Affordances in the Home Environment for Motor Development-Infant Scale, Spanish Translation

The home environment has a critical influence on an infant’s development and well-being. The Affordances in the Home Environment for Motor Development-Infant Scale (AHEMD-IS) is an instrument that has been developed to assess the home environment. This article illustrates the translation, validation, and cultural adaptation process of the AHEMD-IS from English to Spanish. The AHEMD-IS underwent a comprehensive process involving a four-phase translation process: (1) Forward translation, (2) Semantic equivalence, (3) Content equivalence testing, and (4) Final version development. Steps 1 and 2 resulted in linguistic alterations from the initial translation to enhance clarity for general public understanding. In step 3, mothers reported that the instrument was clear and easy to complete. Step 4 involved a final review of the instrument. The final outcome is a validated instrument that may prove beneficial when evaluating the home environment with Spanish speaking populations, particularly those of Mexican descent

Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks

This study examined teachers’ zone of proximal development for classroom physical activity breaks by assessing teachers’ knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n=346 teachers) took part in a short online survey. Descriptive statistics were calculated and chi-square analyses were used to identify differences between districts. Almost all teachers utilized classroom physical activity to some extent. A third of teachers who stated they implemented classroom physical activity, experienced barriers to implementation. A majority of teachers were interested in learning more about classroom physical activity. There were significant differences between districts on the number of days per week classroom physical activity was integrated, the frequency of collaboration that occurred between teachers, the percentage of teachers who experienced barriers, and preferred delivery method of professional development. These findings support the importance of identifying teachers’ zone of proximal development to increase the use of classroom physical activity breaks. Understanding teachers’ knowledge and capacity for implementing classroom physical activity breaks can allow educational professionals to shift the implementation of classroom physical activity beyond sporadic use by isolated teachers and schools to a more systematic and consistent delivery across classrooms and throughout districts

Postural control strategies differ in normal weight and overweight infants

Background Evidence suggests obesity can have a negative influence on a child’s motor development and postural control behavior. Little research has examined the impact of infant weight on gross motor behavior, particularly postural control at the onset of sitting. Objective The purpose of this study was to determine whether normal weight and overweight infants differed in their postural control strategies at the onset of sitting and one-month post onset of sitting. Methods 29 infants (n = 19 normal weight, n = 10 overweight) were recruited to participate in this study. Infant’s length and weight were measured at 3 months of age (visit 1). Infant’s center of pressure (COP) was measured on an AMTI force platform at the onset of sitting (visit 2) and one-month post onset (visit 3). Data were analyzed using linear measures (range and RMS for the anterior/posterior (AP) and medial/lateral (ML) directions, sway path) and nonlinear measures (Sample Entropy in AP and ML directions). Results Overweight infants had significantly greater RMS values in the ML direction at visit 2 and reduced Sway Path values in comparison to normal weight infants at visits 2 and 3. Further, there was a significant difference in Sample Entropy as overweight infants increased Sample Entropy from visit 2 to 3 while normal weight infants decreased Sample Entropy values during this time period. Conclusions These findings suggest that overweight infants adopt a different postural control strategy. This altered strategy may limit exploration early in development. More research is needed to determine if longitudinal differences continue to emerge

Perspectives of infant active play: a qualitative comparison of working versus stay-at-home parents

Background: Parents play a key role in infant’s development through their interactions and the type of environment they provide to promote active play. The amount of time parents are able to spend with their infant is dependent on their working status, yet few studies have explored parent perception of their infant’s active play by working status. The purpose of this study was to explore parent perception of active play and compare responses between working and stay-at-home parents. Methods: Twenty-nine parents participated in this qualitative study by completing a one-time, in-person semistructured interview based on the Theory of Planned Behavior. Themes were developed and compared based on parental working status using a directed content analysis approach. Results: All parents believed active play could have a positive effect on their child’s development through physical, social and emotional, cognitive, and/or language and communication development. However, stay-at-home parents reported a broader impact of active play across these domains; whereas working parents most often referenced active play as impacting infant’s physical development. Social and emotional interactions were the highest reported form of active play among all parents. Additionally, all parents described similar barriers to increasing the time for active play. The most commonly reported barrier for all parents was time or schedule followed by care needs of the infant, environmental concerns, and need for restrictive devices (e.g., car seats). More stay-at-home parents than working parents reported the care needs of the infant as being a barrier. Recommendations for active play were not widely known amongst all parents, with a higher percentage of working parents reporting they would desire advice from a healthcare provider. Conclusions: Working status of parents appears to have implications on perceptions of active play which in turn may influence infants’ development. Future studies should objectively assess the impact of parents’ working status on infant development and explore how gender of the parent may serve as a confounding variable

He’s just content to sit: a qualitative study of mothers’ perceptions of infant obesity and physical activity

Background: Rates of obesity among children ages zero to five are rapidly increasing. Greater efforts are needed to promote healthy behaviors of young children. Mothers are especially important targets for promoting health as mothers’ views play a vital role in helping their children foster healthy habits from an early age. Research has found parents’ views of infants’ weight may influence their feeding practices; however, limited research has explored mothers’ view of infants’ weight in relation to the promotion of physical activity. Therefore, the purpose of this study was to explore the perceptions of mothers of normal weight infants and overweight infants about their infant’s weight and physical activity. Methods: Semi-structured interviews were conducted with mothers of normal weight (n = 18) and of overweight (n = 11) infants (6.5 ± 0.5 month) in a Midwestern city in the United States. A thematic analysis was used to analyze the data. Results: A majority of mothers thought infants could be overweight. However, no mothers referenced their own infant as overweight. Mothers most commonly noted infants could be overweight only if they were formula fed and/or were overfed, not if they were breastfed. Mothers views were not negatively influenced by others who mentioned that their child was either “big” or “small” and only one mother had been told her infant was overweight. A majority of mothers thought an infant could be physically active. When discussing infant activity, mothers primarily referred to it in terms of general mobility and a few thought activity level was related to a personality characteristic. Mothers intended to promote physical activity in the future either through outdoor play or specific organized activities such as sports. Despite a majority of mothers stating they were currently physically active themselves, only a few talked about interacting with their infant to promote their infant’s physical activity. Conclusions: Efforts are needed by healthcare professionals and other public health professionals to inform mothers about the dangers of increased weight during infancy as well as the importance of interacting with infants to promote physical activity

Physical activity barriers and facilitators among working mothers and fathers

Background: The transition to parenthood is consistently associated with declines in physical activity. In particular, working parents are at risk for inactivity, but research exploring physical activity barriers and facilitators in this population has been scarce. The purpose of this study was to qualitatively examine perceptions of physical activity among working parents. Methods: Working mothers (n = 13) and fathers (n = 12) were recruited to participate in one of four focus group sessions and discuss physical activity barriers and facilitators. Data were analyzed using immersion/crystallization in NVivo 10. Results: Major themes for barriers included family responsibilities, guilt, lack of support, scheduling constraints, and work. Major themes for facilitators included being active with children or during children’s activities, being a role model for children, making time/prioritizing, benefits to health and family, and having support available. Several gender differences emerged within each theme, but overall both mothers and fathers reported their priorities had shifted to focus on family after becoming parents, and those who were fitting in physical activity had developed strategies that allowed them to balance their household and occupational responsibilities. Conclusions: The results of this study suggest working mothers and fathers report similar physical activity barriers and facilitators and would benefit from interventions that teach strategies for overcoming barriers and prioritizing physical activity amidst the demands of parenthood. Future interventions might consider targeting mothers and fathers in tandem to create an optimally supportive environment in the home

CONSIDERATIONS FOR IMPLEMENTING AN ANKLE FOOT ORTHOSIS TO IMPROVE MOBILITY IN PERIPHERAL ARTERY DISEASE

An ankle- foot orthosis (AFO) can contribute to push-off during walking by storing energy from heel strike in the rigid strut and subsequently returning force during push-off. Peripheral artery disease (PAD), a manifestation of systemic atherosclerosis, blocks the arteries supplying blood to the legs and causes muscle pain and weakness, which leads to difficulty walking. Wearing an AFO can help patients with PAD walk better. In our study, subjects decided whether to adopt or not adopt the AFO. Our goal is to assess early AFO intervention withdrawal (wAFO) and AFO intervention completion (cAFO). Participants (n=21) were recruited and consented to wear an AFO for three months. The subjects were assessed for early AFO intervention withdrawal (n=6) and completion (n=15). Semi-structured interviews were conducted, and data were analyzed using a summative content analysis approach. Only six of fourteen of cAFO subjects described their initial reactions to the AFO as negative versus three of six wAFO subjects. The wAFO group reported higher levels of physical discomfort with the use of the AFO (4/6 vs 7/15) and pre-existing health issues as a barrier to the use of the AFO (3/6 vs 5/15). Patients withdrawing prior to completion of the AFO intervention tended to have increased negative perceptions, comorbidities, and physical discomfort. Both groups reported positive aspects of the AFO such as ease in standing and walking. Subjects that consented to follow up after six months of AFO intervention answered semi-structured questionnaires and a survey based on the i-PARIHS framework

They just need to move: Teachers\u27 perception of classroom physical activity breaks

The purpose of this study was to explore 1) perceptions of preschool-8th grade teachers\u27 in regard to classroom physical activity (PA) and 2) multiple levels of factors impacting preschool-8th grade teachers\u27 ability to implement PA into the classroom. Sixty preschool-8th grade teachers from five school districts participated in semi-structured interviews following a guide developed from constructs of the social ecological model. All teachers implemented classroom PA but had varied levels of confidence for implementation. Teachers identified barriers to implementation and requested additional classroom PA resources. Furthermore, they identified collaboration with other teachers as an underutilized resource for promotion of classroom PA

Evaluation of GoGirlGo!; A practitioner based program to improve physical activity

Background: GoGirlGo! (GGG) is designed to increase girls’ physical activity (PA) using a health behavior and PA-based curriculum and is widely available for free to afterschool programs across the nation. However, GGG has not been formally evaluated. The purpose of this pilot study was to evaluate the effectiveness of the GGG curricula to improve PA, and self-efficacy for and enjoyment of PA in elementary aged girls (i.e., 5-13 years). Methods: Nine afterschool programs were recruited to participate in the pilot (within subjects repeated measures design). GGG is a 12-week program, with a once a week, one-hour lesson with 30 minutes of education and 30 minutes of PA). Data collection occurred at baseline, mid (twice), post, and at follow-up (3-months after the intervention ended). PA was assessed via accelerometry at each time point. Self-efficacy for and enjoyment of PA was measured using the Self-Efficacy Scale and the Short-PA enjoyment scale and was assessed at baseline, post, and follow-up. Fidelity was assessed at midpoint. Results: Across all age groups there was a statistically significant increase in PA. Overall, on days GGG was offered girls accumulated an average of 11 minutes of moderate-to-vigorous PA compared to 8 minutes during non-GGG days. There was a statistically significant difference in girls’ self-efficacy for PA reported between baseline and post, which was maintained at follow-up. An improvement in enjoyment of PA for girls was found between baseline and follow-up. According to fidelity assessment, 89% of the activities within the curriculum were completed each lesson. Girls appeared to respond well to the curriculum but girls 5-7 years had difficulties paying attention and understanding discussion questions. Conclusions: Even though there were statistically significant differences in self-efficacy for PA and enjoyment of PA, minimal increases in girls’ PA were observed. GGG curricula improvements are warranted. Future GGG programming should explore offering GGG every day, modifying activities so that they are moderate-to-vigorous in intensity, and providing additional trainings that allow staff to better implement PA and improve behavior management techniques. With modifications, GGG could provide a promising no-cost curriculum that afterschool programs may implement to help girls achieve recommendations for PA

Perceptions of Classroom Physical Activity

Background: Few children meet the physical activity (PA) recommendations. One new and innovative ways school have tried to improve this is through classroom PA. Studies have found that incorporating opportunities for classroom PA can not only increase PA but also increase children’s time on-task as well as academic scores. However little is known about teachers’ perceptions of.classroom PA Purpose: The purpose of the study was to determine teacher’s perceptions regarding classroom PA. Methods: Four school districts in a metropolitan Midwest City were recruited to participate. Twelve teachers from each district took part in a semi-structured interview over the phone(n=48). Data were analyzed using the process of immersion/crystallization. Results: Factors from all five levels of the socio-ecological model impacted teachers’ perceptions. Conclusion: Results provide preliminary evidence that teachers have a positive view of classroom PA. Future strategies to improve the use of classroom PA will be discussed