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The 180° turn phase of the test may better differentiate the oldest-old regarding their history of falls. This is a case-control study designed to detect the ability of the 180° turn timed up and go (TUG) phase to detect a history of falls in the oldest-old. Sixty people aged 85 years and older were assessed in their homes. The single-task and dual-task TUG tests were performed using an inertial sensor (G-Walk). Sociodemographic data, physical activity levels, mental status, depressive symptoms, concern for falls occurrence, number of medicines in use, self-perception of balance, and the functional reach test were also assessed. The logistic regressions revealed the 180° turn phase of both the single-task and dual-task TUG was almost three times better than the full TUG test to detect a history of falls, thus providing insights that can be used to better assess functional mobility in the oldest-old.

Purpose: This study evaluated the impact of 1-day workshops on teachers’ knowledge, practices, and dispositions using known characteristics of quality professional development and Guskey’s five levels of professional development evaluation. Method: Eight workshops were evaluated over a 2-year period using pre/post surveys, end-of-workshop surveys, observations, interviews, and artifacts. Results: Participants reported high levels of satisfaction and trainer effectiveness scores at the end of workshops. Statistical analyses revealed improvements in four of six outcome variables 4 weeks after workshop completion: self-reported knowledge, utilization of implementation strategies, presence of a community of continued learning, and teacher efficacy. Qualitative data corroborated these results but offered mixed evidence of teacher implementation and improved student outcomes. Discussion/Conclusion: Findings confirm that 1-day workshops aligned with characteristics of quality professional development are highly valued by participants and can improve teachers’ knowledge and efficacy, but teacher practice and student learning may be more difficult to influence and document.

Background: While preliminary research has indicated that adapted physical education (APE) teachers experience marginalization, little research has examined how specific relationships factor into these experiences. Purpose: This study sought to examine APE teachers’ experiences and perceptions of school administrators. Methodology: Occupational socialization theory was used to guide semistructured interviews with 24 APE teachers about their relationship with administrators. Results: A collaborative approach to qualitative data analysis was used to construct four themes: (a) APE teachers are socialized to be marginal and settle for inadequate support; (b) negative impressions of general physical education led to a similar outlook on APE; (c) administrators focus on compliance with mandates over quality practice in APE; and (d) support depends on administrative effort, and many administrators look uncomfortable in the gym. Conclusion: Although these findings shed light on the complex, and often absent, relationship between APE teachers and their administrators, still additional research is needed.

School administrators represent key agents of socialization for teachers within their schools, including adapted physical educators who design and implement instruction for youth with disabilities, often across multiple school sites. The purpose of this study was to understand how adapted physical educators navigate and build relationships with administrators in the schools where they teach. Data were collected through semistructured interviews with 24 adapted physical educators from the U.S. state of California and analyzed using a multiphase approach. Analysis suggested both the importance of and challenges with building effective relationships with administrators. Themes included the following: (a) Administrators do not understand adapted physical education, which impacts programs and students; (b) the importance of relationship building in cultivating principal support; and (c) relationship development requires intentionality, but results in trust and motivation. Results are discussed using role socialization theory, and recommendations for the preparation of both adapted physical educators and school principals are discussed.

This study aimed to investigate individual trial-to-trial performance in three tests to define adaptive regulation as a key feature of expertise in nine-ball. Thirty-one male players were assigned into the low-skilled (n = 11), intermediate (n = 10), or high-skilled groups (n = 10). The power control, cue alignment, and angle tests were selected to assess participants’ ability to control the power applied in shots, strike the ball straight, and understand the ball paths, respectively. Error distance and correction of error distance were identified for each shot using 2D video analysis. Results of one-way analysis of variance showed that the high-skilled group performed better in two out of the three tests than the other two groups (p = .010 for the cue alignment test; p = .002 for the angle test). However, the adaptation effect represented by the decreased error distances across trials was not observed. Pearson correlation revealed only a few significant correlations between the error distance and its correction within each participant in all tests (p < .05), and hence, the hypothesis that “low correction happened after small error and vice versa” is not supported.

Despite increasing access to sport and exercise opportunities, girls and women in Canada continue to face gender disparity in sport participation. Several media campaigns have emerged to address this disparity and advocate for gender equity in sport. However, there is little understanding or evaluation of the content of these media campaigns. Informed by sport participation research, the She’s Got It All campaign was designed to highlight the challenges and intersecting disadvantages that girls and women face in sport. The purpose of the current study was to assess the textual and visual content of this campaign. The posters (N = 48) were analyzed using inductive thematic analysis (text) and deductive content analysis (visual) to identify the characteristics of the images and the themes in the messages. Based on the thematic analysis, seven main themes pertaining to girls’ and women’s barriers to sport participation are identified including physiology, gendered social behaviors, intrapersonal beliefs, environmental contexts, stereotypes, female representation, and interpersonal support. Based on the content analysis, most of the models presented in the posters are perceived as White and average-sized adult women, with visible muscle definition, slightly or nonrevealing clothing, and performing an individual sport. The poster visual and text material seem to miss opportunities to highlight the experiences of girls and women identifying as lesbian, gay, bisexual, transgender, queer (or sometimes questioning), and others and those classified as lower socioeconomic status. These findings provide foundational information for future research and media campaign designed to target gender equity in sport.

Physical inactivity is common among women and a quarter of college-aged women are classified as overweight or obese, making this population an important target for obesity prevention. Fitness testing is commonplace, and practitioners can hold an underlying belief that discrepancies will promote positive responses. However, little research has examined the affective responses to fitness testing in adults. The purpose of this study was to assess the affective responses to common fitness testing, while examining relationships to physical self to help elucidate why some respond to such testing and others do not. Forty-eight college-aged women were presented with their discrepancy from a normative standard across six fitness tests. Findings support previous conceptualizations on discrepancies and affective responses, in that greater negative discrepancies from normative standards were associated with greater changes in negative feeling states. In addition, the results suggest that only certain discrepancies pose a threat to perceived satisfaction with one’s physical self (i.e., self-concept)—mainly though subdomains related to body appearance and aerobic fitness. In other words, the greater the perceived satisfaction of self, the greater negative emotional response was experienced to the specific test discrepancy. The notation of “threats” to important domains of self-concept might help explain why fitness testing that alerts individuals where they are discrepant produce behavioral changes in some but not others. Professionals should consider the impact of providing fitness test discrepancies on negative affective responses, with the possible impact on motivation and future behavior choices to reduce the discrepancy.

Purpose: Although physical activity (PA) has been consistently associated with breast cancer, existing evidence is limited to self-reported physical activity, which is prone to dilution bias. Therefore, this aims to examine the associations of device-measured PA domains with breast cancer risk and whether it differs by menopausal status. Methods: Prospective cohort study. Data from 48,286 women from the UK Biobank cohort were analyzed. A wrist triaxial accelerometer was used to collect physical activity data for light, moderate, vigorous, moderate to vigorous, and total PA. Cox proportional models were performed to examine the association between PA domains, menopausal status, and breast cancer risk. Results: Eight hundred thirty-six breast cancer cases were diagnosed during a median of 5.4 years (interquartile range: 4.7–5.9). For total PA, those in the most active quartile had a 26% lower risk of breast cancer (Hazard ratio [HR]: 0.74; 95% confidence interval [CI], 0.61–0.91) compared with those least active. Similar results were observed for light PA (HR: 0.79; 95% CI, 0.64–0.96), and moderate to vigorous PA (HR: 0.78; 95% CI, 0.64–0.96). However, moderate PA (HR: 0.73; 95% CI, 0.44–1.19) and vigorous PA (HR: 0.77; 95% CI, 0.56–1.05) was nonsignificant. No evidence of interaction between PA domains and menopause status was found (P > .10). Conclusion: High levels of PA are associated with a lower risk of breast cancer with similar magnitude of associations observed across different intensity domains.