Gibberish in Communicating Written Physical Activity Information: Making Strides at Derailing a Perpetual Problem

2018 ◽  
Vol 35 (2) ◽  
pp. 108-118 ◽  
Author(s):  
Jafrā D. Thomas ◽  
Bradley J. Cardinal
Keyword(s):  
Physical Activity ◽  
Grade Level ◽  
Action Plan ◽  
Educational Resources ◽  
Future Research ◽  
Sociology Of Sport ◽  
Grade Levels ◽  
Reading Grade Level ◽  
Activity Information ◽  
Improve Health

The majority of physical activity resources are too difficult to be easily read and understood by most U.S. adults. Attempts to ensure that such resources are written in the most accessible manner possible have been advanced (e.g., 2010 U.S.National Action Plan to Improve Health Literacy). For this study, physical activity educational resources were collected through the Internet (N = 163), and their reading grade levels were analyzed. Over 50% of the resources were written at an unsatisfactory level, with the observed reading grade level being greater than eighth-grade (M = 8.98,SD = 2.92,p < .001, 95% CI [8.53, 9.43]), the maximum recommended. Suggestions for future research and publicly engaged sociology of sport praxis are discussed, with a focus on increasing the equity of written physical activity educational resources.

A Developmental View of Children's Behavioral Tolerance

1985 ◽  
Vol 10 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Joan S. Safran ◽  
Stephen P. Safran
Keyword(s):  
Problem Behaviors ◽  
Grade Level ◽  
Specific Problem ◽  
Sixth Graders ◽  
Future Research ◽  
Behavioral Tolerance ◽  
Older Children ◽  
Behaviorally Disordered ◽  
Grade Levels ◽  
Grade Level Differences

The purpose of this study was to assess children's tolerance of specific problem behaviors and to determine if differences in grade levels existed. The Children's Tolerance Scale (CTS) was completed by 469 third to sixth graders. A one-way multivariate analysis of variance yielded significant grade level differences (p < .001), with older children generally the most tolerant. The more outer-directed behaviors (Negative Aggressive and Poor Peer Cooperation) were rated as most disturbing. Implications for mainstreaming behaviorally disordered students and future research are discussed.

Exploring Adolescents’ Awareness of Diabetes: Using the Free Association Technique

2010 ◽  
Vol 71 (3) ◽  
pp. 150-153 ◽  
Author(s):  
Cédée-Anne LeClair ◽  
Marie Marquis ◽  
Lita Villalon ◽  
Irene Strychar
Keyword(s):  
Physical Activity ◽  
Content Analysis ◽  
New Brunswick ◽  
Obesity Prevention ◽  
Grade Level ◽  
Free Association ◽  
Grade Levels ◽  
Citation Frequency ◽  
Grade Level Differences ◽  
And Gender

Purpose: Healthy adolescents’ awareness of diabetes was explored, and gender and grade-level differences in understanding were determined. Methods: Adolescents without diabetes in grades five, eight, and 10 (n=128) at four New Brunswick schools wrote down all words/expressions that came to mind when they heard the word “diabetes” (i.e., they used the free association technique). Answers were classified into categories using content analysis. Results: Eighty-eight girls and 40 boys completed the activity (n=44, 52, and 32 in grades five, eight, and 10, respectively). Nine principal categories were identified: 66% of the adolescents cited sugar (e.g., eating too much sugar, not enough sugar), 48% treatment (e.g., needles, injections), 45% the nature of diabetes (e.g., a disease, types of diabetes, heredity), 41% nutrition (e.g., diet, sugar-containing foods, other foods), 38% blood (e.g., too much/not enough sugar in blood), 18% complications (e.g., death), 11% physiological manifestations/ symptoms (e.g., fainting), 6% obesity, and 6% physical activity. No differences were found in category citation frequency between boys and girls and grade levels, except that grade 10 students more frequently cited the categories of treatment, blood, and obesity (p≤0.05). Conclusions: Students thought of diabetes in terms of sugar and injections. Words related to obesity, prevention, and complications were cited infrequently.

scholarly journals EFL College Students’ Perceptions of the Difficulties of Comprehending Academic English Lectures

2017 ◽  
Vol 4 (3) ◽  
pp. 466
Author(s):  
Nowreyah A. Al-Nouh ◽  
Muneera M. Abdul-Kareem
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Grade Level ◽  
Basic Education ◽  
Teacher Education Program ◽  
Future Research ◽  
Academic Learning ◽  
Academic English ◽  
College Of Basic Education ◽  
Grade Levels

<em>Students’ perceptions of the difficulties of comprehending academic English lectures affect their academic learning. Therefore, the present study is designed to explore EFL college female undergraduate students’ perceptions of the difficulties of comprehending academic English lectures to bring to light those factors that affect students’ academic performance and suggest solutions to overcome them. Participants were 365 female college students picked randomly from various grade levels enrolled in a four-year pre-service teacher education program at the College of Basic Education in Kuwait. The study adopted a descriptive design employing Likert’s five-point scale assigned under two factors: linguistic difficulties and non-linguistic difficulties. Independent variables include age, nationality, grade level and GPA. Results showed that students’ difficulties were at a medium level. Significant differences were observed for nationality, grade level and GPA. Implications and recommendations for future research were discussed.</em>

scholarly journals Evaluating the Quality and Readability of Online Resources for Covid-19 in Pregnancy: An Assessment of Web Based Information (Preprint)

2021 ◽  
Author(s):  
Thomas Owens ◽  
Catherine Ford ◽  
Lopa Pandya
Keyword(s):  
Grade Level ◽  
Interrater Reliability ◽  
Kappa Statistic ◽  
The Internet ◽  
Web Based ◽  
Grade Levels ◽  
Reading Grade Level ◽  
Website Content ◽  
In Pregnancy

BACKGROUND The internet is a source for inquiries and a way to distribute information. Pregnant women may look to the internet for information about COVID-19’s impact on pregnancy. As providers, it’s vital to provide patients with information that is both reliable and comprehendible. The purpose of this study is to evaluate the readability and quality of web-based information regarding Covid-19 in pregnancy. OBJECTIVE The primary aim of this study was to evaluate the quality, readability, and accuracy of web-based information regarding Covid-19 in pregnancy. METHODS The JAMA benchmark tool was used to evaluate the websites. Readability was assessed using Flesch-Kincaid reading ease and Flesch-Kincaid grade level. An interrater reliability analysis using the Kappa statistic was performed to determine consistency among raters. RESULTS The mean score using the JAMA tool was 3.53 (SD, 0.74). The majority of the websites came from news sites (37.8%). The median reading grade level was 11.9. The interrater reliability for the raters was found to be Kappa=0.363 (P<0.001). CONCLUSIONS Our study indicated that reliable information regarding Covid-19 in pregnancy was available online. An assessment of website content indicated that both grade levels and reading ease was higher than recommended. By guiding patients to reliable and accurate sources we can educate our patients while also guiding shared decision making.

Fundamental Research on Physical Activity to Improve Health in Children

2018 ◽  
Vol 26 (1) ◽  
pp. 101-109
Author(s):  
Yeon-Oh Han ◽  
Myung Kim ◽  
Tae-Seop Park ◽  
Jae-Hyun Lee
Keyword(s):  
Physical Activity ◽  
Fundamental Research ◽  
Improve Health

scholarly journals Recommendation Systems for Education: Systematic Review

Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1611
Author(s):  
María Cora Urdaneta-Ponte ◽  
Amaia Mendez-Zorrilla ◽  
Ibon Oleagordia-Ruiz
Keyword(s):  
Machine Learning ◽  
Systematic Review ◽  
Formal Education ◽  
Research Work ◽  
Hybrid Approach ◽  
Recommendation Systems ◽  
Educational Resources ◽  
Future Research ◽  
Collaborative Approach ◽  
Developmental Approach

Recommendation systems have emerged as a response to overload in terms of increased amounts of information online, which has become a problem for users regarding the time spent on their search and the amount of information retrieved by it. In the field of recommendation systems in education, the relevance of recommended educational resources will improve the student’s learning process, and hence the importance of being able to suitably and reliably ensure relevant, useful information. The purpose of this systematic review is to analyze the work undertaken on recommendation systems that support educational practices with a view to acquiring information related to the type of education and areas dealt with, the developmental approach used, and the elements recommended, as well as being able to detect any gaps in this area for future research work. A systematic review was carried out that included 98 articles from a total of 2937 found in main databases (IEEE, ACM, Scopus and WoS), about which it was able to be established that most are geared towards recommending educational resources for users of formal education, in which the main approaches used in recommendation systems are the collaborative approach, the content-based approach, and the hybrid approach, with a tendency to use machine learning in the last two years. Finally, possible future areas of research and development in this field are presented.

379 Do Depressive Symptoms Mediate the Association Between Insomnia and Physical Activity?

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A150-A151
Author(s):  
Jamie Walker ◽  
Rebecca Campbell ◽  
Ivan Vargas
Keyword(s):  
Physical Activity ◽  
Depressive Symptoms ◽  
Online Survey ◽  
Longitudinal Design ◽  
Energy Levels ◽  
Depression Scale ◽  
Severity Index ◽  
Future Research ◽  
Activity Levels ◽  
Insomnia Symptoms

Abstract Introduction Insomnia and depression are highly comorbid and have been shown to be independently associated with lower levels of physical activity. It is not clear, however, if being less physically active is a risk factor for or consequence of depression and insomnia. The factors that explain the associations between insomnia, depression, and physical activity are likely complex and overlapping. For example, insomnia may predict inactivity by impacting one’s energy levels, leaving them too tired to exercise. Insomnia may also interfere with one’s motivation to exercise due to low mood, as insomnia is associated with the development of depressive symptoms. The purpose of the present study was to explore whether depression mediated the link between insomnia and low levels of physical activity. Methods A national online survey was conducted from April-June 2020. Participants completed surveys to assess demographics, mood, sleep, and physical activity. Depressive symptoms were estimated with the Center for Epidemiologic Studies Depression Scale (CES-D). Insomnia symptoms were estimated with the Insomnia Severity Index (ISI). Physical activity levels were estimated with the International Physical Activity Questionnaire (IPAQ). Analyses were conducted using multiple linear regression, with separate models for depression, insomnia, and the combination of the two, on levels of physical activity. Results 3,952 adults (Mage = 46.9 years) completed the survey. According to the unadjusted models, greater insomnia symptoms were associated with greater depressive symptoms (b = 0.4523, SE = 0.019593, p &lt; .001), and lower levels of physical activity (b = -38.741, SE = 18.236, p = 0.0337). The relationship between insomnia and physical activity was no longer significant, however, when controlling for depression (b = -6.140, SE = 19.274, p = 0.75). According to the mediation analyses, there was an indirect effect of insomnia on physical activity that was explained by differences in depressive symptoms (Sobel Test = -4.895, SE = 6.518, p &lt; .001). Conclusion Our findings support previous research indicating associations between symptoms of insomnia and depression and physical activity. Future research should examine if these same results hold using a longitudinal design. Support (if any) Vargas: K23HL141581

scholarly journals Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Brianne A. Bruijns ◽  
Andrew M. Johnson ◽  
Jennifer D. Irwin ◽  
Shauna M. Burke ◽  
Molly Driediger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Self Efficacy ◽  
Critical Role ◽  
Early Childhood Educators ◽  
Outdoor Play ◽  
Future Research ◽  
Intervention Component ◽  
Space Extension ◽  
The Impact

Abstract Background Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs’ PA-related self-efficacy and knowledge. Methods ECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs’ self-efficacy and knowledge and controlled for multiple comparison bias. Results The SPACE intervention significantly impacted ECEs’ self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs’ knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables. Conclusions Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children’s PA behaviours at childcare.

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