Background: In Denmark, most children are not sufficiently physically active and only a few interventions have been found to increase long-term physical activity among overweight and obese children. The aim of our study was to investigate if children are physically active in correspondence to Danish recommendations after attending a multicomponent-overnight camp. Methods: A questionnaire was developed to estimate children’s physical activity level and behavior and investigate how transport, economy, availability, time, motivation, and knowledge about physical activity affect children’s physical activity level and behavior. Results: In this study, 60.9% of the children did vigorous physical activity (VPA) minimum 30 minutes 3 times per week up to 3 years after camp. Most children were physically active at a sports club (44.3%) and only 5.7% of the children did not participate in physical activity. Parental physical activity and child motivation toward physical activity were significantly (P < .05) associated with children doing VPA. Conclusion: Our findings suggest that 60.9% of children who attended camp engage in VPA after camp, which compared with a recent Danish study, is more frequent than children who did not attend camp. Further investigations are needed to determine the long-term health effects in children attending interventions such as multicomponent-overnight camps.
Dorthe Dalstrup Jakobsen, Jasper Schipperijn, and Jens Meldgaard Bruun
Kim Gammage, Alyson Crozier, Alison Ede, Christopher Hill, Sean Locke, Eric Martin, Desi McEwan, Kathleen Mellano, Eva Pila, Matthew Stork, and Svenja Wolf
Marcelo Gonçalves Duarte, Glauber Carvalho Nobre, Thábata Viviane Brandão Gomes, and Rodolfo Novelino Benda
Background: Studies related to the motor performance of children have suggested an interaction between organisms and the environment. Although motor development seems to be similar among people, the behavior is specific to the context that people are part of. Thus, the aim of this study was to compare the fundamental motor skill performance between indigenous (IN) and nonindigenous children. Methods: One hundred and thirteen children (43 IN and 70 nonindigenous children) between 8 and 10 years of age underwent the Test of Gross Motor Development—2. Results: A multivariate analysis showed a significant group main effect on both locomotor (p < .01) and object control (p < .01) performance with large and medium effect sizes (
Bruno Augusto Lima Coelho, Helena Larissa das Neves Rodrigues, Gabriel Peixoto Leão Almeida, and Sílvia Maria Amado João
Context: Restriction in ankle dorsiflexion range of motion (ROM) has been previously associated with excessive dynamic knee valgus. This, in turn, has been correlated with knee pain in women with patellofemoral pain. Objectives: To investigate the immediate effect of 3 ankle mobilization techniques on dorsiflexion ROM, dynamic knee valgus, knee pain, and patient perceptions of improvement in women with patellofemoral pain and ankle dorsiflexion restriction. Design: Randomized controlled trial with 3 arms. Setting: Biomechanics laboratory. Participants: A total of 117 women with patellofemoral pain who display ankle dorsiflexion restriction were divided into 3 groups: ankle mobilization with anterior tibia glide (n = 39), ankle mobilization with posterior tibia glide (n = 39), and ankle mobilization with anterior and posterior tibia glide (n = 39). Intervention(s): The participants received a single session of ankle mobilization with movement technique. Main Outcome Measures: Dorsiflexion ROM (weight-bearing lunge test), dynamic knee valgus (frontal plane projection angle), knee pain (numeric pain rating scale), and patient perceptions of improvement (global perceived effect scale). The outcome measures were collected at the baseline, immediate postintervention (immediate reassessment), and 48 hours postintervention (48 h reassessment). Results: There were no significant differences between the 3 treatment groups regarding dorsiflexion ROM and patient perceptions of improvement. Compared with mobilization with anterior and posterior tibia glide, mobilization with anterior tibia glide promoted greater increase in dynamic knee valgus (P = .02) and greater knee pain reduction (P = .02) at immediate reassessment. Also compared with mobilization with anterior and posterior tibia glide, mobilization with posterior tibia glide promoted greater knee pain reduction (P < .01) at immediate reassessment. Conclusion: In our sample, the direction of the tibia glide in ankle mobilization accounted for significant changes only in dynamic knee valgus and knee pain in the immediate reassessment.
Arthur Alves Dos Santos, James Sorce, Alexandra Schonning, and Grant Bevill
This study evaluated the performance of 6 commercially available hard hat designs—differentiated by shell design, number of suspension points, and suspension tightening system—in regard to their ability to attenuate accelerations during vertical impacts to the head. Tests were conducted with impactor materials of steel, wood, and lead shot (resembling commonly seen materials in a construction site), weighing 1.8 and 3.6 kg and dropped from 1.83 m onto a Hybrid III head/neck assembly. All hard hats appreciably reduced head acceleration to the unprotected condition. However, neither the addition of extra suspension points nor variations in suspension tightening mechanism appreciably influenced performance. Therefore, these results indicate that additional features available in current hard hat designs do not improve protective capacity as related to head acceleration metrics.
Jack Thomas Sugden
The growth in mixed martial arts (MMA) gyms worldwide, along with adjunct media discourse has been matched by the number of participants, characterized by the dedication and sacrifice imbued. These factors catalyzed this research which sought initially to understand the motivations of MMA gym members and the role that the training plays in their lives. Through an immersive participant ethnography lasting 3 years, the author trained, socialized, fought, and competed with members of an urban MMA gym in the United Kingdom. The findings focus on the subculture of Brazilian Jiu-Jitsu existing within and alongside MMA and where men of diverse ages and creeds follow a path to improved mental health. Drawing from the salutogenic health model and the sociology of health literature, this paper shows that through membership of an MMA gym and dedication to Brazilian Jiu-Jitsu, participants embody a version of health that is closely aligned with Antonovsky’s theory of salutogenesis. This theory of health helps explain not only the dedication of Brazilian Jiu-Jitsu practitioners and the growth of MMA more broadly but also posits a fresh perspective on the role of alternative physical activities in male mental health redress.
Insook Kim and Phillip Ward
Purpose: This study examined the effects of a specialized content knowledge workshop on developing teachers’ content development and adaptive competence in teaching badminton. Method: A quasi-experimental design was employed with three middle school physical education teachers who taught five or six badminton lessons before and after the content knowledge workshop (n = 66). Descriptive statistics and univariate analysis of variance were conducted to analyze the data of content development index scores and intratask adaptations. Frequency data across lessons by teachers and treatment conditions were employed for content development patterns. Results: There were statistically significant effects of the workshop in developing the teachers’ use of content development (p = .049) and adaptations (p = .000), but their effects varied by teacher. While the most used content development pattern by the teachers in comparison classes was an informing applying pattern, the teachers used a variety of content development patterns that included more task progressions in the experimental classes. Conclusion: It can be concluded that teachers’ instructional tasks and task adaptations could be improved through a well-designed professional development program. The findings can guide the direction of teacher education and professional development in ways to enhance teachers’ content development and adaptations.
Fraser Carson, Clara McCormack, Paula McGovern, Samara Ralston, and Julia Walsh
This best practice paper reflects on a pilot coach education program designed for women coaching Australian Rules football. Focused on enhancing self-regulation, and underpinned by a growth mindset framework, the “Coach like a Woman” program was delivered to a selected group of female coaches either working in or having been identified with the potential to coach at high-performance levels. This manuscript describes the program content and discusses the key insights identified by the delivery team. Creating a community of practice encouraged the transfer of knowledge and experience between the enrolled coaches, which increased competence and self-confidence. Providing an understanding of behavioral tendencies enhanced positive self-talk and aided self-regulation by the coaches. The delivery of the program and challenges experienced are also discussed. This reflection on the program is provided to assist future developments in coach education.
Okseon Lee, Euichang Choi, Victoria Goodyear, Mark Griffiths, Hyukjun Son, Hyunsoo Jung, and Wonhee Lee
Although physical education (PE) teachers have increased access to digital/online continuous professional development activities, there are few robust accounts of how they engage with and experience these environments. Purpose: The purpose of this study was to examine PE teachers’ participation patterns within self-directed online PE continuous professional development activities using mobile instant messenger. Methods: Data were generated from (a) 5,246 messages exchanged in the mobile instant messenger chatroom from 281 teachers, (b) semistructured interviews with 10 teachers, and (c) 1,275 messages posted by the 10 interviewed teachers. Quantitative data were analyzed for measures of central tendency, and qualitative data were analyzed inductively. Findings: Five patterns of PE teachers’ usage of mobile instant messenger were identified: (a) ringmasters, (b) passive uploaders, (c) active uploaders, (d) requesters, and (e) bystanders. Discussion: The findings suggest that each engagement pattern illustrates the differential goals of learning, types of interaction, and forms of participation by teachers engaged in online continuous professional development.