compared to more affluent groups, are at greater risk of initiating risky behaviours and consequently developing health complications. Health literacy has been ...identified as a possible means to improve and sustain positive health behaviours, with adolescence being a time point when such behaviours can be embedded. To develop a meaningful health intervention, it has been recommended that relevant stakeholders be included in the design phase. This formative evaluation study was the second phase of co-design of an engaging health literacy intervention ‘LifeLab’ with, and for, socioeconomically disadvantaged adolescents in Ireland. In Spring 2021, a series of co-design workshops (n = 17) were facilitated with a convenience sample of adolescents from socially disadvantaged areas (n = 22) to gather their perceptions, feedback, and suggested changes on the LifeLab learning activities that had emerged from Phase 1 of the work. The data was analysed using reflexive thematic analysis, resulting in the development of three themes: (i) preferred learning engagement strategies, (ii) practical and logistical considerations and (iii) ideas for LifeLab content. The results highlight the value in adopting a participatory approach, as participants offered an array of suggestions and details to maximise the potential for LifeLab to be contextually relevant and engaging; suggestions which will directly inform the development and implementation of the intervention.
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.
Background
Motor competence is the ability to perform goal directed human movements in a co‐ordinated, accurate and error free manner. The aim of this study was to compare the accuracy of coaches' ...perceptions of children's motor competence with their actual motor competence.
Method
This study examined the motor competence of children with intellectual disabilities (n = 100) and coaches' perceptions of children's motor competence (n = 10). Participants were assessed using TGMD‐3. Coaches completed an adapted version of the pictorial scale of Perceived Movement Skill Competence.
Results
The predictive power of coaches perceived motor competence versus children's actual motor competence was assessed.
Conclusions
This research will provide insight for sports organisations to determine whether coaches can accurately report on the motor competence of children with intellectual disabilities.
Mastering the ability to move proficiently from a young age is an important contributor to lifelong physical activity participation. This study examined fundamental movement skill (FMS) proficiency ...in children with intellectual disabilities (n = 96, 60% boys, age 5-12 years) and typically developing children (n = 96, 60% boys, age 5-12 years). Participants were assessed using the Test of Gross Motor Development-3rd edition and balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2. The FMS proficiency of typically developing children including mastery/near mastery level (combined variable representing mastery, which is achieving all criteria for the skill, over both trials and near mastery, wherein a participant performs all but one of the components of the skill correctly) was significantly higher than for children with intellectual disabilities. A similar observation was made with multiple linear regression analysis testing the interaction effect of participant group and age/gender on all three FMS subcomponents. The results presented will help establish a baseline of FMS proficiency and guidelines for future intervention for children with intellectual disabilities.
Many Irish children are failing to meet the recommended guidelines for physical activity. Research shows that children are failing to develop the necessary physical literacy skills to reverse this ...trend. Early childhood has been identified as a critical period to intervene, with the school environment identified as a key environment to do so. Qualitative research is increasingly included in intervention studies to aid the development of acceptable, attractive, effective and sustainable interventions. The aim of this study was to evaluate the implementation process of the MWBW intervention (Exploratory trial) in the primary school setting, allowing the research team to assess the quality of the intervention's implementation. Objectives included assessing whether the intervention is suitable for the primary school environment, and to inform for future, mainstream implementation through a comprehensive process evaluation.
The intervention is underpinned by both the theory of constraints and self-determination theory, and is designed using the comprehensive framework outlined by the behaviour change wheel. The intervention was delivered in 18 primary schools (22% DEIS) to 925 participants (age range 6-10 years, mean 7.55). The intervention was co-delivered by trained coaches and class teachers who were being upskilled (by trained coaches) whilst the intervention was being delivered. Qualitative data were gathered in the form of child focus groups (N = 32, 62% Male), teacher (N = 31) and principal (N = 5) questionnaires (open-ended questions), coach focus groups (N = 16, 81% Male) and weekly reflections. Data were analysed thematically following Braun and Clarke guidelines on using thematic analysis.
Five key themes, with subsequent sub-themes, were identified: (1) Implementation of the Moving Well-Being Well model, (2) Outcomes from the intervention, (3) Fidelity of implementation, (4) Key components of favourite games and (5) Challenges faced and areas to develop.
Findings would suggest that the MWBW intervention is suited to the Irish primary school environment and its model of implementation can provide benefits to both children participants and teachers. Findings also show that the intervention has largely been delivered as intended showing potentially significant increases in participants overall FMS. Future research should examine the contextual impacts on the overall FMS improvement and how it varies from site to site. Evidence from this study also suggests that in order to produce similar or improved results in the future as part of a wider-scale roll-out of the intervention in schools, researchers should look to further assist teachers (possibly through added resources and/or training) to assist fidelity of implementation as well as looking at other factors that may influence intervention outcomes such as weather, seasonality, access to indoor facilities and environmental factors.
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.
Despite known benefits of regular physical activity for health and well-being, many studies suggest that levels of physical activity in young people are low, and decline dramatically during ...adolescence. The purpose of the current research was to gather data on adolescent youth in order to inform the development of a targeted physical activity intervention.
Cross-sectional data on physical activity levels (using self report and accelerometry), psychological correlates of physical activity, anthropometic characteristics, and the fundamental movement skill proficiency of 256 youth (53% male, 12.40 ± 0.51 years) were collected. A subsample (n = 59) participated in focus group interviews to explore their perceptions of health and identify barriers and motivators to participation in physical activity.
Findings indicate that the majority of youth (67%) were not accumulating the minimum 60 minutes of physical activity recommended daily for health, and that 99.5% did not achieve the fundamental movement skill proficiency expected for their age. Body mass index data showed that 25% of youth were classified as overweight or obese. Self-efficacy and physical activity attitude scores were significantly different (p < 0.05) between low, moderate and high active participants. Active and inactive youth reported differences in their perceived understanding of health and their barriers to physical activity participation, with active youth relating nutrition, exercise, energy and sports with the definition of 'being healthy', and inactive youth attributing primarily nutritional concepts to 'being healthy'.
Data show a need for targeting low levels of physical activity in youth through addressing poor health related activity knowledge and low fundamental movement skill proficiency. The Y-PATH intervention was developed in accordance with the present study findings; details of the intervention format are presented.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
In order for initiatives targeting physical activity in the school community to be effectively implemented, they need to 'make sense' from the school's perspective. That is, teachers need to see ...their value and feel confident that implementation will result in change. Teachers also need to feel competent in doing what's required of them to implement an initiative as intended. This study takes a mixed methods research approach (questionnaire and focus groups) to understand motivations, perceived benefits and challenges associated with implementing the 'Active School Flag' (ASF) initiative. Active School Flag 'coordinators' from Irish primary schools completed questionnaires (n = 236) and participated in focus groups (n = 19). Data were analysed using descriptive and Thematic Analysis (TA). Findings suggest that schools are both intrinsically motivated (e.g. 'to improve the health of the children') and extrinsically motivated (by recognition and status) to implement the ASF initiative. Results also reveal a litany of perceived benefits attributed to ASF implementation (including 'less active children become more active'). Conversely, results indicate that implementation comes with challenges relating to 'time' and 'paperwork'. Findings of this study have the potential to be used as inputs to improve the ASF implementation process and inform similar future programmes.
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