Perceptions of Teachers’ Interpersonal Styles and Well-Being and Ill-Being in Secondary School Physical Education Students: The Role of Need Satisfaction and Need Frustration

This study examined the associations among physical education students’ perceptions of their teachers’ autonomy-supportive and controlling interpersonal styles, need satisfaction and need frustration, and indices of psychological well-being (subjective vitality) and ill-being (negative affect). The results from 591 Chinese secondary school students in Hong Kong indicated that the relationship between students’ perceptions of autonomy-supportive teaching behaviors and subjective vitality was primarily mediated by need satisfaction, whereas the relationship between perceived controlling teaching behaviors and negative affect was primarily mediated by need frustration. The results obtained from the multi-group structural equation model also suggested that these relationships were invariant across sex

Sport intervention programs (SIPs) to improve health and social inclusion in people with intellectual disabilities: A systematic review

Inactivity is a major issue that causes physical and psychological health problems, especially in people with intellectual disability (ID). This review discusses the beneficial effects of sport intervention programs (SIPs) in people with ID, and aims to provide an overview of the scientific literature in order to identify the main factors influencing the participation of people with ID in SIPs. Twelve papers were analyzed and compared. The results show a large variety in examined SIPs, concerning participants’ age and disability, intervention characteristics and context, as well as measures and findings. The main factors essential for people with ID partaking in SIPs appeared to be suitable places for the SIP development, adequate implementation of physical activity (PA) programs in school and extra-school contexts, education, and the training of teachers and instructors. The literature review highlights the relevance of using SIPs in order to improve physical and psychological health, as well as increase social inclusion in populations with ID. SIPs should be included in multifactor intervention programs. Nevertheless, the need is recognized for stakeholders to adopt specific practice and policy in promoting social inclusion in order to organize intervention strategies which are able to provide quality experiences in sport and physical activity for people with ID

Effects of a sidestream concentrated oxygen supply system on the membrane filtration performance of a high-loaded membrane bioreactor

To investigate the influence of high-pressure and shear effects introduced by a concentrated oxygen supply system on the membrane filtration performance, a laboratory-scale membrane bioreactor (MBR) fed artificial municipal wastewater was operated continuously for 80 days in four phases equipped with different aerations systems: (P1) bubble diffusers (days 0–40), (P2) concentrated oxygen supply system, the supersaturated dissolved oxygen (SDOX) (days 41–56), (P3) bubble diffusers (days 57–74), and (P4) SDOX (days 75–80). Various sludge physical-chemical parameters, visual inspection of the membrane, and permeability evaluations were performed. Results showed that the high-pressure effects contributed to fouling of the membranes compared to the bubble diffuser aeration system. Biofouling by microorganisms appeared to be the main contributor to the cake layer when bubble diffusers were used, while fouling by organic matter seemed to be the main contributor to the cake layer when SDOX was used. Small particle size distribution (PSD) (ranging from 1 to 10 and 1–50 μm in size) fractions are a main parameter affecting the intense fouling of membranes (e.g., formation of a dense and thin cake layer). However, PSD alone cannot explain the worsened membrane fouling tendency. Therefore, it can be assumed that a combination of several factors (which certainly includes PSD) led to the severe membrane fouling caused by the high-pressure and shear.BT/Environmental Biotechnolog

The Influence of an Enriched Sport Program on Children’s Sport Motivation in the School Context: The ESA PROGRAM

Purpose: Besides the evident positive effect on body development, physical activity has proven to boost executive functions, especially if the exercises are enriched with cognitive stimuli. Previous studies have shown that introducing challenging exercises in the physical activity routine can also enhance motivation. Therefore, enriching a physical education program with cognitively challenging exercises may also foster children’s motivation during physical education classes, where the motivation is high at the beginning of the school year and low at the end of it. Therefore, the purpose of this paper is to test if a sport program enriched by cognitive stimuli may improve kids’ motivation or take them out from a state of amotivation along the school year. Methods: A sample of 342 school children (203 boys, 139 girls) took part in the study. Participants were asked to complete a battery of motivation and perceived social support questionnaires before and after they completed the ESA Program, a sport program enriched with cognitive stimuli. Moreover, parents of these children attended four seminars about the importance of supporting children for the practice of regular physical activity (PA). A control group consisting of children that attended the ordinary physical education school class was also included. Results: A repeated measures MANOVA model showed that the ESA Program was able to improve children’s general motivation, in particular the intrinsic motivation. The program was not effective in social support, but, independently from the group, the family social support in sports activities decreased for females. Conclusion: Apart from cognitive improvement, the ESA Program can have beneficial effects on children’s sports motivation in physical education, but not on perceived social support