Prescribing or co-designing exercise in healthy adults? Effects on mental health and interoceptive awareness

Universal exercise recommendations for adults neglect individual preferences, changing constraints, and their potential impact on associated health benefits. A recent proposal suggests replacing the standardized World Health Organisation (WHO) exercise recommendations for healthy adults by co designed interventions where individuals participate actively in the decisions about the selected physical activities and the effort regulation. This study contrasts the effects on mental health and interoceptive awareness of a co designed and co-adapted exercise intervention with an exercise program based on the WHO recommendations for healthy adults. Twenty healthy adults (10 men and 10 women, 40-55 y.o.) participated voluntarily in the research. They were randomly assigned to a co-designed exercise intervention (CoD group) and a prescribed exercise program (WHO group). Supervised online by specialized personal trainers, both programs lasted 9 weeks and were equivalent in volume and intensity. The effects of the exercise intervention were tested through personal interviews, questionnaires (DASS 21 and MAIA) and a cardiorespiratory exercise test. Intragroup differences (pre post) were assessed using the Mann-Whitney Wilcoxon test and intergroup differences through Student's t-tests. Effect sizes were calculated through Cohen's d. Interviews were analyzed through thematic analysis. Eleven participants completed the intervention (CoD = 8, WHO = 5). Both groups improved, but non significantly, their cardiorespiratory testing results, and no differences were found between them post-intervention. Mental health was only enhanced in the CoD group (p < 0.001), and interoceptive awareness improved in seven of the eight scales in the CoD group (p < 0.001) and only in 3 scales in the WHO group (p < 0.01). In conclusion, the co-designed intervention was more effective for developing mental health, interoceptive awareness, autonomy, and exercise self-regulation than the WHO-based exercise program

Assessing proprioception through time-variability properties of acceleration

Proprioception is a crucial property for movement stability and balance, but its current assessment, based on clinical testing, lacks precision and adequacy in real contexts. This study proposes assessing proprioception and its sensitivity to training effects through acceleration time series recorded during two slackline experiments. In the first experiment, slackliners of different expertise (highly and poorly trained) had to walk on a slackline for 30 s. In the second, twelve beginners had to balance up on the slackline for at least 11 s before and after a training process. Acceleration time series were recorded in body components (legs and centre of mass) and the slackline. The acceleration fluctuations were analysed through Detrended Fluctuation Analysis. The obtained Hurst (H)-exponents were compared between both groups (first experiment) and before and after training (second experiment) using Whitney and Wilcoxon tests, respectively. The values of H-exponents were lower in the highly trained group (Z = −2.15, p = 0.03) (first experiment), and in the post-training conditions (Z = −2.35, p = 0.02) (second experiment). These results suggest better motor and proprioceptive control with training status. Hence, the time-variability structure of acceleration in real contexts, like slackline tasks, is proposed as an objective measure of proprioception and its training effects

Transdisciplinary embodied education in elementary school: a real integrative approach for the science, technology, engineering, arts, and mathematics teaching

IntroductionConnecting academic disciplines and integrating knowledge is gaining popularity in elementary school. The relevant question is, how the targeted integration could be achieved? This research aimed to (a) evaluate the potential of teaching and learning Dynamic Systems Theory (DST) and Statistical Physics (ST) general concepts through embodied experiences in elementary school and, based on it (b) enable a far transfer analogical reasoning within and between different academic subjects.MethodsForty-eight elementary school students, aged 10.2 ± 0.82 y.o., followed an 8-week, 2-h/week intervention. The learning protocol contained a concreteness fading sequence of phases and consisted of four steps: (a) embodied experience, (b) reflective observation, (c) abstract conceptualization of DST/ST concepts, and (d) transfer of the DST/SP concepts to physical, sociological, biological and ecological phenomena. A validated questionnaire and an interview evaluated students’ knowledge and analogical reasoning.ResultsThe Wilcoxon Signed Ranks Test showed a general positive effect of the intervention on the understanding of DSP/SP concepts and on the far transfer competencies of students (Z = −5.98; p &lt; 0.0001). There was no association between the previous and newly acquired competencies (Spearman’s ρ = 0.112; p = 0.441).DiscusionThe qualitative results showed that, in general, the suggested embodied learning protocol supports the acquisition of DST/SP general concepts and the far transfer competencies. However, students of this age are possibly highly sensitive to the balance of the focus between the embodied phases and the conceptualization/transfer phases of the learning protocol. The study points to the potential of learning the general DST/SP for elementary school students’ integrative and far transfer competencies. The DST/SP concept-based transdisciplinary embodied education may offer a truly integrative approach to STEAM teaching