Classroom-based physical activity breaks, sitting patterns and cognition in children

This PhD aimed to i) explore the feasibility of conducting cognitively engaging active breaks in the classroom with primary school children, both typically and non-typically developing; and ii) understand the effects of this strategy on children’s class time sitting, cognitive functioning, and on-task behaviour

First-nation Australian children’s interpretation of a pictorial questionnaire designed to assess physical literacy

Background: The Physical Literacy in Children Questionnaire (PL-C Quest) is a pictorial tool designed to measure children’s self-reported physical literacy. It measures 30 elements within the four domains (physical, psychological, cognitive, and social) of the Australian Physical Literacy Framework (APLF). The development study of the PL-C Quest only included children from non-Indigenous backgrounds living in a metropolitan city. Hence, little is known about how Indigenous children living in regional and rural areas understand and engage with the items. Purpose: The study aims to determine if Indigenous children living in regional and rural areas in Australia understand the items in the PL-C Quest (test content) and if they cognitively engaged with the items (response processes) as intended by the APLF definitions. Methods: The study followed a qualitative descriptive approach. The PL-C Quest includes an orange cartoon bunny carrying out 30 scenarios with accompanying statements. Each scenario has one bunny rabbit doing the activity well and the other bunny not so well. Cognitive interviews were conducted based on verbal probing using Tourangeau’s four-stage cognitive model (comprehension, retrieval, judgment, and response). In the regional town, nine Indigenous children were interviewed one on one in after-school sessions. In the rural town, 12 Indigenous children enrolled in the school programme of a sports provider were interviewed in pairs or small groups. All individual and group interviews were audio recorded and transcribed verbatim. All transcripts were coded using the NVivo12 software. Each cognitive action of Tourangeau’s model, comprehension, retrieval, judgment, and response, became a coding category. Responses coded into each category were further categorised into sub-categories. For instance, ‘Understood as intended’, ‘Partially understood’, and ‘Misunderstood’ were subcategories for comprehension; ‘skills’ and ‘past events and experiences’ were for retrieval; ‘confident and unconfident’ were for judgement; and ‘justify’ and ‘unable to justify’ were subcategories for response category. Once the first author completed the analysis of the children’s responses to items, the other two authors’ part of the data collection confirmed the accuracy of the coding. Findings: Overall, children in both sites understood most of the content of the items as intended. In addition, they could retrieve relevant information when responding to the items. For example, a few children reflected on their ability to play a ball-throwing Indigenous game and carry younger siblings when responding to the items, ‘Object Manipulation’ and ‘Strength’, respectively. Also, most children confidently selected the bunny that represented them more in all 30 items and were able to justify their responses. Conclusion: The study is the first to generate validity evidence for the PL-C Quest when used with Indigenous children in regional and rural Australia. The findings demonstrate that this pictorial scale may be a suitable tool to collect data about the physical literacy of Indigenous children living in regional and rural areas–subject to further testing with a larger population. Future research may provide evidence on other sources of validity. For instance, whether these domains uphold the measured construct, physical literacy (internal structure), with Indigenous children.</p

Giving Ideas Some Legs or Legs Some Ideas? Children's Motor Creativity Is Enhanced by Physical Activity Enrichment: Direct and Mediated Paths.

Approaches to foster motor creativity differ according to whether creative movements are assumed to be enacted creative ideas, or solutions to emerging motor problems that arise from task and environmental constraints. The twofold aim of the current study was to investigate whether (1) an enriched physical education (PE) intervention delivered with a joint constraints-led and cognitive stimulation approach fosters motor creativity, and the responsiveness to the intervention is moderated by baseline motor and cognitive skills and sex; (2) the intervention may benefit motor creativity through gains in motor coordination, executive function, and creative thinking. Ninety-five children, aged 6-9 years, participated in a 6-month group randomized trial with specialist-led enriched PE vs. generalist-led conventional PE. Before and after the intervention, Bertsch's Test of Motor Creativity, Movement Assessment Battery for Children, Random Number Generation task and Torrance Test of Creative Thinking were administered. Linear mixed models were run accounting for the random effects of data clusters. Multiple mediation analysis was performed to assess whether motor coordination, executive function and creative thinking mediated any improvement of motor creativity. Results showed that (1) specialist-led enriched PE, compared to generalist-led conventional practice, elicited a more pronounced improvement in all motor creativity dimensions (fluency, flexibility, and originality) independently of baseline levels of motor and cognitive skills and sex; and (2) improved motor creativity was partially mediated by improved motor coordination and, as regards motor flexibility, also by improved inhibitory ability. In conclusion, enriching PE with tailored manipulations of constraints and variability may enhance the ability to create multiple and original task-pertinent movements both directly and through indirect paths. The results are discussed extending to motor creativity a theoretical framework that distinguishes different creativity modes. The intervention may have fostered the generation of creative movements directly through the exposure to variation in constraints, activating the sensorimotor 'flow' mode of creativity that bypasses higher-order cognition, but also indirectly through a systematic and conscious convergence on solutions, activating the 'deliberate' mode of creativity that relies on inhibition to reject common or task-inappropriate movement categories

Equipping future teachers with innovative strategies that increase physical activity in the classroom : A hybrid implementation trial across three Australian universities

Introduction: TransformEd targets initial teacher education (ITE) to equip future teachers with innovative strategies that increase physical activity in the Primary school classroom. Methods: This hybrid implementation-effectiveness trial investigated the effects of the TransformEd program when embedded in ITE degrees at two Australian universities (University 1 Single Unit offering; University 2 Dual Unit offering) over a 12-week period, on pre-service teachers’ perceived competence, confidence, and willingness to deliver active pedagogies, in comparison with a third ‘usual practice’ control university. Results: There was a favourable intervention effect on the total teacher perceptions score among pre-service teachers in University 1 compared to the control group pre-service teachers. Further, there was a significant intervention effect on reduced perceived barriers to active strategies in University 1, and a significant increase in perceived effects of active strategies on Primary school student outcomes in University 2. Qualitative data suggested the program strengthened the connection between theory and practice (i.e., how pre-service teachers are educated in university and the way they teach in Primary schools). The program was motivating to both lecturers and pre-service teachers, resulted in them reflecting on their own teaching practice, and helped with pre-service teacher engagement. Discussion: Recommendations for improvement included stronger and more explicit alignment with the Australian Professional Standards for Teachers

The Acute Effects of Cognitively Demanding Physical Activity on Inhibitory and Affective Responses in Children:An Online-Based Mixed Methods Approach

This online study investigated the acute effects of a cognitively demanding physical activity (CDPA) vs a simple physical activity (SPA) bout on children’s inhibitory and affective responses. Using a counterbalanced within-subjects’ crossover design, thirty-nine participants aged 9–12 years old (29 boys; M(age) = 11 ± 1 years) performed a CDPA and a SPA bout online (via ZOOM) for 15 min. Inhibition (Stroop test) was measured at the baseline, 1 and 30 min following the physical activity (PA) bouts, and self-report measures of affect, mental and physical exertion were taken prior, during and post-PA. Additionally, 31 children took part in semi-structured focus groups to explore the factors affecting their enjoyment. The quantitative results suggest no significant differences on inhibitory responses, affect and physical exertion (all p > 0.05). However, the CDPA induced more mental exertion than the SPA did (p < 0.05). In the focus groups, four themes were identified: physical exertion (e.g., tiredness), social (e.g., teams/groups), environment (e.g., outdoors and competition) and emotional (e.g., fun/enjoyment). Some children (n = 18) reported that the CDPA condition confused them, and to make these activities more interesting and enjoyable, they suggested performing the activities outdoors (n = 15) and including other children as part of a group/team (n = 19). The findings suggest no additional benefit of a cognitively enriched physical activity compared to an SPA bout on the inhibitory responses, affect and enjoyment. Using the instructions provided and given the low cost, the easy administration and the minimal amount of equipment and time involved, either of the approaches may be used in a diversity of contexts (i.e., online, schools or outdoors), and it is worth exploring the effects of these conditions on other aspects of executive function

The validity of the Physical Literacy in Children Questionnaire in children aged 4 to 12

Background: Given the growing evidence on the health benefits associated with physical literacy (PL), it is necessary to develop sound measures to assess the levels of PL in children. The Physical Literacy in Children Questionnaire (PL-C Quest) is the first self-report pictorial-based scale to assess children’s perceived PL. It has good validity and reliability in Australian children aged 7 to 12 years, but little is known in younger children and in other cultural contexts. The aim of this study was to examine the validity and reliability in an expanded age range. Methods: A total of 1,870 Chinese children (girls, n = 871; 46.6%), aged 4 to 12 years (M = 8.07 ± 2.42) participated in validity testing. Structural equation modeling with the Weighted Least Squares with Mean and Variance approach was used to assess construct validity. The hypothesized theoretical model used the 30 items and four hypothesized factors: physical, psychological, social and cognitive capabilities. Multigroup confirmatory factor analysis was used to assess sex and age group (4–6 years, 7–9 years and 10–12 years) measurement invariance. Internal consistency analyses were conducted using polychoric alpha. A random subsample (n = 262) was selected to determine test–retest reliability using Intra-Class Correlations (ICC). Results: All items except one (moving with equipment–skateboarding) loaded on sub-domains with λ &gt; 0.45. The hypothesized model had a good fit (CFI = 0.954, TLI = 0.950, RMSEA = 0.042), with measurement equivalence across sex and age groups separately. Internal consistency values were good to excellent (overall: α = 0.94; physical: α = 0.86; psychological: α = 0.83; social: α = 0.81; cognitive: α = 0.86). Test–retest reliability was adequate to excellent (overall: ICC = 0.90, physical: ICC = 0.86, psychological: ICC = 0.75, social: ICC = 0.71, cognitive: ICC = 0.72).Conclusion: The Chinese version of the PL-C Quest is valid and reliable for testing the self-reported PL of Chinese children aged 4 to 12. This study provides the first evidence of validity for this tool in children aged 4–6 years and also evidence that the PL-C Quest would be a meaningful instrument to assess PL in Chinese children

Development of a Global Physical Literacy (GloPL) Action Framework: Study protocol for a consensus process

peer reviewedBACKGROUND: The holistic concept of physical literacy (PL) has gained growing attention in recent research, policy, and practice. Many important policy documents of the physical activity and educational fields (e.g., Global Action Plan on Physical Activity 2018-2030 by the World Health Organization, UNESCO's Quality Physical Education guidelines for policymakers) have specified PL. However, a clear framework for action is needed, as most initiatives across the world are fragmented, lack a prospective orientation, can benefit from conceptual clarification, and are not linked to effective translation into practice. Therefore, we aim to consensually develop a Global Physical Literacy (GloPL) Action Framework to define goals and principles (asking what is needed) as well as actions and ways (asking how these can be achieved) to move PL forward. MATERIALS AND METHODS: We apply a three-stage group Delphi technique involving three representation groups: (a) geographical representatives to achieve global coverage of perspectives; (b) representatives of special thematic interest reflecting prominent gaps of current PL activities; and (c) representatives of societies from the broad field of physical activity and health to facilitate dissemination. The process will begin with an individual pre-Delphi exercise, in which experts generate initial ideas for the framework, followed by a four-eye document analysis to derive themes for the discussion. Subsequently, the experts will meet face-to-face in three online rounds to discuss and prioritize the themes. Interspersed formal voting with pre-defined agreement thresholds (via descriptive statistics) will inform the inclusion of themes within the final framework. CONCLUSIONS: A global consensus on goals, principles, actions, and ways for the development of PL has the potential to provide a largely accepted roadmap for future activities in research, policy, and practice. The co-production approach will help disseminate the GloPL Action Framework and benefit work in relevant application fields of physical activity and health worldwide.3. Good health and well-being4. Quality educatio

The telescope assembly of the Ariel space mission: an updated overview

Ariel (Atmospheric Remote-Sensing Infrared Exoplanet Large Survey) is the adopted M4 mission in the framework of the ESA “Cosmic Vision” program. Its purpose is to survey the atmospheres of known exoplanets through transit spectroscopy. The launch is scheduled for 2029. The scientific payload consists of an off-axis, unobscured Cassegrain telescope feeding a set of photometers and spectrometers in the waveband 0.5-7.8 µm and operating at cryogenic temperatures (55 K). The Telescope Assembly is based on an innovative fully aluminium design to tolerate thermal variations to avoid impacts on the optical performance; it consists of a primary parabolic mirror with an elliptical aperture of 1.1 m (the major axis), followed by a hyperbolic secondary that is mounted on a refocusing system, a parabolic re-collimating tertiary and a flat folding mirror directing the output beam parallel to the optical bench. An innovative mounting system based on 3 flexure hinges supports the primary mirror on one of the optical bench sides. The instrument bay on the other side of the optical bench houses the Ariel IR Spectrometer (AIRS) and the Fine Guidance System / NIR Spectrometer (FGS/NIRSpec). The Telescope Assembly is in phase B2 towards the Critical Design Review; the fabrication of the structural and engineering models has started; some components, i.e., the primary mirror and its mounting system are undergoing further qualification activities. This paper aims to update the scientific community on the progress concerning the development, manufacturing and qualification activity of the ARIEL Telescope Assembly

Physical literacy is associated with children's adherence to physical activity guidelines during COVID-19

Physical literacy is associated with children's adherence to physical activity guidelines during COVID-1