scholarly journals Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents

2021 ◽  
Vol 18 (15) ◽  
pp. 7896
Author(s):  
Pablo Luna ◽  
Javier Cejudo ◽  
José A. Piqueras ◽  
Débora Rodrigo-Ruiz ◽  
Miriam Bajo ◽  
...  
Keyword(s):  
Physical Education ◽  
Active Control ◽  
The Self ◽  
Control Group ◽  
Instructional Model ◽  
Education Intervention ◽  
The Moon ◽  
Active Control Group ◽  
Emotional Competencies ◽  
Experimental Group

Few studies have analyzed emotional educational experiences through physical education interventions. The objective of this study was to evaluate the effects on socio-emotional competencies of a physical education intervention (i.e., the MooN program) based on the instructional model known as the sports education model (SEM), compared to a physical education intervention based on the traditional model of direct instruction (TM-DI) in preadolescents. The sample consisted of 170 students between 10 and 13 years old (mean age: M = 10.76; standard deviation: SD = 0.73). Participants were randomly assigned to the experimental group (SEM; n = 87) and the active control group (TM-DI; n = 83). In the experimental group, the SEM-based intervention was applied, while in the active control group, an intervention based on the TM-DI was developed. A quasi-experimental design with repeated pre-test and post-test measures and an active control group was used. The self-efficacy inventory for multiple intelligences (IAMI-40) was used to assess the children’s socio-emotional competencies. The child perfectionism inventory was applied to evaluate the self-demand perfectionist efforts. The results confirmed that the MooN program (SEM intervention) promoted significant improvements in socio-emotional competencies. These findings support the potential of this physical education instructional model as an emotional education pathway for the socio-emotional improvement of preadolescent students.

Promoting Volunteering Among Older Adults in Hong Kong: A Randomized Controlled Trial

2019 ◽  
Vol 60 (5) ◽  
pp. 968-977 ◽  
Author(s):  
Da Jiang ◽  
Lisa M Warner ◽  
Alice Ming-Lin Chong ◽  
Tianyuan Li ◽  
Julia K Wolff ◽  
...  
Keyword(s):  
Older Adults ◽  
Randomized Controlled Trial ◽  
Hong Kong ◽  
Active Control ◽  
Controlled Trial ◽  
Action Planning ◽  
Control Group ◽  
Active Control Group ◽  
Randomized Controlled ◽  
Experimental Group

Abstract Background and Objectives Volunteering has consistently been associated with better mental, physical, and cognitive health in older adulthood. However, the volunteering rate of older adults in Hong Kong is much lower than in Western countries. Few studies have examined whether interventions can be effective in motivating older adults to volunteer in Hong Kong. To fill this gap, we conducted a randomized controlled trial to examine the impact of a theory-based social-cognitive intervention on volunteering. Research Design and Methods A total of 264 community-dwelling older adults in Hong Kong (Mage = 69.95 years, SDage = 6.90 years, 81.06% female) were randomly assigned to either an experimental group or an active control group. Participants in the experimental group received 4 weekly 1-hr face-to-face volunteering intervention sessions. Those in the active control group received parallel sessions targeting physical activity instead of volunteering. The time spent on volunteering per month was self-reported and measured at baseline, 6 weeks, 3 months, and 6 months after the intervention. Self-efficacy, intention, action planning, and self-monitoring of volunteering were measured as mediators. Results Monthly volunteering minutes increased among participants in the experimental group when compared with the active control group at 6-week, 3-month, and 6-month follow-ups. Self-efficacy, intention, and action planning consistently mediated the effect of the intervention on volunteering minutes. Discussion and Implications The findings demonstrate the effectiveness of the intervention on volunteering behavior in older adults in Hong Kong through well-established behavior change techniques.

scholarly journals Effect of Celecoxib on Emotional Stress and Pain-Related Behaviors Evoked by Experimental Tooth Movement in the Rat

2009 ◽  
Vol 79 (6) ◽  
pp. 1169-1174 ◽  
Author(s):  
Tatsunori Shibazaki ◽  
Joseph H. Yozgatian ◽  
Jorge L. Zeredo ◽  
Carmen Gonzales ◽  
Hitoshi Hotokezaka ◽  
...  
Keyword(s):  
Active Control ◽  
Passive Control ◽  
Tooth Movement ◽  
Intraperitoneal Administration ◽  
Control Group ◽  
Test Field ◽  
Active Control Group ◽  
Sprague Dawley ◽  
Behavioral Test ◽  
Experimental Group

Abstract Objective: To test the efficacy of an animal model of pain and stress and evaluate the effects of celecoxib administered when orthodontic force is applied. Materials and Methods: A 20-g reciprocal force was applied via an orthodontic appliance to the maxillary left first and second molars of 7-week-old male Sprague-Dawley rats. Rat behavior was evaluated at 5, 24, and 48 hours after the appliance was set. Behavior was assessed in a test field by the number of lines crossed in the first 30 seconds and 5 minutes following force application; number of lines crossed to the center; rearing time; and facial grooming time. Experimental group 1 received intraperitoneal administration of 30 mg/kg celecoxib before every behavioral test. Experimental group 2 received 90 mg/kg before the first behavioral test, and physiologic saline was administered before the remaining behavioral tests. Control groups received saline before every behavioral test and were given passive (passive control group) and active (active control group) appliances, respectively. Results: Parameters related to pain increased in the active controls, whereas the parameters in the experimental groups decreased to the level seen in the passive controls. Statistically significant differences in pain-related behavior between control and experimental groups were found at 5 and 24 hours after placing the appliance. Stress-related behavior was significantly less in the experimental groups compared to the active control group during experimental periods. Conclusions: The administration of celecoxib relieves pain- and stress-related behavior evoked by orthodontic tooth movement in the rat. This model might be a useful tool for the evaluation of pain and stress.

Maximizing Cochlear Implant Outcomes with Short-Term Aural Rehabilitation

2021 ◽  
Author(s):  
Claire Marcus Bernstein ◽  
Diane Majerus Brewer ◽  
Matthew H. Bakke ◽  
Anne D. Olson ◽  
Elizabeth Jackson Machmer ◽  
...  
Keyword(s):  
Clinical Study ◽  
Speech Recognition ◽  
Cochlear Implant ◽  
Active Control ◽  
Analysis Of Variance ◽  
Control Group ◽  
Active Control Group ◽  
Short Term ◽  
Aural Rehabilitation ◽  
Profound Deafness

Abstract Background Increasing numbers of adults are receiving cochlear implants (CIs) and many achieve high levels of speech perception and improved quality of life. However, a proportion of implant recipients still struggle due to limited speech recognition and/or greater communication demands in their daily lives. For these individuals a program of aural rehabilitation (AR) has the potential to improve outcomes. Purpose The study investigated the effects of a short-term AR intervention on speech recognition, functional communication, and psychosocial outcomes in post lingually deafened adult CI users. Research Design The experimental design was a multisite clinical study with participants randomized to either an AR treatment or active control group. Each group completed 6 weekly 90-minute individual treatment sessions. Assessments were completed pretreatment, 1 week and 2 months post-treatment. Study Sample Twenty-five post lingually deafened adult CI recipients participated. AR group: mean age 66.2 (48–80); nine females, four males; months postactivation 7.7 (3–16); mean years severe to profound deafness 18.4 (2–40). Active control group: mean age 62.8 (47–85); eight females, four males; months postactivation 7.0 (3–13); mean years severe to profound deafness 18.8 (1–55). Intervention The AR protocol consisted of auditory training (words, sentences, speech tracking), and psychosocial counseling (informational and communication strategies). Active control group participants engaged in cognitive stimulation activities (e.g., crosswords, sudoku, etc.). Data Collection and Analysis Repeated measures ANOVA or analysis of variance, MANOVA or multivariate analysis of variance, and planned contrasts were used to compare group performance on the following measures: CasperSent; Hearing Handicap Inventory; Nijmegen Cochlear Implant Questionnaire; Client Oriented Scale of Improvement; Glasgow Benefit Inventory. Results The AR group showed statistically significant improvements on speech recognition performance, psychosocial function, and communication goals with no significant improvement seen in the control group. The two groups were statistically equivalent on all outcome measures at preassessment. The robust improvements for the AR group were maintained at 2 months post-treatment. Conclusion Results of this clinical study provide evidence that a short-term AR intervention protocol can maximize outcomes for adult post lingually deafened CI users. The impact of this brief multidimensional AR intervention to extend CI benefit is compelling, and may serve as a template for best practices with adult CI users.

scholarly journals Remotely delivered environmental enrichment intervention for traumatic brain injury: Study protocol for a randomised controlled trial

BMJ Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. e039767
Author(s):  
Zorry Belchev ◽  
Mary Ellene Boulos ◽  
Julia Rybkina ◽  
Kadeen Johns ◽  
Eliyas Jeffay ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Active Control ◽  
Environmental Enrichment ◽  
Spatial Navigation ◽  
Controlled Trial ◽  
Control Group ◽  
Hippocampal Atrophy ◽  
Active Control Group ◽  
Navigation Group

IntroductionIndividuals with moderate-severe traumatic brain injury (m-sTBI) experience progressive brain and behavioural declines in the chronic stages of injury. Longitudinal studies found that a majority of patients with m-sTBI exhibit significant hippocampal atrophy from 5 to 12 months post-injury, associated with decreased cognitive environmental enrichment (EE). Encouragingly, engaging in EE has been shown to lead to neural improvements, suggesting it is a promising avenue for offsetting hippocampal neurodegeneration in m-sTBI. Allocentric spatial navigation (ie, flexible, bird’s eye view approach), is a good candidate for EE in m-sTBI because it is associated with hippocampal activation and reduced ageing-related volume loss. Efficacy of EE requires intensive daily training, prohibitive within most current health delivery systems. The present protocol is a novel, remotely delivered and self-administered intervention designed to harness principles from EE and allocentric spatial navigation to offset hippocampal atrophy and potentially improve hippocampal functions such as navigation and memory for patients with m-sTBI.Methods and analysisEighty-four participants with chronic m-sTBI are being recruited from an urban rehabilitation hospital and randomised into a 16-week intervention (5 hours/week; total: 80 hours) of either targeted spatial navigation or an active control group. The spatial navigation group engages in structured exploration of different cities using Google Street View that includes daily navigation challenges. The active control group watches and answers subjective questions about educational videos. Following a brief orientation, participants remotely self-administer the intervention on their home computer. In addition to feasibility and compliance measures, clinical and experimental cognitive measures as well as MRI scan data are collected pre-intervention and post-intervention to determine behavioural and neural efficacy.Ethics and disseminationEthics approval has been obtained from ethics boards at the University Health Network and University of Toronto. Findings will be presented at academic conferences and submitted to peer-reviewed journals.Trial registration numberVersion 3, ClinicalTrials.gov Registry (NCT04331392).

scholarly journals How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

2021 ◽  
Vol 18 (10) ◽  
pp. 5407
Author(s):  
Vicente Gaspar ◽  
Alexander Gil-Arias ◽  
Fernando Del Villar ◽  
Alba Práxedes ◽  
Alberto Moreno
Keyword(s):  
Physical Education ◽  
Healthy Lifestyle ◽  
School Context ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

scholarly journals The hospice as a learning space: a death education intervention with a group of adolescents

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Ines Testoni ◽  
Lorenza Palazzo ◽  
Lucia Ronconi ◽  
Stefania Donna ◽  
Paolo Francesco Cottone ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Death And Dying ◽  
Western Society ◽  
Control Group ◽  
Education Intervention ◽  
Death Education ◽  
Negative Effects ◽  
School Students ◽  
Learning Space ◽  
Experimental Group

Abstract Background The denial of death in Western society deprives young people of the tools to derive meaning from experiences of death and dying. Literature shows that death education may allow them to become familiar with this topic without causing negative effects. This article describes the effects of a death education course with adolescents, wherein participants were given the opportunity to meet palliative doctors and palliative psychologists at school and in a hospice, where they were able to converse with the families of the dying. Methods This study used mixed methods and included an evaluation of a death education intervention with longitudinal follow-up of outcomes. The course involved 87 secondary school students (experimental group) aged between 16 and 20 years. We also recruited a control group of 76 similarly-aged students to observe differences. The variables we examined were: alexithymia, representation of death, value attributed to life and spirituality. These were measured with the following instruments: the Toronto Alexithymia Scale-20, the Testoni Death Representation Scale, the Personal Meaning Profile and the Spiritual Orientation Inventory, respectively. To better understand how the students perceived the experience, we asked the experimental group to answer some open-ended questions. Their answers were analysed through thematic analysis. Results The study showed that death education and the hospice experience did not produce negative effects, but rather allowed students to decrease alexithymia, improving their ability to recognise and express emotions. Thematic analysis revealed that all participants perceived the experience as very positive. Conclusions Our findings affirm that death education programs can be successfully implemented in high schools, and that they can usefully involve local hospices and palliative care professionals, especially physicians and psychologists.

scholarly journals Efecto inmediato de la auto-liberación miofascial en la superficie plantar sobre la musculatura isquiosural en futbolistas

2019 ◽  
Vol 8 (2) ◽  
pp. 89-95
Author(s):  
JM Barradas Romero ◽  
S. Gómez-Torres ◽  
A. Montero-Duarte ◽  
R. Bogas-Arrebola ◽  
R. Chacón-Cuberos
Keyword(s):  
Plantar Fascia ◽  
The Self ◽  
Golf Ball ◽  
Control Group ◽  
Hamstring Muscle ◽  
Myofascial Release ◽  
Experimental Type ◽  
Experimental Group

Las adherencias en ciertas zonas musculares generan tensiones en otras musculaturas de la misma cadena muscular. El objetivo del estudio es probar el efecto inmediato de la “Auto-liberación Miofascial” (SMR) con la técnica de pelota de golf en la fascia plantar en deportistas federados de “Fútbol 11” (FU) y “Fútbol Sala” (FS) y su incidencia sobre la musculatura isquiosural. Además, se analizó las diferencias entre cada modalidad. El diseño es de tipo experimental longitudinal, con una muestra de 20 deportistas federados. Los resultados muestran una mejora en la longitud alcanzada en el “Test Sit and Reach” (SRT) de forma significativa la SMR entre “Grupo Control” (GC) y “Grupo Experimental” (GE). Entre modalidades no se aprecian diferencias significativas. Se concluye que existe un efecto inmediato de la SMR con la técnica de pelota de golf en la fascia plantar sobre la musculatura isquiosural. No existiendo diferencias significativas entre modalidades. Adhesions in certain muscle areas generate tension in other muscles of the same muscle chain. The aim of the study is to test the immediate effect of the “Self-myofascial release” (SMR) with the golf ball technique on the plantar fascia in federated sportsmen of "Football 11" (FU) and "Futsal" (FS) and its influence on hamstring musculature. Besides, the differences between each modality have been analysed. The design is of the longitudinal experimental type, with a sample of 20 federated sportsmen. The results show significant improvement in the length reached in the “Sit and Reach Test” (SRT) after the SMR between "Control Group" (GC) and "Experimental Group"(GE). There are no significant differences between modalities. It is therefore concluded that there is an immediate effect of SMR with the golf ball technique on the plantar fascia over the hamstring muscle. There are no significant differences between modalities.

Self-Managed Music-Guided Exercise Intervention Improved Upper and Lower Extremity Muscle Strength for ICU Survivors—A Pilot Randomized Controlled Study

2021 ◽  
pp. 109980042110502
Author(s):  
Zhan Liang ◽  
Hilary Yip ◽  
Kimberly Sena Moore ◽  
Tanira Ferreira ◽  
Ming Ji ◽  
...  
Keyword(s):  
Muscle Strength ◽  
Lower Extremity ◽  
Active Control ◽  
Exercise Intervention ◽  
Controlled Study ◽  
Control Group ◽  
Active Control Group ◽  
Randomized Controlled ◽  
Left And Right ◽  
The Mean

Objective The objective of this study was to evaluate effects of a self-managed music-guided exercise intervention on muscle strength among intensive care unit (ICU) survivors. Methods We used a two-arm randomized-controlled trial. Following ICU discharge, eligible participants were assigned to one of two groups: music group ( n = 13) or active control group ( n = 13). The music group was taught to self-manage upper and lower extremity exercise movements by listening to an individualized music-guided playlist twice daily for 5 days. The active control group was provided an exercise brochure and advised to perform the same exercises at the same intervals. Dynamometers were used to measure muscle strength. T-tests and Weighted GEE models were used for testing the intervention effect between groups. Results Twenty-six subjects were enrolled. The mean age was 62.8 ( SD = 13.8), 53.8% were male, 65.4% were Caucasian, and the mean APACHE severity of illness score was 59 ( SD = 23.4). Reasons for ICU admission were mainly cardiac and medical. The music group showed significant improvements in handgrip, plantar flexion, leg extension, elbow flexion, and shoulder adduction strengths on left and right sides. Additionally, left and right leg extensor and left plantar flexor strengths showed significant post-differences, and small to moderately large effect sizes, between the music group and control group. Conclusion These findings suggest that a music-guided exercise intervention has the potential to improve muscle strength in ICU survivors and prevent further post-ICU deterioration in ICU survivors. Future trials should build upon these preliminary findings.

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

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