USING OTOLITH MICROCHEMISTRY TO CLASSIFY YELLOW PERCH AS STOCKED OR NATURALLY PRODUCED

Fisheries managers routinely use stocking to supplement fish populations (Schramm and Piper 1995, Fisher 1996). Stocking eyed-eggs offers substantial cost savings compared to stocking fry and fingerlings (PFBC 2011); however, traditional stocking evaluation using oxytetracycline (OTC) marking of otoliths is ineffective for eyed-eggs of some species (e.g., yellow perch, [Perca fla- vescens]). Thus, there is a need for additional approaches to be able to classify fish as stocked or naturally produced. Fish otoliths are paired calcified structures in the inner ear that permanently deposit trace elements in proportion to water column concentrations (Campana 1999, Campana et al. 2000). Coupled with otolith growth increments (i.e., annuli), elemental accumulation permits retrospective evaluation of environmental history (e.g., natal origins, movement) if water chemistry is spatially heterogeneous and temporally constant (Elsdon et al. 2008). Otolith microchemistry can be used to evaluate stocking contributions (Pracheil et al. 2014) and in the context of eyed-egg stockings, may be useful for classifying fish as stocked or naturally produced. Yellow perch is a popular sport fish species in South Dakota (Gigliotti 2007) and is routinely stocked by fisheries managers to supplement weak year classes (Schoene- beck et al. 2010). The South Dakota Department of Game, Fish and Parks (SDGFP) propagates yellow perch for stocking (e.g., eyed-eggs, fry, fingerlings) and also stocks adult perch through trap and transfer operations (Lott 1991, Fisher 1996). However, the contributions of yellow perch stockings in South Dakota are largely unknown because it is difficult to differentiate stocked fish from resident individuals (Brown and St. Sauver 2002). Our objective was to assess the utility of otolith microchemistry to distinguish hatchery-reared yellow perch stocked at the eyed-egg stage from naturally produced individuals

What matters most - what parents model or what parents eat?

however, researchers struggle to identify which food parenting practices to recommend. This study examined the influence of parents modeling of healthy eating (“parent role modeling”) and parents’ actual food intake (“parent dietary intake”) on child diet quality, and explored whether these practices work together to influence children's diets. Methods: Baseline data from a larger intervention trial were used for this analysis. The sample included parents of preschool-age children from households with at least one overweight parent. The Comprehensive Feeding Practices Questionnaire was used to assess parent modeling of healthy eating (“healthy modeling”). Three days of dietary recalls were used to collect parents’ report of their own intake and their children's intake (excluding food at child care). Associations between parent healthy modeling and parent intake of healthy and unhealthy foods were explored using Pearson correlations. Associations between parent healthy modeling and parent Healthy Eating Index (HEI) score on child HEI score were examined with linear regression. Additionally, the interaction between parent healthy modeling and HEI score on child HEI score was tested. Results: Parent healthy modeling was significantly correlated with parent intake of healthy foodsLinear regression showed a significant association between parent modeling and child HEI score, even after controlling for parent diet (β = 3.08, SE = 0.87, p < 0.001). Children whose parents had high parent healthy modeling scores had higher HEI scores (mean = 61.5 ± 10.4) regardless of parent HEI score. We did not find evidence that parent healthy modeling and diet quality interact to influence child diet quality. Conclusions: Parents’ healthy modeling is an important practice in influencing children's diet quality, possibly more so than the quality of parents’ diets.Purpose: Parents have a strong influence on their children's eating habit

Validity of a pictorial perceived exertion scale for effort estimation and effort production during stepping exercise in adolescent children

This is the author's PDF version of an article published in European Physical Education Review ©2002. The definitive version is available at http://epe.sagepub.com.Recent developments in the study of paediatric effort perception have continued to emphasise the importance of child-specific rating scales. The purpose of this study was to examine the validity of an illustrated 1 – 10 perceived exertion scale; the Pictorial Children’s Effort Rating Table (PCERT). 4 class groups comprising 104 children; 27 boys and 29 girls, aged 12.1±0.3 years and 26 boys, 22 girls, aged 15.3±0.2 years were selected from two schools and participated in the initial development of the PCERT. Subsequently, 48 of these children, 12 boys and 12 girls from each age group were randomly selected to participate in the PCERT validation study. Exercise trials were divided into 2 phases and took place 7 to 10 days apart. During phase 1, children completed 5 x 3-minute incremental stepping exercise bouts interspersed with 2-minute recovery periods. Heart rate (HR) and ratings of exertion were recorded during the final 15 s of each exercise bout. In phase 2 the children were asked to regulate their exercising effort during 4 x 4-minute bouts of stepping so that it matched randomly prescribed PCERT levels (3, 5, 7 and 9). Analysis of data from Phase 1 yielded significant (P<0.01) relationships between perceived and objective (HR) effort measures for girls. In addition, the main effects of exercise intensity on perceived exertion and HR were significant (P<0.01); perceived exertion increased as exercise intensity increased and this was reflected in simultaneous significant rises in HR. During phase 2, HR and estimated power output (POapprox) produced at each of the four prescribed effort levels were significantly different (P<0.01). The children in this study were able to discriminate between 4 different exercise intensities and regulate their exercise intensity according to 4 prescribed levels of perceived exertion. In seeking to contribute towards children’s recommended physical activity levels and helping them understand how to self-regulate their activity, the application of the PCERT within the context of physical education is a desirable direction for future research

Leveraging family dynamics to increase the effectiveness of incentives for physical activity: The FIT-FAM randomized controlled trial

Background: Insufficient physical activity is a global public health concern. Research indicates incentives can increase physical activity levels of children but has not tested whether incentives targeted at children can be leveraged to increase physical activity levels of their parents. This study evaluates whether a novel incentive design linking children's incentives to both their and their parent's physical activity levels can increase parent's physical activity. Methods: We conducted a two-arm, parallel, open-labelled randomized controlled trial in Singapore where parent-child dyads were randomly assigned to either (1) rewards to child contingent on child's physical activity (child-based) or (2) rewards to child contingent on both child's and parent's physical activity (family-based). Parents had to be English-speaking, computer-literate, non-pregnant, full-time employees, aged 25-65 years, and with a participating child aged 7-11 years. Parent-child dyads were randomized within strata (self-reported low vs high weekly physical activity) into study arms in a 1:1 ratio. Participants were given activity trackers to assess daily steps. The outcome of interest was the between-arm difference in the change from baseline in parent's mean steps/day measured by accelerometry at months 6 and 12 (primary endpoint). Results: Overall, 159 and 157 parent-child dyads were randomized to the child-based or family-based arms, respectively. Outcomes were evaluated on an intent-to-treat basis. At month 6, there was a 613 steps/day (95% CI: 54-1171) differential in favour of family-based parents. At month 12, our primary endpoint, the differential was reduced to 369 steps/day (95% CI: - 88-1114) and was no longer statistically significant. Conclusions: Our findings suggest that novel incentive designs that take advantage of group dynamics may be effective. However, in this design, the effectiveness of the family-based incentive to increase parent's physical activity was not sustained through one year. Trial registration: NCT02516345 (ClinicalTrials.gov) registered on August 5, 2015

Understanding the role of fathers in children's physical activity: A qualitative study

Background: Parents are influential in supporting children's physical activity, but relatively little is known about the role of fathers in children's physical activity. Methods: Semi-structured interviews (n = 24) were conducted with low-active and active fathers of children 3-11 years old. Deductive thematic analysis was used to identify fathers' physical activity practices and understand how fathers interact with their children around physical activity. Results: All fathers demonstrated coparticipation in physical activity with their children. Other physical activity practices commonly used by fathers included as follows: facilitation of active opportunities, modeling, involvement through coaching or teaching, and encouragement. In addition, fathers viewed physical activity as an opportunity to spend time with their children to bond and develop shared interests. Finally, fathers perceived their role in children's physical activity to be different compared with mothers. Regarding father activity level, active fathers discussed modeling more frequently and tended to engage in a variety of different activities compared with low-active fathers. Conclusions: Fathers play an important role in their children's physical activity, suggesting that physical activity may be one context in which to prompt paternal involvement, foster father-child relationships, and strengthen paternal parenting

A comparison of infant and toddler feeding practices of mothers with and without histories of eating disorders

This preliminary study surveyed the feeding practices of mothers with eating disorder histories through evaluation of mothers' reported feeding styles, child diet composition and restrictive special approaches to feeding. For this non-randomised cohort study, 25 mothers with eating disorder histories and 25 mothers with no history of an eating disorder with children ages 6-36 months were selected such that the groups were similar based on child age group and child sex. Mothers were compared on self-reported feeding style using the Infant Feeding Styles Questionnaire and on child diet composition and special feeding approaches using a modified version of the Toddler Diet Questionnaire from the Women, Infants, and Children program. Mothers with eating disorder histories scored lower on the restrictive feeding style subscale than controls. No significant differences were detected between groups in child diet including the percentage of mothers who breastfed, duration of breastfeeding, age at solid food introduction, daily number of meals or snacks or daily frequency of consumption of fruits, vegetables or protein foods. Mothers with eating disorder histories were more likely to report taking a restrictive special approach to feeding such as limiting processed foods or feeding organic foods only. Although mothers with eating disorder histories may not differ greatly from control mothers in terms of child diet composition (smaller effects may not have been detected due to limited sample size), they may be more likely to take restrictive special approaches to feeding which mirror dietary rules common in individuals with eating disorders

Cooking Matters for Kids Improves Attitudes and Self-Efficacy Related to Healthy Eating and Cooking

Objective: To assess changes in self-efficacy and attitudes related to healthy eating and cooking in Cooking Matters for Kids participants. Design: Prepost study design. Setting: Cooking Matters for Kids programs offered by 35 organizations. Participants: Predominantly third- to fifth-grade children participating in Cooking Matters for Kids lessons during fiscal years 2012–17 with matched presurvey and postsurveys (n = 18,113). Intervention(s): Cooking Matters for Kids consists of six 2-hour experiential nutrition and cooking education lessons. Main Outcome Measure(s): Self-efficacy related to healthy eating and cooking and attitudes toward healthy foods assessed through the Cooking Matters for Kids Participant Survey. Analysis: Changes from the presurvey to postsurvey were assessed using mixed models and repeated measures ordered logistic regression accounting for clustering by course. Effect sizes were calculated using Cohen d for repeated measures. A Bonferroni adjustment was used to correct for multiple comparisons (α = 0.025). Results: Both overall and individual self-efficacy and attitude scores improved from presurvey to postsurvey (P < 0.0001). The effect sizes were 0.35 for overall self-efficacy score and 0.17 for overall attitude score. Conclusions and Implications: Participation in Cooking Matters for Kids was associated with improvements in self-efficacy and attitudes related to healthy eating and cooking

College student motivations for and perceived impacts of volunteering with a nutrition and cooking education program for children

To assess among college students their motivations for and perceived impacts of volunteering with Cooking Matters for Kids as part of No Kid Hungry NC. Seventeen college student volunteers responded to an online survey questionnaire assessing their motivations for volunteering and how they were impacted by their experiences. Motivational functions for volunteering (values, understanding, social, career, protective, enhancement) were assessed using the Volunteer Functions Inventory. The strongest motivational functions for volunteering were values and understanding. Students were also strongly motivated to volunteer related to the areas specifically addressed by the program (i.e., nutrition, public health, working with children). Perceived impacts of volunteering included being more comfortable working with children, improving knowledge/skills, gaining experience related to their future career, and having fun. Volunteering with Cooking Matters for Kids benefited college students. Issues addressed by the program and the desire to gain experience motivated students to volunteer

Racial Differences in weight loss Mediated by engagement and behavior change

Objective: We set out to determine if a primarily Internet-delivered behavioral weight loss intervention produced differential weight loss in African American and non-Hispanic White women, and to identify possible mediators. Design: Data for this analysis were from a randomized controlled trial, collected at baseline and 4-months. Setting: The intervention included monthly face-to-face group sessions and an Internet component that participants were recommended to use at least once weekly. Participants: We included overweight or obese African American and non-Hispanic White women (n=170), with at least weekly Internet access, who were able to attend group sessions. Intervention: Monthly face-to-face group sessions were delivered in large or small groups. The Internet component included automated tailored feedback, self-monitoring tools, written lessons, video resources, problem solving, exercise action planning tools, and social support through message boards. Main outcome measure: Multiple linear regression was used to evaluate race group differences in weight change. Results: Non-Hispanic White women lost more weight than African American women (-5.03% vs.-2.39%, P=.0002). Greater website log-ins and higher change in Eating Behavior Inventory score in non-Hispanic White women partially mediated the race-weight loss relationship. Conclusions: The weight loss disparity may be addressed through improved website engagement and adoption of weight control behaviors

Physical activity opportunities within the schedule of early care and education centers

Background: Physical activity has many benefits for young children's health and overall development, but few studies have investigated how early care and education centers allot time for physical activity, along with measured individual physical activity levels for indoor/outdoor activities during a typical day. Methods: Fifty early care and education centers in central North Carolina participated in 4 full-day observations, and 559 children aged 3-5 years within centers wore accelerometers assessing physical activity during observation days. Observation and physical activity data were linked and analyzed for associations between child activity and type of classroom activity. Results: Children averaged 51 (13) minutes per day of moderate to vigorous physical activity and 99 (18) minutes per day of light physical activity while in child care. Children averaged 6 (10) and 10 (13) minutes per day of observed outdoor and indoor daily teacher-led physical activity, respectively. Outdoor time averaged 67 (49) minutes per day, and physical activity levels were higher during outdoor time than during common indoor activities (center time, circle time, and TV time). Conclusions: Physical activity levels varied between indoor and outdoor class activities. Policy and program-related efforts to increase physical activity in preschoolers should consider these patterns to leverage opportunities to optimize physical activity within early care and education centers