Peran Kader Koordinator Jumantik dalam Sosialisasi Program Gerakan Satu Rumah Satu Jumantik (G1R1J) di Kelurahan Patih Galung, Kota Prabumulih, Sumatera Selatan

The One House One Jumantik Movement Program (G1R1J) involves the family as the smallest social unit in society in controlling dengue fever. G1R1J socialization in Prabumulih City was carried out in 2019, namely in Patih Galung Village. The role of the jumantik coordinator cadre in implementing a program is very important, especially in socialization in the community. This study aims to determine the perception of the jumantik coordinator cadre on the G1R1J and DHF programs that can affect the behavior of the community in implementing the G1R1J program in their environment. Data was collected by means of in-depth interviews and focus group discussions. The informants of this research are jumantik coordinator cadres in Patih Galung Village. The data is processed based on thematic analysis with the Health Belief Model (HBM) approach. The results of this study describe the role of the jumantik coordinator in disseminating G1R1J to the community, which is strongly influenced by the presence of community leaders who also act as jumantik coordinators, coupled with the jumantik coordinator's understanding of the concepts of DHF and G1R1J and the benefits of the G1R1J program itself. Lack of response or rejection from some communities can have an impact on the motivation of cadres to carry out their roles. For this reason, external support is needed in the form of assistance either by health workers as a reference source of health information, as well as from regional stakeholders, such as the head of the RT, Lurah or Camat to the jumantik coordinator to maintain the motivation and confidence that has been formed.

An Evaluation of the Psychological Factors influencing the Students’ Anxiety in Speaking English

Speaking is a productive skill that can be directly observed by considering several aspects. It can trigger the students’ anxiety as a psychological factor to communicate foreign language with others. This case has become a unique phenomenon to be analysed because anxiety has a relevance with foreign language abilities. This study aims to evaluate the psychological factor influencing the students’ anxiety in speaking English by using a qualitative approach. The data were collected by using observations, open-ended questionnaires, and interviews. There were 17 students in the ninth-grade of junior high school in Brebes Regency participating in this research. Three major phases of data analysis, namely data reduction, display, and conclusion drawing established to analyse the data. The researchers found three factors triggering the students’ anxiety in speaking English, namely communication apprehension, test-anxiety, and fear of negative evaluation which were influenced by the situation-specific anxiety. The situation could represent an uncomfortable experience emotionally and physically for some students to speak English in the class. The students felt anxious, frustrated, fearful, nervous, worried when they were unable to speak English. It made the students afraid of making mistakes and like to underestimate their abilities so that this prevents them from doing verbal activities. Therefore, this research discusses waysreduce the specific psychological factors that cause students’ anxiety in speaking English. This result can be used as guidance in managing learning conditions, learning materials, and learning strategies to deal with students’ anxiety in learning English. The teacher can use this research as a reference for analyzing the students’ anxiety symptoms during learning English in order to increase the students’ motivation and confidence in speaking performance.

Association between Physical Literacy and Self-Perceived Fitness Level in Children and Adolescents

Background: Physical fitness is considered a predictor of mortality and comorbidities resulting from physical inactivity in children and adolescents. Physical literacy provides a robust and comprehensive assessment of physical fitness. Thus, it is considered a crucial element for understanding children and adolescents’ health status and their physical activity-related behaviours. Moreover, the self-perceived fitness should also be considered. Therefore, this study aims to analyse the relationship between physical literacy and self-perceived physical fitness in children and adolescents aged 8–12 years. Methods: A single-measure cross-sectional study was conducted with 135 children and adolescents. Anthropometric measurements and the Canadian Assessment of Physical Literacy Development (CAPL-2) were applied. Descriptive statistics and correlations were calculated. The Fitness Perception Scale for Adolescents (FP VAS A) scale was also administered to assess participants’ self-perceived fitness. Results: Moderate significant correlations were found between “physical competence”, “motivation and confidence”, and the total CAPL-2 score with FP VAS A. Conclusions: The influence of motivation on self-perceived fitness has been demonstrated. Moreover, cardiorespiratory fitness could be considered one of the most relevant and influential factors in the total CAPL-2 score. It means that higher levels of self-perceived fitness would be associated with greater levels of physical literacy.

Internationalisation at home through virtual exchange: an encounter between distance language learners and trainee language teachers

Undergraduate language students from the Open University (OU) and master’s degree students from Aix-Marseille Université (AMU) participated in an innovative Virtual Exchange (VE) as part of our institutions’ internationalisation at home strategy. Due to the pandemic, the one-week Residential School (RS) abroad, which is part of the Bachelor of Arts (BA) in modern languages at the OU, was replaced with an Alternative Learning Experience (ALE) – a one-week online intensive programme which included a VE. Its objectives were to support the development of OU students’ French oral skills, and the professionalisation of AMU students, by developing their pedagogical and digital skills. Qualitative and quantitative data collected showed a high level of participants’ interaction and collaboration, and positive feedback highlighting an increase in motivation and confidence to speak French (OU students) and a valued experience in developing professional ethos, and digital teaching skills (AMU students).

Translation and validation of the Canadian assessment of physical literacy-2 in a Danish sample

Background The aim of this study was to translate the Canadian Assessment of Physical Literacy, second edition (CAPL-2) into Danish language, adapt it to Danish context and to test the measurement properties on a sample of Danish school children. Methods The CAPL-2 measurement tool was translated into Danish language and adapted for the Danish context. This Danish version of the CAPL-2 was then tested on 891 Danish school children from 50 classes in 12 different schools. Results Confirmatory factor analysis using the four-factor model, as suggested by the CAPL-2 original developers, showed an acceptable model fit for the Danish version (CFI = .973; TLI = .957; RMSEA = 0.040 (90% CI 0.033–0.054); SRMR = 0.040). Positive significant correlations between the domains were found. The domains as well as the total CAPL-2 score were found to be positively associated with physical education teachers’ assessment of their pupil’s in four central aspects of PL (i.e. enjoyment, confidence, motor skills, and diversity) indicating predictive validity. High internal consistency of the instrument used to measure motivation and confidence domain were found. Conclusion The translated and context-adapted Danish version of CAPL-2 is a valid and reliable measurement tool ready to use in Danish research studies.

Ensemble participation and personal development

Participation in leisure activities offers a range of social, emotional, and personal benefits and research investigating the value of musical participation for leisure confirms similar benefits. Music is thought to play a role in the development of self-identity, which suggests that musical leisure may also offer opportunities for individuals to develop, refine, or maintain personal identities. This chapter explores the ways in which the psychological dimensions of ensemble cultures facilitate personal development during adulthood. The chapter proposes that dimensions of group affiliation, opportunities for learning, pleasure and rejuvenation, wellbeing, and identity characterize amateur ensemble participation and impact upon the personal, psychological, and musical development of those who participate. The chapter discusses the ways in which ensembles afford opportunities for individuals to develop motivation and confidence in their working/personal lives, a clear sense of belonging and personal meaning, and an enriched sense of self.

Physical Education Role in Lithuanian Primary Schoolchildren Physical Literacy Formation

Lifelong engagement in physical activity (PA) may be increased and secured by achieving a sufficient level of physical literacy (PL) during childhood. The aim of this study is to assess if the level of physical activity (PL Domain 1), fitness (PL Domain 2), motivation and confidence (PL Domain 3), knowledge and understanding (PL Domain 4) of primary schoolchildren is sufficient. In addition, to investigate whether physical literacy of the 3rd grade students differ in relation to Physical Education (PE) being taught by their respective General teacher. For this purpose 9–10 year old students of four different classes of the same cohort (n = 93) of one of the school in second biggest city of Lithuania were recruited. The findings of this cross-sectional pilot study indicates that PA and physical competence for most of participants were of average or higher level, however, majority of them have not yet reached an acceptable level in such PL domains as Motivation & Confidence and Knowledge & Understanding. Significant differences (p < 0.05) comparing by class were found in Knowledge & Understanding, and in physical fitness domains. We may conclude that lower motivation, confidence and knowledge in PE determines lower physical literacy of primary schoolchildren. Furthermore, differences revealed in such PL domains as knowledge and understanding as well as physical fitness with regard to the different class and their respective general teacher may indicate the importance of the educator’s role and implemented PE curriculum for attaining the sufficient level of physical literacy of primary schoolchildren.

The Benefits of Android Applications for an Independent Learning in Learning English Language

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability.

Mothers’ Breastfeeding Experiences of Emotional Support Needs: A Qualitative Study in Iran

Introduction: Breastfeeding is an important strategy to ensure health promotion and wellbeing. Since breastfeeding rates have consistently decreased around the world, protection, promotion, and supportive programs are considered as public health priorities. This study aims to explore breastfeeding mothers’ perceptions and experiences of emotional support needs. Methods: This study was performed in five health centers and four hospitals affiliated to Mashhad University of Medical Sciences, Iran. Using a qualitative approach, 36 breastfeeding mothers, family members, and health providers attended individual semi-structured in-depth interviews. Data were analyzed using directed content analysis based on the Elo and Kyngas approach, with MAXQDA software version 10. Results: Four categories of ‘need to tranquility and solace’, ‘sense of being loved and belongingness’, ‘creating hope, motivation, and confidence’, and ‘empathy and companionship’, and 12 subcategories including ‘not inducing stress’, ‘relieving the mother’s stress and worries’, ‘creating and maintaining tranquility’, ‘understanding and attention’, ‘receiving affection from significant others’, ‘being respected by others’, ‘ being inspired by significant others’, ‘being assured by family members’, ‘being motivated by significant others’, ‘interacting with others’, ‘having the companionship and presence of others’, and ‘receiving empathy from others’ were identified as the mothers’ emotional support needs. Conclusion: Mothers need emotional support to sustain breastfeeding. Significant others, such as the husband, family members, and health providers play an important role in meeting breastfeeding mothers’ emotional support needs.

Knowing and Understanding how to Manage One’s Physical Activity Practice: Contribution of Language, Thinking and Intelligence to Physical Literacy

Agreed upon components of physical literacy are (a) physical competence, (b) knowledge and understanding, (c) motivation and confidence, and (d) lifetime engagement. The purpose of this article is to discuss the development and use of the “knowledge and understanding” PL component in older students and adults with regard to the regulation of their health/fitness- and leisure-related physical-activity-practice (PAP). In a first section the author considers the pedagogical content knowledge (PCK) and the basic language that may be associated with the management of health- and fitness-oriented physical activities, differentiating elements that pertain to declarative, procedural or conditional knowledge. Based on exercise-monitoring procedures (E-MP) (essentially procedural knowledge) and on exercise-management rules (E-MR) (mostly conditional knowledge), the following section focuses on the development of PAP-management understanding and the related intelligence in its analytical, creative and practical dimensions. In a final section, the author explores briefly the matter of awareness and regulation in terms of exercise-management knowledge and understanding. Keywords: exercise-management awareness, exercise-management regulation, FITT formula, physical-activity monitoring