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The development of motor skill proficiency during childhood is cumulative and influenced by physical growth and maturation, genetic potential, affordances in the physical and social environment, and the interactions between these factors. Therefore, typically during childhood, the trajectory of change in motor proficiency is positive. To lend developmental validity to the revision of the Test of Gross Motor Development—3rd edition (TGMD-3), this longitudinal study examined whether the skills and subtests of the TGMD-3 changed as might be expected from grade 3 to grade 4 among 277 children. The findings of this study lend support to the developmental validity of the TGMD-3 in that (1) there was within-individual change in the expected direction for both locomotor and ball skills, (2) consistent with the majority of research, boys had significantly higher ball skills scores than girls in both grade 3 and grade 4, and (3) the mean percent of maximum possible scores were in the range of approximately 60–75, which demonstrates that the majority of 8- and 9-year-old children had not reached a ceiling on this test.

Purpose: Self-efficacy, having been identified as a factor influencing teacher effectiveness, combined with the increased prevalence of outdoor education (OE) content being taught within physical education contexts, warrants the need for physical education teacher education (PETE) programs to address OE outcomes. Therefore, the purpose of this study was to determine if participation in an OE program increased self-efficacy to teach OE among PETE students. Methods: PETE students (N = 95) were taught OE content in multiple residential environments and were evaluated using the “Survey of Self-efficacy for Teaching Outdoor Education.” Results: Results indicated a significant increase in self-efficacy scores from pretest to posttest in all content areas (OE skills, group dynamic skills, and models and theories). Overall, the OE program had a large effect in changing self-efficacy scores. Conclusion: Participation in the program positively affected PETE students’ self-efficacy for teaching OE, which may improve their ability to ultimately teach this content in physical education settings.

This study examined the relationship between energy expenditure and wrist accelerometer output during walking in persons with and without Down syndrome (DS). Energy expenditure in metabolic equivalent units (METs) and activity-count rate were respectively measured with portable spirometry and a uniaxial wrist accelerometer in 17 persons with DS (age: 24.7 ± 6.9 years; 9 women) and 21 persons without DS (age: 26.3 ± 5.2 years; 12 women) during six over-ground walking trials. Combined groups regression showed that the relationship between METs and activity-count rate differed between groups (p < .001). Separate models for each group included activity-count rate and squared activity-count rate as significant predictors of METs (p ≤ .005). Prediction of METs appeared accurate based on Bland-Altman plots and the lack of between-group difference in mean absolute prediction error (DS: 17.07%; Non-DS: 18.74%). Although persons with DS show altered METs to activity-count rate relationship during walking, prediction of their energy expenditure from wrist accelerometry appears feasible.

This study examined temporal trends in body mass index (BMI) among United States adults with intellectual disability (ID) participating in Special Olympics from 2005 to 2010. In addition, the prevalence of obesity was compared with published National Health and Nutrition Examination Survey (NHANES) statistics. After data cleaning, 6,004 height and weight records (male = 57%) were available from the Special Olympics International Healthy Athletes Health Promotion database for the calculation of BMI. Rates of overweight and obesity were very high but generally stable over time. Compared with NHANES statistics, the prevalence of obesity was significantly higher for Special Olympics female participants in each data collection cycle. Integrated efforts to understand the social, environmental, behavioral, and biological determinants of obesity and among Special Olympics participants are needed.

The purpose of this study was to cross-validate skinfold and anthropometric measurements for individuals with Down syndrome (DS). Estimated body fat of 14 individuals with DS and 13 individuals without DS was compared between criterion measurement (BOP POD®) and three prediction equations. Correlations between criterion and field-based tests for non-DS group and DS groups ranged from .81 – .94 and .11 – .54, respectively. Root-Mean-Squared-Error was employed to examine the amount of error on the field-based measurements. A MANOVA indicated significant differences in accuracy between groups for Jackson’s equation and Lohman’s equation. Based on the results, efforts should now be directed toward developing new equations that can assess the body composition of individuals with DS in a clinically feasible way.

The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.

Thirty-five youth with visual impairments (13.5 ± 2.1yrs, 13 girls and 22 boys) walked four 100-meter distances while wearing two units (right and left placement) of three brands of voice-announcement (VA) pedometers (Centrios^TM Talking Pedometer, TALKiNG Pedometer, and Sportline Talking Calorie Pedometer 343) and a reference pedometer (NL2000). Registered pedometer steps for each trial were recorded, compared to actual steps assessed via digital video. Inter-unit agreement between right and left VA pedometer placement was low (ICC range .37 to .76). A systematic error was observed for the VA pedometers on the left placement (error range 5.6% to 12.2%), while right placement VA pedometers were at or below ± 3% from actual steps (range 2.1% to 3.3%). The reference pedometer was unaffected by placement (ICC .98, error ~1.4%). Overall, VA pedometers demonstrated acceptable accuracy for the right placement, suggesting this position is necessary for youth with visual impairments.

Child-parent pairs (n = 109) completed a questionnaire assessing whether changes in normal physical activity levels occurred (child) or were observed (parent) when the children wore a pedometer for 7 days. Over two-thirds of the children (78.5%) and almost half of the parents (47.3%) indicated an increase in the child’s normal physical activity. Reduced television viewing (75.2%) and increased outdoor play on the weekend (35.8%) were the most frequently reported means of behavior change as reported by the children and parents, respectively. Results indicate that both children and parents perceive a reactive effect to wearing an unsealed pedometer.