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Amanda Young, Seán Healy, Lisa Silliman-French, and Ali Brian

To inform the development of scalable and sustainable fundamental motor skill interventions for children with Down syndrome, this study examined the feasibility and preliminary effectiveness of Project Skill Intervention Implemented by Parents (Project SKIP), a web-based, parent-mediated intervention intended to improve ball skills among children with Down syndrome. Twenty-four families enrolled in the study (including 13 boys and 11 girls; M age = 4.92). Fourteen children were assigned to an experimental group and participated in the 6-week intervention, and 10 children served as the inactive comparison group. The Test of Gross Motor Development-3 was administered preintervention and postintervention. In addition, parents of children in the experimental group completed a postintervention survey to assess their perceptions of Project SKIP. Following the intervention, there was a significant improvement in ball skills (p = .023, d = 0.86) for children in the experimental group, whereas the comparison group did not show significant improvement. Moreover, parents perceived Project SKIP to be feasible and effective; all parents reported being satisfied with their overall experience in the program, and 11 parents indicated that their child’s fundamental motor skills were positively influenced by the intervention. Engagement was high, with the majority of parents (n = 8, 57%) interacting with Project SKIP content three to four times a week.

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Zachary Wahl-Alexander and Clayton L. Camic

muscle strength, endurance, and cardiovascular endurance. These results provide initial indications that remote learning over the course of several months has the potential to impact youth’s health-related fitness markers, aligning with previous research specifying deleterious short-term changes in

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Kevin Mercier, Erin Centeio, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley

remote learning environment. Since this was a self-rated scale item on the survey, it is unknown what criteria teachers were using to measure their own effectiveness. Some interesting and possibly alarming questions, however, remain regarding the goals of PE teachers while teaching remotely. If half of

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Giacomo Farì, Stefano Di Paolo, Domenico Ungaro, Gianluca Luperto, Eleonora Farì, and Francesca Latino

activities on electronic devices could be considered as the logical consequence of the reorganization of Italian schools with remote learning, a tool necessary to keep study courses intact despite the compulsory closure of schools. Furthermore, the increase in the use of electronic devices for recreational

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Laurel Whalen, Jeanne Barcelona, Erin Centeio, and Nathan McCaughtry

their remote learning?”); and open-ended questions, to solicit data on their perceptions of the value of the virtual lesson content provided (e.g., “If you used DSHINES lessons, what did you find beneficial?”). Data Analysis The survey instrument was previously used for program evaluation purposes

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Jeanne Barcelona, Erin Centeio, Paige Arvidson, and Kowsar Hijazi

Cultural Organization, 2020 ). The pivot to remote learning was intended to last only a few weeks, but the worsening pandemic prevented many schools from reopening their campuses for the remainder of the year. An unintentional but significant repercussion of the shift was an increase in youths’ screen time

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Erin Centeio, Kevin Mercier, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley

experiences of teachers in moving to a remote learning environment and identifying the challenges and facilitators to successful remote instruction is needed to help teachers and other PE professionals design effective learning experiences in the future. Therefore, the purpose of this study was to investigate