global data for younger children. Global recommendations on physical activity for health have been established for 3 population age groups 3 (5–17 y, 18–64 y, and 65 y and older), but prior to 2019, the recommendation did not include children less than 5 years. Early childhood (<5 y) is a period of
Juana Willumsen and Fiona Bull
Katrina L. Piercy, Frances Bevington, Alison Vaux-Bjerke, Sandra Williams Hilfiker, Sean Arayasirikul and Elizabeth Y. Barnett
The Physical Activity Guidelines for Americans (the guidelines) outlines recommendations for the amount and types of physical activity necessary for good health based on the current scientific evidence. It includes specific physical activity dosages for youth and adults and additional
Razinah Sharif, Kar Hau Chong, Nur Hadiyani Zakaria, Min Li Ong, John J. Reilly, Jyh Eiin Wong, Hazizi Abu Saad and Bee Koon Poh
The 2016 Malaysia Active Healthy Kids Report Card aims to collect, assess, and grade current and comprehensive data on physical activity (PA) and associated factors in Malaysian children and adolescents aged 5 to 17 years.
This report card was developed following the Active Healthy Kids Canada Report Card protocol. The Research Working Group identified the core matrices, assessed the key data sources, and evaluated the evidence gathered for grade assignments. A grade was assigned to each indicator by comparing the best available evidence against relevant benchmark using a standardized grading scheme.
Overall Physical Activity, Active Transportation, and Sedentary Behavior were assigned the D grade. The lowest grade of F was assigned to Diet, while School and Government Strategies and Investments were graded higher with a B. Five indicators were assigned INC (incomplete) due to a lack of representative data.
The report card demonstrates that Malaysian children and adolescents are engaging in low levels of PA and active commuting, high levels of screen time, and have extremely low compliance with dietary recommendations. More efforts are needed to address the root causes of physical inactivity while increasing the opportunities for children and adolescents to be more physically active.
Amy J. Hector and Stuart M. Phillips
the energy deficit. Thus, the aim of this review is to focus on recommendations for dietary protein intake in g protein/kg body mass. However, it is important to note that most higher protein weight loss diets still provide protein that is well within the AMDR. Current recommendations for protein
Frances Bevington, Katrina L. Piercy, Kate Olscamp, Sandra W. Hilfiker, Dena G. Fisher and Elizabeth Y. Barnett
Activity Guidelines,” 12 appearing in this issue, summarizes survey findings related to contemplators’ awareness of the Guidelines, knowledge of physical activity, and knowledge of dosage recommendations. Methods To answer the 2 key research questions, ODPHP worked with a health education and
Barbara E. Ainsworth, Carl J. Caspersen, Charles E. Matthews, Louise C. Mâsse, Tom Baranowski and Weimo Zhu
Assessment of physical activity using self-report has the potential for measurement error that can lead to incorrect inferences about physical activity behaviors and bias study results.
To provide recommendations to improve the accuracy of physical activity derived from self report.
We provide an overview of presentations and a compilation of perspectives shared by the authors of this paper and workgroup members.
We identified a conceptual framework for reducing errors using physical activity self-report questionnaires. The framework identifies 6 steps to reduce error: 1) identifying the need to measure physical activity, 2) selecting an instrument, 3) collecting data, 4) analyzing data, 5) developing a summary score, and 6) interpreting data. Underlying the first 4 steps are behavioral parameters of type, intensity, frequency, and duration of physical activities performed, activity domains, and the location where activities are performed. We identified ways to reduce measurement error at each step and made recommendations for practitioners, researchers, and organizational units to reduce error in questionnaire assessment of physical activity.
Self-report measures of physical activity have a prominent role in research and practice settings. Measurement error may be reduced by applying the framework discussed in this paper.
Jennifer M. Medina McKeon and Patrick O. McKeon
Read not to contradict and confute, nor to believe and take for granted . . . but to weigh and consider.” — Francis Bacon (1561–1626) A highly promoted element of evidence-based practice (EBP) is the Strength of Recommendation (SOR) . The SOR is usually a letter grade (A, B, or C) and is a
Tiffanye M. Vargas, Margaret M. Flores and Robbi Beyer
Athletes with high incidence disabilities (specific learning disabilities, attention deficit hyperactivity disorder, emotional behavioral disorders, mild intellectual disabilities and speech/language disabilities) make up 10% of the population of children in kindergarten through twelfth grade. Since these disabilities are not physically apparent, there difficulties may be overlooked or athletes may be mistakenly labeled as unmotivated, lazy, oppositional or defiant. These deficits can be remediated and compensated through the use of research-validated strategies and instructional methods. However, while these methods and strategies are often included in teacher preparation, they rarely, if ever, are included in coaching-preparation. Therefore, the purpose of this hour long interactive lecture is twofold and 1) seeks to review the coaching education research on hidden disabilities, including coaches’ attitudes and efficacy towards working with athletes with hidden disabilities, coaching educators attitudes towards the inclusion of such content within coaching education, and coaches’ preferences for how to receive this information, and 2) to illustrate teaching strategies and techniques that can successfully be incorporated into coaching education. Presenters will use discussion, activities, and research to introduce this new area to coaching education to coach educators and sport scientists/high performance directors.
Chad Seifried and Matthew Papatheodorou
The main purpose of this article is to provide suggestions to coaches on how they can assist young athletes in pressure packed situations to realize an ideal performance state. Suggestions provided address controlling emotions, adopting coping methods, practicing under game situations, embracing physical routines along with mental rehearsals, and engaging in self reflection/challenges. The strategies and discussions below should appear as vital for coaches attempting to help assist a young person’s future mental and emotional development. Furthermore, it should educate coaches and potentially others (e.g., spectators and media) on how to better handle these situations or instances so they can avoid the production of negative consequences on the lives of young people (e.g., choking label, social anxiety, poor self-esteem or image).
Emily A. Hall, Dario Gonzalez and Rebecca M. Lopez
quality criteria of each tradition of the methods involved? Yes, both components are of high quality N/A N/A Yes, both components are of high quality N/A Clinical Bottom Line Strength of Recommendation Based on the quality of the person-oriented evidence available, 5 , 6 , 8 , 9 , 13 the recommendation