131 research outputs found
ObLoMoV (Obesity and Low Motility Victims): combining physical activity and theatre to tackle inactivity in preteens
Motivating youth to be physically active has become a real priority in educational systems. Earlier research demonstrates that several young people are not ready to involve themselves in activities that require to do physical efforts (i.e. endurance activities) particularly when they are not fit or skilled. It can contribute to an escalating global epidemic of overweight and obesity (âglobesityâ). High Intensity Interval Training (HIIT) has shown to be a very effective way to fight against obesity. It should bring more chances to be accepted by inactive and overweight youths than endurance based physical activities. On the other hand, using theatre approaches is considered as an original pedagogical method that could facilitate youth's involvement in physical activities.
Inspired by the Ivan A. GonÄarov's novel, Oblomov, an Erasmus+ project called ObLoMoV (Obesity and Low Motility Victims) has been devised. Using âphysical short shocksâ and âtheatre short storiesâ, it aims to prepare educators to implement an innovative Oblomov model designed to convert inactive preteens into active and healthy ones. A symposium presenting the current development of that project is proposed. It is divided in four parts: (1) Explanation of the Oblomov model with principles of HIIT training and theatre input; (2) Description of the Greek implementation with first results of the teacher education and implementation on the field; (3) Description of the Finnish implementation with the subjects and the contexts where the Oblomov model can be adapted, and finally, (4) Description of the Belgian implementation with the content of the unit and the presentation of the in-service module proposed to the educators recruited for the project.Erasmus+ 'ObLoMoV: Obesity and Low Motility Victims â âphysical short shocksâ and âtheatre short storiesâ to convert inactive victims into HEPA social actors
What makes John move? Outdoor play physical environmental factors changing a childâs activity from sedentary to physically active: longitudinal mixed-method case study
Childrenâs low physical activity levels call for an investigation of what can promote activity for excessively sedentary children. The purpose of this longitudinal mixed-method case study in an early childhood education (ECE) environment was to observe one sedentary childâs free outdoor playtime in four seasons and determine the physical environmental factors changing his activity from sedentary to physically active. Systematic observation of video material and quantitative analysis were used to identify the most sedentary individual of the one ECE group. The child was named âJohnâ. Qualitative analysis of Johnâs video material showed that during the four seasons he spent an average of 25% of the playtime doing sedentary activity and 75% of the playtime doing physically active activity during 60-minute free outdoor play sessions. There were a total of 71 physical environmental factors related to Johnâs change in outdoor activity in the various seasons: man-made objects, such as play equipment, observed 28 times (39%); natural materials, such as water, sand and snow, observed 25 times (35%); and free spaces in the yard observed 18 times (26%). The number of factors was highest in the summer and lowest in the spring. Seasonal changes and conditions unique to Scandinavia may make outdoor play environment in ECE physically activating
Reliability Assessment of Scores from Video-Recorded TGMD-3 Performances
This study examined the intrarater and interrater reliability of the
Test of Gross Motor Developmentâ3rd Edition (TGMD-3). Participants were
60 Finnish children aged between 3 and 9 years, divided into three
separate samples of 20. Two samples of 20 were used to examine the
intrarater reliability of two different assessors, and the third sample
of 20 was used to establish interrater reliability. Childrenâs TGMD-3
performances were video-recorded and later assessed using an intraclass
correlation coefficient, a kappa statistic, and a percent agreement
calculation. The intrarater reliability of the locomotor subtest, ball
skills subtest, and gross motor total score ranged from 0.69 to 0.77,
and percent agreement ranged from 87 to 91%. The interrater reliability
of the locomotor subtest, ball skills subtest, and gross motor total
score ranged from 0.56 to 0.64. Percent agreement of 83% was observed
for locomotor skills, ball skills, and total skills, respectively. Hop,
horizontal jump, and two-hand strike assessments showed the most
difference between the assessors. These results show acceptable
reliability for the TGMD-3 to analyze childrenâs gross motor skills.</p
The effectiveness of the HIPPA intervention in the sociocultural environment of ECEC physical activity
Studies have shown that, on average, childrenâs physical activity (PA) levels in early childhood education and care (ECEC) environments are low, thus opening up the possibility of interventions. We examined the effect of the teacher-implemented one-year long âhome-and-childcare-based intervention to promote physical activityâ (HIPPA) study on childrenâs PA in ECEC settings in Finland. Participating four-year-old children (N = 128) were cluster-randomised into two groups, intervention (seven childcare centres) and control (seven childcare centres), in autumn 2011. The children were observed directly during their ECEC times. Multilevel linear analysis was used to test the PA differences between the intervention conditions. Post-intervention results showed that the HIPPA intervention increased the childrenâs PA. To enhance the real-life effectiveness of the present multicomponent intervention, we examined methods based on the interventionâs success and found areas of development for future studies. Overall, promoting active play by ECEC personnel offers an effective way to enhance childrenâs PA. Furthermore, to ensure the sustainability of the intervention effects, specific changes in practice have been identified that should be transferred into the policies intended for ECEC settings
Finnish Pre-Service Teachersâ Perceptions of Perceived Competence in Early Childhood Physical Education
Early childhood education and care (ECEC) teachers have a central role in supporting young childrenâs physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachersâ perceptions of perceived competence when (1) supporting a childâs PA, (2) teaching PE, and (3) observing and assessing a childâs motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a childâs PA, teaching PE, and observing and assessing a childâs motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a personâs perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased
Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review
This systematic review aimed to investigate the methodological quality and the effects of fundamental motor skills and physical activity interventions on cognitive and academic skills in 3- to 7-year-old children with special educational needs. The review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) statement. A literature search was carried out in April 2020 (updated in January 2022) using seven electronic databases, including ERIC, Scopus, Web of Science, PsycINFO, CINAHL, PubMed, and SPORTDiscus. The methodological quality of the studies was assessed with Effective Public Health Practice Project (EPHPP) Quality Assessment Tool. Cohenâs d effect sizes and post-hoc power analyses were conducted for the included studies. Altogether 22 studies (1883 children) met the inclusion criteria, representing children at-risk for learning difficulties, due to family background (nstudies = 8), children with learning difficulties (nstudies = 7), learning disabilities (nstudies = 5), and physical disabilities (nstudies = 2). Two of the included 22 studies displayed strong, one moderate, and 19 studies weak methodological quality. The intervention effects appeared to be somewhat dependent on the severity of the learning difficulty; in cognitive and language skills, the effects were largest in children at-risk due to family background, whereas in executive functions the effects were largest in children with learning disabilities. However, due to the vast heterogeneity of the included studies, and a rather low methodological quality, it is challenging to summarize the findings in a generalizable manner. Thus, additional high-quality research is required to determine the effectiveness of the interventions
Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review
This systematic review aimed to investigate the methodological quality and the effects of fundamental motor skills and physical activity interventions on cognitive and academic skills in 3- to 7-year-old children with special educational needs. The review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) statement. A literature search was carried out in April 2020 (updated in January 2022) using seven electronic databases, including ERIC, Scopus, Web of Science, PsycINFO, CINAHL, PubMed, and SPORTDiscus. The methodological quality of the studies was assessed with Effective Public Health Practice Project (EPHPP) Quality Assessment Tool. Cohenâs d effect sizes and post-hoc power analyses were conducted for the included studies. Altogether 22 studies (1883 children) met the inclusion criteria, representing children at-risk for learning difficulties, due to family background (nstudies = 8), children with learning difficulties (nstudies = 7), learning disabilities (nstudies = 5), and physical disabilities (nstudies = 2). Two of the included 22 studies displayed strong, one moderate, and 19 studies weak methodological quality. The intervention effects appeared to be somewhat dependent on the severity of the learning difficulty; in cognitive and language skills, the effects were largest in children at-risk due to family background, whereas in executive functions the effects were largest in children with learning disabilities. However, due to the vast heterogeneity of the included studies, and a rather low methodological quality, it is challenging to summarize the findings in a generalizable manner. Thus, additional high-quality research is required to determine the effectiveness of the interventions
Physical activity recommendations for early childhood: an international analysis of ten different countriesâ current national physical activity policies and practices for those under the age of 5
During the last two decades there have been growing interests on recommendations for childrenâs physical
activity. The World Health Organization (WHO) launched the first global international recommendations for
children in 2010, focusing on children and youth aged 5-17 year olds. The recommendations were based on the
dose-response relationship between the frequency, duration, intensity, type and amount of physical activity needed
for prevention of non-communicable diseases. There remains however, at time of writing, (2019) a gap in the
recommendations, as the WHO did not offer global recommendations for those children under the age of 5 (early
years).
An international policy and practice analysis, (not previously undertaken), of ten sample countries, was completed
of current national physical activity practices. Also an international comparison of early yearsâ education settings
were examined, specifically for those under the age of 5, to investigate current curricula, as well as the
qualifications, knowledge and understanding of those supporting childrenâs learning in different cultural contexts.
The sample of ten countries (Belgium, China, Denmark, Finland, Germany, Ireland, Italy, Norway, United
Kingdom and United States of America) questioned whether the global daily physical activity recommendations
(WHO, 2010) are costumed and used for to the early yearsâ age group on a national level or if they need to be
adjusted.
The analysis revealed that eight countries have developed their own national recommendations for children below
the age of 5, while only two countries do not have any early yearsâ specific physical activity recommendations.
National authorities seem to be the most common executive sources behind the recommendations. The content of
physical activity for children under the age of 5, mostly included the total amount and intensity of physical activity.
The total daily amount of physical activity in these ten countries varies between 60 minutes moderate to vigorous
intensity physical activity up to 180 min total light to moderate intensity physical activity and for some countries
the daily recommendations are only from age 1 year, not between birth and 1 year, this age range remains
unsupported.
The conclusions from the analysis of national recommendations, underlined the need to see the global
recommendations be developed for the younger age group, to support all countries. It is proposed a need for
universally new recommendations to go beyond just physical activity intensity levels and to consider how young
childrenâs development can be supported in a versatile way by physically active play. Also age specific
recommendations are offered for appropriate and purposeful physical activity to support early years and school
aged childrenâs overall development. The findings also suggest educational recommendations for staff members
of early childhood education and care settings to know appropriate and age specific recommendations to ensure
they are able to support young children to reach the national and global recommendations. Research
recommendations are also proposed
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