Planning for a well-being future: emerging insights for and from an empowered future leadership volunteer program

The second BRICS (Brazil, Russia, India, China, and South Africa) Council of Exercise and Sport Science (BRICSCESS) Conference and the first World Congress of the Future Leader/Volunteer (WCFLV 2019) with 200 delegates from more than 50 countries presenting new research and best practice experiences are presented in this manuscript. The description of conference events provides an approach that is useful in guiding the development of health and well-being policies with consideration given to local and global contingencies. Insights generated from a qualitative analysis of focused group discussions are addressed in the broader framework of the United Nations (UN) sustainable development goals (SDGs). Using this framework allowed the formulation and refinement of strategies useful for developing broad wider health policies. The BRICSCESS and WCFLV 2019 conferences gathered global experts with interdisciplinary expertise in health and well-being. The conference structure serves as a model for future forums and conferences. This gathering of diverse individuals who presented different health and well-being perspectives serves as a platform for highlighting future leadership programming and the promotion of emerging new evidence-based information with practical actionable steps that are useful for developing health and well-being polic

Report Card grades on the physical activity of children and youth comparing 30 very high Human Development Index countries

Background: To better understand the childhood physical inactivity crisis, Report Cards on physical activity of children and youth were prepared concurrently in 30 very high Human Development Index countries. The aim of this article was to present, describe, and compare the findings from these Report Cards. Methods: The Report Cards were developed using a harmonized process for data gathering, assessing, and assigning grades to 10 common physical activity indicators. Descriptive statistics were calculated after converting letter grades to interval variables, and correlational analyses between the 10 common indicators were performed using Spearman's rank correlation coefficients. Results: A matrix of 300 grades was obtained with substantial variations within and between countries. Low grades were observed for behavioral indicators, and higher grades were observed for sources of influence indicators, indicating a disconnect between supports and desired behaviors. Conclusion: This analysis summarizes the level and context of the physical activity of children and youth among very high Human Development Index countries, and provides additional evidence that the situation regarding physical activity in children and youth is very concerning. Unless a major shift to a more active lifestyle happens soon, a high rate of noncommunicable diseases can be anticipated when this generation of children reaches adulthood.</p

Global Matrix 3.0 Physical Activity Report Card Grades for Children and Youth: Results and Analysis From 49 Countries

Background: Accumulating sufficient moderate to vigorous physical activity is recognized as a key determinant of physical, physiological, developmental, mental, cognitive, and social health among children and youth (aged 5–17 y). The Global Matrix 3.0 of Report Card grades on physical activity was developed to achieve a better understanding of the global variation in child and youth physical activity and associated supports. Methods: Work groups from 49 countries followed harmonized procedures to develop their Report Cards by grading 10 common indicators using the best available data. The participating countries were divided into 3 categories using the United Nations’ human development index (HDI) classification (low or medium, high, and very high HDI). Results: A total of 490 grades, including 369 letter grades and 121 incomplete grades, were assigned by the 49 work groups. Overall, an average grade of “C-,” “D+,” and “C-” was obtained for the low and medium HDI countries, high HDI countries, and very high HDI countries, respectively. Conclusions: The present study provides rich new evidence showing that the situation regarding the physical activity of children and youth is a concern worldwide. Strategic public investments to implement effective interventions to increase physical activity opportunities are needed

The level of moral competences of pre-service PE teachers – a reason to worry?

Study aim: The main purpose of this study was to examine the level of moral competences of 437 pre-service physical educa­tion (PE) university students. It was also designed to evaluate the level of moral competency and the correlations with factors (i.e. Parents, Religion, School education, PE teacher, Sport coach, Studies, Media and Peers) potentially influencing moral development in pre-service PE teachers. Material and methods: The study included data collected in 2017 from 216 male and 221 female students aged 21.5 ± 1.85 from the faculty of Physical Education in Poznań, Poland. The students were categorised into three levels of moral competences, after which possible correlations between the factors influencing moral development were examined. The Moral Competence Test (MCT) survey was used to measure the ability to rate arguments by their moral quality. Participants were requested to confront two moral dilemmas and agree or disagree with the statements which were presented to them. Results: The results suggest that a vast majority of students (78.7%) present a very low level of moral competences, and with regard to the factors influencing moral development, the lowest value was attributed to PE teachers. Moderate positive correla­tions were found between School education and PE teacher, and between Sport coach and PE teacher. Conclusions: The findings indicate the need for more attention to be paid to moral education in teacher training in PE

The Impact of Physical Education Based on the Adventure Education Programme on Self-Esteem and Social Competences of Adolescent Boys

The objective of this study is to analyse the impact of physical education based on the adventure education programme on the social competences of adolescent boys. The participants (n = 70) were 1st grade high school students between 15 and 16 years old. Adolescents’ social competences were measured using the Rosenberg’s Self-Esteem Scale (RSES) and Social Competence Questionnaire (SCQ) before and after the intervention. An experimental repeated-measures design was used, with a comparison group. ANOVA (2 × 2) for interaction group x time showed statistical significance in competences revealed in situations of social exposure (F1, 68 = 5.16, p &lt; 0.05, partial η2 = 0.07) and competences revealed in situations requiring assertiveness (F1, 68 = 4.73, p &lt; 0.05, partial η2 = 0.07). Using the adventure education (AE) programme may be recommended as a way of developing social skill competences revealed in situations of social exposure and competences revealed in situations requiring the assertiveness of adolescents through physical activity that can be easily integrated into the school environment

Correlates of Social Competences among Polish Adolescents: Physical Activity, Self-Esteem, Participation in Sports and Screen Time

Adolescents’ social competences determine the effectiveness of social functioning. In the long term, a higher level of social competence increases readiness for university and increases the chance of achieving success in a professional career. The primary objective of this study is to examine the association between social competences and self-esteem, physical activity, screen time, and participation in sports among Polish adolescents. 106 adolescents completed the Social Competences Questionnaire (SCQ) and Rosenberg’s Self-Esteem Scale (RSES), as well as selected questions from the Health Behavior in School Aged Children (HBSC). Analysis of the study variables showed a moderate statistically significant relationship between social competences and self-esteem (rs = 0.55, p Z = 3.50, p ˂ 0.001). No significant statistical association was found between social competences and screen time, or participation in sport. Hierarchical multiple regression also suggested that higher self-esteem and engaging in moderate and vigorous physical activity is positively associated with higher social competences among adolescents. Adolescents’ social competences are significantly associated with self-esteem and physical activity. The results can help those working with young people with social functioning difficulties in performing effective interventions and shaping policies

Association Between Sport Participation, Body Composition, Physical Fitness, and Social Correlates Among Adolescents: The PAHL Study

Background: Evidence suggests that social support impacts on participation in sport or physical activity (PA), and is associated with health benefits, although the link is complex and not well understood. The study aim was to examine whether participation in organized sports is related to body composition, physical fitness, and social correlates for PA. Methods: Cross-sectional data on 238 adolescents (90 boys and 148 girls), mean age 14.9 &#177; 0.8 years, who were participants in the Physical Activity and Health Longitudinal Study, were collected. The participants were divided into two groups: sport participation (SP) and non-sport participation (NSP). Height, weight, and triceps and subscapular skinfolds were assessed according to standard procedures. Weight (kg) and height (m2) were used to calculate body mass index (BMI), and skinfolds were used to calculate body fat percentage. The European Test of Physical Fitness (EUROFIT) battery of tests was used to assess physical fitness. The standardized International Physical Activity Questionnaire Short Form and Social Support for PA questionnaires were used to obtain information on PA and social correlates for PA, respectively. Participants were asked to choose between participation and non-participation in sport. Results: The SP group had lower BMI component values (p = 0.011, d = 0.52 for percentage body fat (%BF); p = 0.011, d = 0.53 for sum of skinfolds (&#8721;SKF) obtained higher physical fitness scores in selected items (p = 0.003, d = 0.64 for sit ups (SUP); p &lt; 0.000, d = 0.96 for maximal oxygen consumption VO2max) and received higher social support (p &lt; 0.001, d = 0.86 for social support (SS)), than the NSP group. The social support received by those participating in sport correlated positively with most fitness components (p = 0.013, r2 = 18% for bent arm hang (BAH); p = 0.000, r2 = 12% for sit ups (SUP); p = 0.000, r2 = 17% for VO2max). Physical fitness components were negatively associated with most body composition components for both groups. Conclusions: The results provide a better understanding of sport participation in organized sports-related, body composition-related and physical fitness-related associations with changes in social support received by adolescents and may contribute to the development of more accurate promotive strategies to increase children&#8217;s and adolescents&#8217; engagement in sport and PA

The Role of Sports Practice in Young Adolescent Development of Moral Competence

The study examined the moral competence levels in adolescents participating in individual/team sports compared with those not undertaking sports at all. In total, 827 students aged 15&ndash;17 years old (45.4% boys, 54.6% girls) from randomly selected secondary schools in the Wielkopolska region in Poland participated in the study. The moral competences were assessed using the Lind&rsquo;s Moral Competence Test. The students also answered questions concerning their statues of involvement in sport (not involved; amateur; professional), years of involvement, and the type of sport they partook in (individual/team). The results highlight that the moral competence level in most of the examined adolescents (71.6% girls, 76.8% boys) was low. Those who presented a high moral competence level were 10.4% in girls, 8% in boys. There was no interaction between modes of involvement in sport and moral competence when comparing adolescents. The moral competence levels were not correlated with years of training in either mode of involvement or with type of sports. Therefore, we assume that, at this age, the type of sport and the level of engagement do not differentiate moral competence level and that there must be more factors contributing to this. This opens new directions for further research on the role of external factors stimulating the socio-moral growth of youth