Physical activity practice among children and adolescents with visual impairment \u2013 influence of parental support and perceived barriers

Purpose: To analyze the practice of physical activity among children and adolescents with visual impairments (VI), regarding the possible influence of parental support and perceived barriers. Methods: Twenty-two young people with VIs (10 + 2.74 years old) and one of each of their parents were evaluated. They responded to the Physical Activity Questionnaire for Older Children (PAQ-C), Baecke Questionnaire, the Parental Support Scale and a questionnaire about perceived barriers to physical activity. The independent samples t-test, pearson correlation test and chi-square test were performed. Results: Blind young people showed lower physical activity levels. There were significant correlations both between parents\u2019 physical activity and the support offered to children and between the PAQ-C results and the importance given by young people to physical activity, but only for those aged between 8 and 10 years old. The main perceived barriers were lack of security, motivation, professional training and information about available physical activity programs. Conclusion: The influence of parental support seems to be an important factor in the adoption of a physically active lifestyle for young people with VI. Parents and children should have more information about the benefits and opportunities of physical activity

STANDING BALANCE IMPROVEMENTS IN ALCOHOLIC PATIENTS AFTER A SHORT-TERM TREATMENT

Introduction Alcohol ingestion negatively impacts physical performance, causing worsening of psychomotor skills and reduced balance (Wober et al., 1999). Evidence indicates that exercise-related activities are associated with positive outcomes in the treatment of alcohol misuse disorders (Carraro, 2013; Weinstock, Barry & Petry, 2008). The purpose of the present study was to analyse changes in standing balance after a multidimensional short-term treatment of alcohol misuse, including exercise programs, in a group of chronic alcoholics. Method Participants were 32 alcoholic patients (20 men, 12 women; mean age 45.4, SD 9.2 years) consecutively admitted to a residential treatment. They participated to a mean of 15 (SD 3.5) group-based exercise sessions during a 4-week period of hospitalization. Pre- postmeasures of standing balance were collected by using a low cost set up based on Nintendo Wii Balance Board (WBB) and administrating a Romberg test with opened and closed eyes, with and without a pad-foam on the WBB. A 41 healthy subjects control group was also considered. Results Compared with healthy subjects, alcoholic patients revealed at the pre-test reduced standing balance(-44.3%, Cohen’s d = -0.58). Patients reported significant improvements after the treatment in the opened-eyes WBB tests (mean sway area pre vs. post without foam 7.0 vs. 4.1, p = .001; with foam 25.8 vs. 15.5, p = .048). Significant differences were recorded also in the closed-eyes tests (mean sway area 10.43 vs. 8.10, p = .041; 84.6 vs. 59.2, p < .001 respectively). Discussion Findings support the notion that standing balance control seems to be a serious problem for chronic alcoholics. A multidimensional treatment of alcohol misuse, including exercise-related activities, appears as an effective strategy to ameliorate in the short time standing balance control in this population. Further research is needed to evaluate the maintenance over the time of these positive outcomes. References Carraro A (2013). The role of exercise in alcohol dependence recovery. Edi-Ermes, Milano. Weinstock J, Barry D, Petry N (2008). Addict Behav, 33, 1072–1075. Wober C, Wober-Bingol C, Karwautz A, Nimmerrichter A, Deecke L, Lesch O (1999). Acta Neurol Scand, 99, 48-53

STANDING BALANCE IMPROVEMENTS IN ALCOHOLIC PATIENTS AFTER A SHORT-TERM TREATMENT

Introduction Alcohol ingestion negatively impacts physical performance, causing worsening of psychomotor skills and reduced balance (Wober et al., 1999). Evidence indicates that exercise-related activities are associated with positive outcomes in the treatment of alcohol misuse disorders (Carraro, 2013; Weinstock, Barry & Petry, 2008). The purpose of the present study was to analyse changes in standing balance after a multidimensional short-term treatment of alcohol misuse, including exercise programs, in a group of chronic alcoholics. Method Participants were 32 alcoholic patients (20 men, 12 women; mean age 45.4, SD 9.2 years) consecutively admitted to a residential treatment. They participated to a mean of 15 (SD 3.5) group-based exercise sessions during a 4-week period of hospitalization. Pre- postmeasures of standing balance were collected by using a low cost set up based on Nintendo Wii Balance Board (WBB) and administrating a Romberg test with opened and closed eyes, with and without a pad-foam on the WBB. A 41 healthy subjects control group was also considered. Results Compared with healthy subjects, alcoholic patients revealed at the pre-test reduced standing balance(-44.3%, Cohen\u2019s d = -0.58). Patients reported significant improvements after the treatment in the opened-eyes WBB tests (mean sway area pre vs. post without foam 7.0 vs. 4.1, p = .001; with foam 25.8 vs. 15.5, p = .048). Significant differences were recorded also in the closed-eyes tests (mean sway area 10.43 vs. 8.10, p = .041; 84.6 vs. 59.2, p < .001 respectively). Discussion Findings support the notion that standing balance control seems to be a serious problem for chronic alcoholics. A multidimensional treatment of alcohol misuse, including exercise-related activities, appears as an effective strategy to ameliorate in the short time standing balance control in this population. Further research is needed to evaluate the maintenance over the time of these positive outcomes. References Carraro A (2013). The role of exercise in alcohol dependence recovery. Edi-Ermes, Milano. Weinstock J, Barry D, Petry N (2008). Addict Behav, 33, 1072\u20131075. Wober C, Wober-Bingol C, Karwautz A, Nimmerrichter A, Deecke L, Lesch O (1999). Acta Neurol Scand, 99, 48-53

Rough-and-tumble play to cope with physical aggression in primary school

Background Despite peer conflict and aggressive behaviours in school-age children and adolescents have received long-standing attention, the research of strategies to reduce tension and aggressiveness still represents a crucial question. Rough-and-tumble play (R&T) seems to provide a functional-adaptive account to cope with aggressive and violent behaviours (Scott & Panksepp, 2003; Carraro, Mauro & Ventura, 2006). The present study aimed to compare the effects of traditional physical education (PE) classes with R&T play on primary school children\u2019 physical aggression. Method Participants were 21 boys and 21 girls from 4th and 5th grades of primary school (10-11 years old), they filled in the short version of the Buss & Perry Aggression Questionnaire (AQ-12; Bryant & Smith, 2001). Moreover, we asked classroom teachers to indicate by means of a 7-item questionnaire, based on DSM criteria, the frequency of pupils aggressive behaviours. The AQ-12 was completed at three different times (t0, t1 and t2), three weeks away from each other. Children participated in traditional PE classes between t0 and t1 and in R&T between t1 and t2. Six pupils (all boys) were indicated by teachers with high frequency of aggressive behaviours, they were also monitored by a researcher in the breaks during the school day using a structured observation grid. Results No significant differences by gender were observed. Whereas no significant differences were observed in the whole group between t1 and t2, a significant reduction in self-perceived physical aggression was observed between t2 and t3 (-9.2%, p = .026). Reduction was greater in the six most aggressive pupils (-29.5%, p = .006) and was confirmed by the observation of physical aggression behaviours during breaks (-53%, p = .030). Conclusion Results seem to sustain the effectiveness of R&T in reducing children physical aggression. Teachers should consider the possibility to include R&T in their curricular activities

Challenging values-based education through sport and PE: preliminary results from the “one resource kit for teachers” WADA-AIESEP project

none12siAim: In March 2014, AIESEP members from six countries, coordinated by the University of Padua, have put together their expertise in preparing a proposal in response to the call entitled “One resource kit for teachers” promoted by the WADA, the UNESCO, the IOC, the IPC, the ICSSPE and the International Fair Play Committee. The main objectives of this project are to map curriculum requirements for values-based education (VbE) across the globe, and to develop and pilot a contemporary resource kit for teachers that supports the delivery of VbE through sport. Methods: The project is articulated into three phases: a literature search on VbE through sport and on good practice examples; a global scan on VbE curricula using a qualitative method; the development of a resource kit for teachers for promoting the values of Respect, Inclusion and Equity. A further phase will be the review of the toolkit contents according to the feedback received from educators across the globe. Results: The review of the literature establish a concrete foundation for VbE through sport (Koh e Camirè, 2015). Curriculum goals, requirements for VbE, barriers facing student health, and challenges related to student engagement in PE and sports were queried in the global scan. Respondents comprised 52 professionals from 36 countries; reaching all inhabited continents. Results supported the toolkit development structuring the contents on three levels according to an ecological approach: micro- (focusing on individual factors), meso- (involvement of social environmental factors such as relations with classmates, teachers, the schoolmates) and macro-level (consideration of the school in the community). Conclusions: The toolkit has been based on a solid scientific literature that underlined how active learning strategies are effective in delivering VbE. The project challenges Partners in developing a toolkit that embraces diversities across cultures and disciplines. Nevertheless, the toolkit would inspire changes in teachers’ practices on VbE across all continents. Reference Koh TK, Camirè M, (2015) Strategies for the development of life skills and values through sport programmes: review and recommendations. In Ho Keat Leng, Noah Yang Hsu, Emerging Trends and Innovation in Sports Marketing and Management in Asia, pp. 241–256. IGI Global Editor.noneA. Carraro; H.P. Brandl-Bredenbeck; F. Chambers; C. Elliot; E. Gobbi; M. Greguol; A. Ha; D. Macdonald; L. McCuaig; J. McMullen; M. Marino; U. PusheCarraro, Attilio; H. P., Brandl Bredenbeck; F., Chambers; C., Elliot; Gobbi, Erica; M., Greguol; A., Ha; D., Macdonald; L., Mccuaig; J., Mcmullen; Marino, Massimiliano; U., Push

Challenging values-based education through sport and PE: preliminary results from the “one resource kit for teachers” WADA-AIESEP project

Aim: In March 2014, AIESEP members from six countries, coordinated by the University of Padua, have put together their expertise in preparing a proposal in response to the call entitled “One resource kit for teachers” promoted by the WADA, the UNESCO, the IOC, the IPC, the ICSSPE and the International Fair Play Committee. The main objectives of this project are to map curriculum requirements for values-based education (VbE) across the globe, and to develop and pilot a contemporary resource kit for teachers that supports the delivery of VbE through sport. Methods: The project is articulated into three phases: a literature search on VbE through sport and on good practice examples; a global scan on VbE curricula using a qualitative method; the development of a resource kit for teachers for promoting the values of Respect, Inclusion and Equity. A further phase will be the review of the toolkit contents according to the feedback received from educators across the globe. Results: The review of the literature establish a concrete foundation for VbE through sport (Koh e Camirè, 2015). Curriculum goals, requirements for VbE, barriers facing student health, and challenges related to student engagement in PE and sports were queried in the global scan. Respondents comprised 52 professionals from 36 countries; reaching all inhabited continents. Results supported the toolkit development structuring the contents on three levels according to an ecological approach: micro- (focusing on individual factors), meso- (involvement of social environmental factors such as relations with classmates, teachers, the schoolmates) and macro-level (consideration of the school in the community). Conclusions: The toolkit has been based on a solid scientific literature that underlined how active learning strategies are effective in delivering VbE. The project challenges Partners in developing a toolkit that embraces diversities across cultures and disciplines. Nevertheless, the toolkit would inspire changes in teachers’ practices on VbE across all continents. Reference Koh TK, Camirè M, (2015) Strategies for the development of life skills and values through sport programmes: review and recommendations. In Ho Keat Leng, Noah Yang Hsu, Emerging Trends and Innovation in Sports Marketing and Management in Asia, pp. 241–256. IGI Global Editor