Using Imagery to Improve Sub-Domains of Physical Literacy

2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Michelle D. Guerrero ◽  
Krista Chandler
Keyword(s):  
Physical Activity ◽  
Physical Practice ◽  
Physical Literacy ◽  
Physical Competence ◽  
Post Intervention ◽  
Motor Competence ◽  
Imagery Training ◽  
Experimental Intervention ◽  
Practice Condition ◽  
Quasi Experimental

Abstract A 4-week quasi-experimental intervention was conducted to examine the effects of imagery on sub-domains of physical literacy (i.e., motivation, confidence, perceived physical competence, and motor competence). Children (N = 9; Mage = 9.11, SD = 0.60) from two sport programs participated in the study. Those in the imagery + physical practice condition received imagery training sessions coupled with physical practice, while those in the physical practice condition only received physical practice. Frequentist and Bayesian statistics showed no between-condition differences at post-intervention; however, results showed that the imagery + physical practice condition reported greater perceived physical competence and received higher scores on motor competence from pre- to post-intervention. Implications for physical activity stakeholders are discussed.

scholarly journals The Effect of a Fundamental Movement Skill Intervention on the Physical Literacy Levels of Children with Congenital Heart Disease – A CHAMPS* Cohort Study: Physical Literacy in Pediatric Congenital Heart Disease

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Matthew Chapelski
Keyword(s):  
Physical Activity ◽  
Congenital Heart Disease ◽  
Heart Disease ◽  
Congenital Heart ◽  
Upper Body ◽  
Physical Literacy ◽  
Physical Competence ◽  
Post Intervention ◽  
Fundamental Movement Skill ◽  
Increased Risk

Preliminary evidence suggests that children with congenital heart disease (CHD) may have low physical literacy (PL). High PL is a determinant of physical activity participation. Therefore, we assessed the effect of a 12-week intervention on the PL of children with CHD. PL was assessed pre- and post-intervention in 14 participants with CHD, aged 9-16 years, using the PLAY tools. The intervention involved six bi-weekly sessions that consisted of a fundamental movement skill practice designed to enhance gross motor function and confidence. PLAYfun assessed physical competence. PLAYself assessed the child’s perception of their PL. PLAYparent was completed by parents to assess their perception of their child’s PL. We found a significant increase in overall physical competence (PLAYfun, p<.001), along with the domains of running (p=.001), locomotor (p=.002), upper body object control (p<.001), and balance (p=.006). No significant changes were found in PLAYself or PLAYparent indicating no changes to their self and parental perceived PL. We demonstrated that a 12-week fundamental movement skill intervention can improve PL in children with CHD. Children with CHD are at an increased risk of sequelae secondary to their reported physical inactivity, PL development may augment physical activity engagement and provide health benefits to this at-risk population.

Effectiveness of an Educational Intervention to Participation in Physical Activity: A quasi-experimental model-based study

2020 ◽  
Author(s):  
Saeideh Shahsavari ◽  
Sakineh dadipoor ◽  
Mohtasham Ghaffari ◽  
Ali Safari-Moradabadi
Keyword(s):  
Physical Activity ◽  
Educational Intervention ◽  
Stages Of Change ◽  
Intervention Group ◽  
T Test ◽  
Control Group ◽  
Post Intervention ◽  
Chi Square ◽  
Significant Difference ◽  
Quasi Experimental

Abstract Background: The aim of the present study was to assess readiness to become or stay physically active according to the Stages of Change Model.Methods: The present quasi-experimental study was conducted on 100 women working in the healthcare centres of Bandar Abbas, Iran. The sampling method is clustering in type. The subjects were assigned into two groups of intervention and control. The collected data were analysed by SPSS-16 software using descriptive and inferential statistics, including independent-sample t-test, paired-sample t-test and Chi-square test.Results: Before the educational intervention, 19 subjects (0.38%) from the intervention group showed to have regular physical activity (4-5 stages). This number changed to 29 (0.58%) and 25 (0.50%) after three months and six months of intervention. A statistically significant difference was found before the intervention and 3 and 6 months afterwards (P˂.001). In the control group, no statistically significant difference was found between the pre-intervention and post-intervention (three months (P=.351) and six months (P=.687).Conclusion: The educational intervention based on the stages of behaviour change model showed to be effective in promoting the physical activity of employed women. These findings may benefit health education researchers and practitioners who tend to develop innovative theory-based interventions and strategies to increase the level of physical activity in women.

scholarly journals Effects of School-Based Exergaming on Urban Children’s Physical Activity and Cardiorespiratory Fitness: A Quasi-Experimental Study

2019 ◽  
Vol 16 (21) ◽  
pp. 4080 ◽  
Author(s):  
Ye ◽  
Pope ◽  
Lee ◽  
Gao
Keyword(s):  
Physical Activity ◽  
Cardiorespiratory Fitness ◽  
Repeated Measures ◽  
Intervention Group ◽  
Control School ◽  
Control Group ◽  
Post Intervention ◽  
School Based ◽  
Quasi Experimental ◽  
Over Time

Background: Modern-day technology is appealing to children. Few studies, however, have conducted longitudinal analyses of a school-based exergaming program’s effect on physical activity (PA) behaviors and fitness in children. Therefore, this study examined the longitudinal effect of an 8-month school-based exergaming intervention on children’s objectively-measured PA and cardiorespiratory fitness (CRF). Materials and Methods: Eighty-one fourth grade students (X̅age = 9.23 ± 0.62; 39 girls; 54.3% African American, 30.9% Non-Hispanic White, 14.8% other) participated in this study from 2014–2015. The intervention school’s children participated in a once-weekly 50-minute exergaming intervention during recess throughout the school year, while the control school continued regular recess. Children’s in-school PA and sedentary behavior (SB) were measured with ActiGraphGT3X+ accelerometers, with CRF assessed via the half-mile run. All measurements were taken at baseline, mid-intervention (four months) and post-intervention (eight months). Repeated-measures two-way ANCOVAs using age and race as covariates were conducted to examine between-school differences over time for SB, light PA (LPA), moderate-to-vigorous PA (MVPA), and CRF. Results: Significant time by group interactions were observed for LPA, F(1, 79) = 7.82, η2 = 0.09, p < 0.01, and MVPA, F(1, 79) = 4.58, η2 = 0.06, p < 0.05, as LPA increased among the control group, while MVPA increased among intervention group. Children in both groups experienced decreased SB during the intervention (intervention: −7.63 minutes; control: −17.59 minutes), but demonstrated lower CRF over time (intervention: +46.73 seconds; control: +61.60 seconds). Conclusions: Observations suggested that school-based exergaming implementation may be effective in increasing children’s MVPA and decreasing their SB over the course an academic year (i.e., ~eight months). More research is needed, however, to discern how modifications to school-based exergaming might also promote improved CRF in children.

scholarly journals Placement of Outdoor Exercise Equipment and Physical Activity: A Quasi-Experimental Study in Two Parks in Southern California

2020 ◽  
Vol 17 (7) ◽  
pp. 2605
Author(s):  
Mojgan Sami ◽  
Megan Smith ◽  
Oladele A. Ogunseitan
Keyword(s):  
Physical Activity ◽  
Orange County ◽  
Activity Levels ◽  
Post Intervention ◽  
Physical Activity Levels ◽  
Before And After ◽  
Intensity Physical Activity ◽  
Control And Prevention ◽  
Quasi Experimental ◽  
Exercise Equipment

To reduce the burden of chronic disease, the Centers for Disease Control and Prevention (CDC) funded the Orange County Partnerships to Improve Health (OC-PICH) project in Orange County, California. One of the strategies included adding outdoor exercise equipment (OEE) in two parks in Garden Grove and Anaheim. Using a quasi-experimental pre-post design, we evaluated park users’ physical activity levels before and after OEE installation using the System for Observing Play and Recreation in Communities (SOPARC). The OEE was installed along a walking path in Edison Park (Anaheim) and grouped within a single area (a “fitness zone”) in Garden Grove Park. In both parks, there were significantly greater odds of high-intensity physical activity overall after the installation—19% higher odds in Anaheim, and 23% higher odds in Garden Grove. However, the fitness zone area in Garden Grove had substantially higher odds of increased physical activity post-intervention (OR = 5.29, CI: 3.76–7.44, p < 0.001). While the increases in physical activity levels are consistent with past studies that link OEE to higher levels of physical activity among park users, our findings also suggest that the location and placement of equipment within a park may be an important factor to consider when improving park amenities for physical activity.

scholarly journals Promoting physical activity at the school playground: a quasi-experimental intervention study

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Iván López-Fernández ◽  
María Molina-Jodar ◽  
Francisco J. Garrido-González ◽  
Carlos A. Pascual-Martos ◽  
José L Chinchilla ◽  
...  
Keyword(s):  
Physical Activity ◽  
Intervention Study ◽  
Experimental Intervention ◽  
Quasi Experimental

scholarly journals EVALUATION OF INTERACTIVE PHYSICAL ACTIVITY EDUCATION PROGRAM (IPAEP): A PRELIMINARY STUDY

2019 ◽  
Vol 4 (32) ◽  
pp. 247-258
Author(s):  
Ahmad Faezi Ab. Rashid ◽  
Nor Dalila Marican ◽  
Abdullah Mohamed Yusoff ◽  
Nurul Hafizah Mohd Yasin ◽  
Mohd Hafzal Abdul Halim ◽  
...  
Keyword(s):  
Physical Activity ◽  
University Students ◽  
Education Program ◽  
Knowledge Score ◽  
P Value ◽  
Activity Levels ◽  
Post Intervention ◽  
Before And After ◽  
Interactive Lectures ◽  
Quasi Experimental

The purpose of this study was to evaluate changes in physical activity knowledge among university students after exposure to Interactive Physical Activity Education Program (IPAEP). In current globalization, physical inactivity or sedentary lifestyle becomes a major underlying cause of chronic diseases worldwide. There is a growing concern of inadequate physical activity levels among young adult especially university students. The acquisition and dissemination of physical activity recommendations through physical activity program are essential in the delivery of an adequate level of physical activity knowledge among university students Materials and Methods: A quasi-experimental study design was conducted, and data were collected using a questionnaire among students (n=116) of Universiti Malaysia Kelantan, to evaluate the changes of physical activity knowledge after exposure to IPAEP intervention. All of them participated in 10 weeks of IPAEP intervention. In the IPAEP intervention, students were exposed to interactive lectures and various online activities related to types, risks, benefits, and key recommendations of physical activity. Pre- and post-intervention surveys were taking place before and after the program to evaluate the same measure, which is the physical activity knowledge. Data were analyzed using IBM SPSS version 25.0. Paired-sample t-tests were used to evaluate the differences between pre- and post-intervention of the physical activity knowledge scores. Result: The present study showed a significant increment in physical activity knowledge score (P-value <0.001) among university students after participating in IPAEP intervention. Conclusion: Since the present study emphasized physical activity education for university students, the IPAEP could contribute to better physical activity knowledge which eventually beneficial for their active lifestyle in the future.

Relationships Among Perceived and Actual Motor Skill Competence and Physical Activity in Indonesian Preschoolers

2018 ◽  
Vol 6 (s2) ◽  
pp. S403-S423 ◽  
Author(s):  
Ruri Famelia ◽  
Emi Tsuda ◽  
Syahrial Bakhtiar ◽  
Jacqueline D. Goodway
Keyword(s):  
Physical Activity ◽  
Motor Development ◽  
Motor Skill ◽  
Vigorous Physical Activity ◽  
Sedentary Behaviors ◽  
Physical Competence ◽  
Motor Competence ◽  
Rural Environments ◽  
School Day ◽  
Ball Skills

This study examined the feasibility of recruiting and collecting data of Indonesian preschooler’s fundamental motor skill (FMS) competence, perceived motor competence, and physical activity in school. A secondary purpose was to explore the relationship among perceived motor competence, FMS competence, school day physical activity behaviors, playground physical activity behaviors, and sex of Indonesian preschoolers from urban and rural environments. Preschoolers (N = 66; n = 35 rural, n = 31 urban) were evaluated on the Pictorial Scale of Perceived Movement Skill Competence (PMSC), Perceived Physical Competence subscale (PPC). FMS competence was evaluated using the Test of Gross Motor Development-3. Three-day accelerometry at school yielded percent of school day and percent of playground time spent in moderate-to-vigorous physical activity (MVPA) and sedentary behaviors. Children spent 80% of the school day in sedentary behavior and 7% in MVPA. There were sex differences (p < .05) in ball skills favoring boys, and location differences on sedentary playground behaviors (p < .05) with rural children being more sedentary. Children felt “pretty good” about their motor skills (3.29–3.46) on the PPC and PMSC. Regression analyses revealed that location and locomotor skills predicted 13.8% of playground sedentary behaviors; PPC and locomotor skills explained 13.3% of MVPA on the playground; and ball skills predicted 7.7% of PPC. These findings emphasize the need for early motor skill and physical activity interventions and highlight the importance of perceived motor competence.

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