Abstract

A mixed-methods study was used to determine if an online, mastery-based learning resource was successful in improving content knowledge and retention of critical elements and developmental stages of 16 fundamental movement skills (FMS); a secondary purpose was to determine participant perceptions of their experience with the online resource. Participants (N = 323; motor development (MD) = 94; movement education (ME) = 124; elementary physical education (EPE) = 105) were Teacher Candidates (TCs) in a Physical Education Teacher Education (PETE) Program. Pre- and post-survey data, and pre-, post-, and retention test scores were used to evaluate the program's effectiveness. Paired samples t-tests indicated higher post-test scores for MD (Δ37.23, p < .001, d = 2.32) and ME (Δ32.12, p < .001, d = 1.72). Results from a one-way ANOVA indicated significant improvement and retention of test scores over time, F(3, 331) = 27.761, p < .001, ƞ2 = .963. Perceptions of PETE TCs reported positive reactions to the use of the online modules to improve their ability to analyze FMS. Based on these findings, the authors propose that implementing an online, mastery-based resource to analyze FMS may be a positive learning experience for TCs and could lead to long-term content knowledge acquisition of critical elements of FMS.

Abstract

Regular physical activity and balanced nutrition are important in maintaining a healthy weight. Nonetheless, minority populations, like Hispanics, face challenges (e.g., language barriers and transportation unavailability) that limit their participation in intervention programs to receive benefits. Furthermore, dog companionship has been shown to relate to adolescents’ behavioral and socio-emotional development positively, and it has been shown to have the potential to increase physical activity in adolescence. Therefore, this study aimed to examine the feasibility, i.e., program adaptation, limited efficacy, and acceptability, of the two exercise and nutrition education interventions to improve body composition, motivation, and well-being in overweight and obese Hispanic adolescents. This pilot study was a quasi-experimental trial with eight pediatrician-referred participants (Mage =11.75±1.48) assigned to two parallel arms: 1) BRAVO! and 2) BRAVO!+. Both share identical exercise (24 hours) and nutrition (12 hours) programs centered on the self-determination theory for 12 weeks. The results suggested, first, acceptable attendance (BRAVO! = 56.25%; BRAVO!+ = 64.58%) but poor retention (BRAVO! = 33.33%; BRAVO!+ = 63.63%). Second, the findings suggested promising limited efficacy in BRAVO!+ group, with small but statistically non significant reductions in participants’ BMI (Mbaseline = 33.08±6.13; Mpost = 32.23±6.88; t[3] = 1.633, p = 0.201) and weight (Mbaseline = 78.13±16.22; Mpost = 77.62±17.64; t[3] = 0.485, p = 0.661). In addition, the results suggested high satisfaction and acceptable suitability for both programs and providing important suggestions for the future. In conclusion, our pilot study findings only partially supported the feasibility of the pet-dog-enhanced lifestyle intervention. Although this study found evidence that pet-dog companionship can improve program satisfaction and acceptability of pediatric lifestyle interventions, including a pet-dog in the intervention may contribute to high dropout evidenced in this study.

Abstract

Regular physical activity and balanced nutrition are important in maintaining a healthy weight. Nonetheless, minority populations, like Hispanics, face challenges (e.g., language barriers and transportation unavailability) that limit their participation in intervention programs to receive benefits. Furthermore, dog companionship has been shown to relate to adolescents’ behavioral and socio-emotional development positively, and it has been shown to have the potential to increase physical activity in adolescence. Therefore, this study aimed to examine the feasibility, i.e., program adaptation, limited efficacy, and acceptability, of the two exercise and nutrition education interventions to improve body composition, motivation, and well-being in overweight and obese Hispanic adolescents. This pilot study was a quasi-experimental trial with eight pediatrician-referred participants (Mage =11.75±1.48) assigned to two parallel arms: 1) BRAVO! and 2) BRAVO!+. Both share identical exercise (24 hours) and nutrition (12 hours) programs centered on the self-determination theory for 12 weeks. The results suggested, first, acceptable attendance (BRAVO! = 56.25%; BRAVO!+ = 64.58%) but poor retention (BRAVO! = 33.33%; BRAVO!+ = 63.63%). Second, the findings suggested promising limited efficacy in BRAVO!+ group, with small but statistically non significant reductions in participants’ BMI (Mbaseline = 33.08±6.13; Mpost = 32.23±6.88; t[3] = 1.633, p = 0.201) and weight (Mbaseline = 78.13±16.22; Mpost = 77.62±17.64; t[3] = 0.485, p = 0.661). In addition, the results suggested high satisfaction and acceptable suitability for both programs and providing important suggestions for the future. In conclusion, our pilot study findings only partially supported the feasibility of the pet-dog-enhanced lifestyle intervention. Although this study found evidence that pet-dog companionship can improve program satisfaction and acceptability of pediatric lifestyle interventions, including a pet-dog in the intervention may contribute to high dropout evidenced in this study.

Abstract

Although research has shown that the prevalence of ill-being among collegiate student-athletes is greater compared to regular college students and general population, very little is known about the role of coaches in this process. Grounded in the achievement goal and self-determination theories, the aim of this study was to examine the role of coach-created motivational climate on student-athletes’ anxiety and depression. A sample for this prospective cohort study was 117 (77 females and 34 males; Mage = 20.24±1.35) student-athletes recruited from one university in the Southeastern US. The research team collected self-reported data via email. The results showed high levels of anxiety (71.4%) and depression (17.3%) among the respondents. Females had almost seven times more likely to have anxiety than males (OR = 6.903, CI95% [1.650, 28.830]), but there were no gender differences in the prevalence of depression (OR = 1.166, CI95% [.442, 3.076]). In addition, parameter estimates suggest that coach-created taskinvolving climate (χ2[1] = -1.21 [.61], p = .047, CI95% [-2.41, -.01]) and autonomy-support (χ2[1] = -1.21 [.61], p = .047, CI95% [-2.39, -.04]) were significant negative predictors of anxiety, whereas controlling motivational climate increased student-athletes’ anxiety symptoms. Our findings highlight the need for the task- and autonomy-supportive coaching strategies as preventive measures to support student-athletes’ mental health..

Abstract

The average daily amount of physical activity (PA) expended by children in summer camp is unknown. The purpose of this study was to investigate the trends in PA and sedentary behavior in school-aged summer campers during an outdoor adventure summer camp. Participants were a convenience sample of school-aged children (N = 183; 102 males and 81 females; mean age = 9.69 ± 1.47 years) who attended one week of an outdoor adventure summer camp. PA and sedentary behavior were assessed and collected via wrist-worn Actigraph GT3X+ accelerometers during camp hours, from 9am to 4pm daily. Outcome variables included percentage of time spent in sedentary behavior, percentage of time spent in moderate-to-vigorous PA (MVPA), and average steps per day. Data were analyzed using a Multivariate Analysis of Variance (MANOVA) test. Results indicated a decreasing trend of PA across the eight-week summer camp period. Both boys and girls engaged in MVPA for about 9% of the total time during weeks one and two, which decreased to about 7% of the total time by weeks seven and eight. Sedentary behavior remained constant, with an increase during weeks 5 and 6 of camp. Average daily step count decreased by about 3,000 steps per day from the first to the final week of camp. There was a significant main effect for sex on PA (Wilk’s Λ = 0.000, F = 6.77, p < 0.05) and a significant main effect for week on PA (Wilk’s Λ = 0.000, F = 3.05, p < 0.05). This indicates the influence of camper sex and week of attendance on PA variables. Overall, weekly PA decreased during the duration of the summer camp. Seasonal outdoor weather patterns and counselor teaching styles may have impacted PA levels of campers. It is recommended that camp staff implement strategies to encourage consistent levels of PA across the summer camp season.

Keywords: Outdoor adventure summer camp, moderate-to-vigorous physical activity (MVPA), accelerometer.

Category: Physical activity