行政だより

Research on social inequalities in sports participation and unstructured physical activity among young children is scarce. This study aimed to assess the associations of family socioeconomic position (SEP) and ethnic background with children's sports participation and outdoor play. Methods: We analyzed data from 4726 ethnically diverse 6-year-old children participating in the Generation R Study. Variables were assessed by parent-reported questionnaires when the child was 6 years old. Low level of outdoor play was defined as outdoor play <1 hour per day. Series of multiple logistic regression analyses were performed to assess associations of family SEP and ethnic background with children's sports participation and outdoor play. Results: Socioeconomic inequalities in children's sports participation were found when using maternal educational level (p<0.05), paternal educational level (p<0.05), maternal employment status (p<0.05), and household income (p<0.05) as family SEP indicator (less sports participation among low SEP children). Socioeconomic inequalities in children's outdoor play were found when using household income only (p<0.05) (more often outdoor play <1 hour per day among children from low income household). All ethnic minority children were significantly more likely to not to participate in sports and play outdoor <1 hour per day compared with native Dutch children. Adjustment for family SEP attenuated associations considerably, especially with respect to sports participation. Conclusion: Low SEP children and ethnic minority children are more likely not to participate in sports and more likely to display low levels of outdoor play compared with high SEP children and native Dutch children, respectively. In order to design effective interventions, further research, including qualitative studies, is needed to explore more in detail the pathways relating family SEP and ethnic background to children's sports participation and outdoor play

Physical activity and sport participation: A systematic review of the impact of fatherhood

Moderate to Vigorous Physical Activity (MVPA), including sport participation, is an important component of a healthy lifestyle. Scholars have devoted considerable attention to understanding the impact of parenthood on MVPA, albeit only for women. As the impact of fatherhood on men's lives is drawing more and more scholarly and societal attention, the aim of the current article is to provide an systematic overview of studies examining the impact of fatherhood on MVPA.A systematic review was conducted in Google Scholar, Web of Science and Web of Knowledge, using (combinations of) the search terms: father(hood), parent(hood), exercise, physical activity, sport and leisure time. This resulted in 54 papers reporting differences in MVPA and/or sport between fathers and childless men or within men that became father, of which 13 were included.Our overview of findings suggested that fathers spent less time on MVPA compared with childless men, but that fathers did not differ from their childless counterparts on the subarea of sport participation. Differences in time spent on MVPA were strongest between childless men and fathers with young children (<6 yrs).Our systematic review revealed that fathers spent less time on MVPA compared to childless men, especially when they had young children. Interestingly, linkages between parental status and the subarea of sport participation were not found, which suggests that fathers cut back on other areas of MVPA. Given the impact of MVPA on a healthy lifestyle, future research in this field is warranted. Keywords: Fatherhood, Exercise, Physical activity, Sport, Parenthoo

How are regulatory oversight organisations using long-term care performance indicators: a qualitative descriptive study in 10 high-income countries

OBJECTIVES: Regulatory oversight organisations play an important role in quality stewardship in long-term care (LTC) facilities. Performance indicators are a key tool for any quality-related work. Our aim was to better understand how and what performance indicators are used by regulatory oversight organisations for long-term care facilities oversight and which features are affecting their fitness for use. DESIGN: Qualitative descriptive. SETTING AND PARTICIPANTS: We explored the use of LTC facility performance indicators by 10 regulatory oversight organisations from England, Ireland, Malta, New Zealand, Norway, Scotland, Singapore, Slovenia, Sweden and the Netherlands. We collected information by means of a questionnaire, 13 follow-up interviews with 20 experts from these organisations and document review. RESULTS: Performance indicators are used by participating oversight organisations to choose priority topics for audits, prioritise facilities to be audited and to identify areas within an audited facility, that require more attention. The indicators of most interest to oversight organisations are related to the dimensions of care articulated in the preset requirements on which audits are based. When the purpose of using indicators is to design a risk assessment model, the fitness for use of indicators ultimately depends on their ability to predict non-compliances on subsequent audits. When indicators are used directly by auditors, the ease of access, clear guidance to evaluate the data and the provision of contextual information are used by oversight organisations to increase fitness for use. CONCLUSIONS: Oversight organisations do not use LTC facility performance indicators to assess quality, but rather to assess the risk of lower quality or of non-compliance with requirements. This risk-related purpose has to be considered when the indicators used in oversight are chosen and when other aspects of fitness for use, such as data analysis and displaying findings, are developed

Perspectives on physical literacy in continental Europe

In this chapter, we discuss how the concept of physical literacy has been developed throughout continental Europe. Specifically, this chapter provides an overview of countries (Malta, the Czech Republic, Denmark, Norway, Portugal and the Netherlands) in which physical literacy has been more or less integrated. It shows that the philosophical and pedagogical foundation of physical literacy is strongly integrated within continental European thinking about education, physical education and sports. The chapter starts by describing the roots of physical literacy. Subsequently, we will expand the discussion about the inherent tension between the ideological orientation and the factual situation in many European countries in which medical, biological and military orientations on physical activity have dominated. It is argued that physical literacy provides a shared and integral framework for thinking about the cultural significance of movement behaviour, as opposed to the more instrumental and health-oriented perspectives on human movement. We discuss the use of physical literacy by providing examples within the sports and physical education context

Socialisation into organised sports of young adolescents with a lower socio-economic status

Studies investigating sport socialisation often focussed on the barriers for youngsters from lower socio-economic status (SES) families to participate in sport. In the present study, the socialisation into sports of young adolescents from lower SES families that do participate in organised sports was investigated. A total of 9 girls and 12 boys from lower SES families (18 Dutch; three foreign ethnic background) from one city in the Netherlands who participated in organised sport were interviewed. Although multiple agents may be of influence on the socialisation process, this study was limited to the family, school and peers as potential socialising contexts. Drawing on the theoretical work of Bourdieu and Bernstein, parents were found to be the main influencers of the sports habitus of these young adolescents. The school context appeared to have no influence on their sport socialisation. Peers were found to have an influence on the choice for a specific type of sport. This interplay between socialising contexts for young adolescents from lower SES families is similar to the sport socialisation of youngsters from higher SES families. Therefore, it is suggested that if sport socialisation takes place, then the role of SES is less pronounced than often assumed. Moreover, there seem to be differences in the relative importance of the socialising contexts with younger children with a lower SES. Therefore, it is hypothesised that the relative importance of socialising agents changes over time. Although the findings may be limited to the specific sample of this study, they provide hypotheses that challenge the often-presumed importance of SES if sport socialisation takes place

Embodiment and fundamental motor skills in eSports

Electronic sports (eSports) and other variants of ‘digital sports’ have increased in popularity all over the world and may even come to challenge hegemonic concepts of sport. More relevant than the apparent opposition between ‘physical’ and ‘non-physical’ is the question what kind of embodiment is manifested within virtual environments. In this paper, we argue that eSports do require the learning and performance of motor skills and that embodiment within a virtual environment may be considered playful or even athletic. The type of skills that might be tested can even be considered fundamental movement skills. Under appropriate educational supervision, with knowledge of the game, eSports can be utilized for the development of specific elements of digital literacy. Although motor skills are a defining characteristic of eSports, we do not argue that eSports should be integrated within PE. These arguments have not so much to do with the status of physicality present (or not), but with differences in type of interactions and possibilities for body contact. The visibility of movement behavior, of interactions and rule violations are intrinsically related to the social and pedagogical values of movement education. The direct and visible interaction between learners can be considered important pedagogical tools in PE, when the context of movement education is being understood as broader than just learning sport skills