Developing health enhancing physical activity modules for higher and vocational education

Health enhancing physical inactivity is a growing concern leading to health problems in Europe and nationwide. WHO (2017) stated that the current levels of physical inactivity are the consequence of insufficient participation in physical activity and an increase in sedentary behavior. The British Heart Foundation (2015) also reported that 13 to 15 years in England were sedentary for six hours or more for both genders (boys = 24%, girls = 16%) on weekdays, and there was a spike of sedentary behaviour on weekend days with 43% of boys and 37% for this age group. The "Sport, Physical Education and Coaching for Health" (SPEACH) project, is an Erasmus+ Programme of the European Union (2015-2017). The key purpose of the project to prepare professional practitioners in higher and vocational education in the areas of Physical Education, Sports and Physical Activity to change behaviors of the citizens of Europe and increase physical activity. To achieve this, the project culminated in developing, validating, piloting and evaluating five Health Enhancing Physical Activity (HEPA) related modules, which may be embedded into existing education structures in the areas of Physical Education, Sports and Physical Activity. The design of the HEPA modules attempts to test a cutting edge multidisciplinary approach that bridges the gap between research / theory and practice (Armour, 2014). The needs analysis phase of the project comprised survey responses of 660 students in higher and vocational education studying Physical Education, Sports and Physical Activity from seven European countries; 14 interviewees with subject experts; and a focus group with professional and academic field experts. The results demonstrated that students in particular welcome a multidisciplinary approach for module content. The combination of “dual” content themes in modules was a key innovation that students responded favourably to, therefore HEPA modules covered themes such as changing behavior; personal leadership; physical activity for special target groups; health policy; linked to young people, their families and sport; management; nutrition, walking sports and healthy aging; and so on.. Surveyed students’ views of desirable pedagogy / didactics for these modules were practice oriented; training; internship / work based; group-and classroom based teaching. Three HEPA modules were piloted in a real-life setting in an intensive week of teaching (20 hours) each module to three groups of undergraduate students from Physical Education, Sports and Physical Activity from Europe that opted to participate in the pilot study. The developed HEPA modules were evaluated by students and staff; and the findings demonstrated relevance, enjoyment, flexibility and differentiated levels of instruction that will facilitate the embedding of any of these modules at vocational, bachelor as well as master level. These modules will be available online in an open resource that will facilitate free access, collaboration and cooperation of stakeholders in higher and vocational education in the areas of Physical Education, Sports and Physical Activity

An evaluation of the reliability of the pictorial scale of perceived water competence and its relationship with actual water competence

In its recent development, the Pictorial Scale of Perceived Water Competence (PSPWC) showed good face and construct validity. However, additional reliability and validity research is needed, including test-retest reliability and a demonstration of the relationship between PSPWEC test scores and actual water competence. Toward that aim, we administered the PSPWC to 124 children, aged 5–8 years. We repeated this test administration after one week for a subset of 55 children to determine its test-retest reliability, and the remaining 69 children also performed the fully aligned Actual Aquatic Skills Test (AAST) in an indoor swimming pool to provide data for our investigation of the relationship between PSPWC scores and actual water competence. We found good test-retest reliability, both at the global level (ICC = 0.81, n = 55) and at the level of individual skills (Weighted kappa coefficients from 0.58 to 0.90), with no significant differences between these two test scores. We also found a moderate positive relationship between PSPWC and AAST total scores (r = .64, n = 69), with no significant difference between total scores of actual and perceived water competencies. Children overestimated their competence in three specific skills: the back star, swimming on the front, and diving in deep water. While these results underline specific situations in which children’s higher self-perceptions of their water competence are a risk factor for their water safety, these data confirm that the PSPWC is reliable for measuring children’s perceived competencies in aquatic education and drowning prevention, and there is further support for its validity through a moderate correlation with actual water competencies

Pictorial scale of perceived water competence (PSPWC) testing manual

The Early Years Special Interest Group have completed a technical publication, ‘Pictorial Scale of Perceived Water Competence (PSPWC) Testing Manual’. This publication is the first to specifically focus and develop an assessment tool appropriate for young children aged 4 – 8 years old. It aims to address the following specific needs 1) to be accessible to this young age range, 2) to be suitable for children of different swimming levels, 3) cover all the aquatic fundamentals – water entry, breath control, buoyancy, balance, propulsion, immersion, water exit, gliding and vision. The idea to develop the PSPWC started during the Early Years Special Interest Group meeting at Laramie 2016 AIESEP, which then developed into a larger group of experts in order to develop and present the assessment tool. A four year process of critical analysis, preliminary face-validity, face-validity and content validity were completed in the development of each version of the PSPWC until the final testing manual was completed. Within the testing manual all aquatic skills and test items are represented through visual methodologies of drawings by a professional illustrator. In order to engage young children’s interests and to keep their attention to facilitate their understanding and to obtain more meaningful responses. The testing manual includes 3 level progressions for each situation, skill or test item, level 1 = “not able to do the skill”; level 2 = “skill in progress” and level 3 = “able to do the skill. The 3 level progression was developed as the expert group considered it more appropriate to have a process orientated scale showing a child’s developmental progression. The PSPWC can be applied for use in children (measurement of their own perceived water competence), in parents (measurements of their perception of children’s water competence) and/or in teachers (measurement of their perception of pupils’ / students’ water competence. The testing manual is accessible to all through open access publication

Face and content validity of the pictorial scale of perceived water competence in young children

An international group of experts have developed a pictorial tool to measure perceived water competence for children aged from 5 to 8 years old: the Pictorial Scale of Perceived Water Competence (PSPWC). The aim of the present study was to verify the validity of this tool. In the first part of the study, 120 children were interviewed to investigate face validity of the PSPWC to ensure that all pictorial items were understandable. In the second part of the study, 13 scientific and/or pedagogical international experts were invited to assess the tool's content validity via an online survey. Face validity results revealed that children were able to understand and sequence correctly the aquatic situations in 92% of the cases. The average Content Validity Index (CVI) of the PSPWC ranged from 0.88 to 0.95, showing acceptable content validity. Feedback from experts and children resulted in a major improvement of the "exit water" situation and minor improvements concerning some other items. Experts confirmed that the PSPWC was globally appropriate for different countries and cultures, except for the situation "water entry by slide" which was not considered usual practice in some countries. The PSPWC opens up to new fields of research; useful both for the prevention of drowning and for the support of children's aquatic education

Differences between young children's actual, self-perceived and parent-perceived aquatic skills

As drowning is a leading cause of unintentional injury/death in children worldwide, perceptions of their actual aquatic skills are of critical importance. Children’s self perceptions may influence the risks they take, and parental perceptions may influence the degree of supervision deemed to be necessary for children in and around water. Accordingly, we examined the differences between young children’s actual, self-perceived and parent-perceived aquatic skills. Using a three-way repeated measures ANCOVA, we analyzed data from 134 child-parent dyads (56.0% boys; M age ¼ 7.1, SD ¼ 1.1 years; and 71.6% mothers). We measured self and parental perceptions of the child’s aquatic skills with the ‘Pictorial Scale of Perceived Water Competence’ (PSPWC), and we applied the exact same 17 test items of the PSPWC to assess the child’s actual aquatic skill level in the water. Controlling for years of swimming school experience, within-subject differences between the total scores on the ‘Actual Aquatic Skills Test’ (AAST) and both the child- and parentcompleted PSPWC indicated lower than actual estimates of the children’s aquatic skill level. The degree of disagreement against the AAST was more pronounced in parents than in 6-7 year-old children but was similar between parents and 8-9 yearold children, with these patterns being evident regardless of the children’s sex. Our study contributes to an ongoing validation of the PSPWC and represents a key advance in assessing and comparing children’s actual and perceived aquatic skill competence, using perfectly aligned instruments. Future research and practice might explore children’s actual aquatic skills in different contexts (e.g., open water), include perspectives of non-parent caregivers and assess perceived and actual water competence across development

Physical play - How do we inspire and motivate young children to be physically active through play? An international analysis of twelve countries’ national early years curriculum policies and practices for physical activity and physical play

Lifelong movement and physical activity (PA) patterns develop during early childhood. Therefore, educators (teachers and practitioners) in early childhood education and care (ECEC) should provide opportunities to support children’s play, PA, and movement development. The World Health Organization (2019) offers new recommendations for PA, for children under five years. The guidelines do not specify the ways ECEC staff can support PA through play. Therefore, this paper investigates, how physical play (PP) is enacted globally. An international policy and practice analysis of twelve countries, (Australia [Victoria], Belgium [Flanders], Canada [Alberta], China, Finland, Ireland, Italy, Portugal, Spain, Sweden, UK [England] and USA) was completed by analyzing the ECEC curricula and their implementation in different cultural contexts. A content analysis was undertaken by AIESEP Early Years SIG experts revealing that PP was not clearly defined. When defined, it was described as PA, and important for children’s holistic development. The majority of curricula did not state the length/time for PP. Three main strategies for implementing PP were found: a) pedagogical framework; b) active learning methods; and c) motor development. This international analysis highlights the global need for better ECEC staff support in acknowledging and implementing PP to aid children’s overall development, PA and wellbeing