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.

The relationships among motivational climate, perceived competence, physical performance, and affects during physical education fitness testing lessons

Despite the prominence of fitness testing in school physical education (PE), there is a sparsity of research examining the antecedents of students’ affective experiences during fitness testing lessons. This study aimed to investigate the associations among task- and ego-involving motivational climates, perceived physical competence, physical performance, enjoyment, and anxiety during two different types of PE fitness testing lessons. Altogether, 645 Finnish students from Grade 5 (50% boys, Mage = 11.2, SD = 0.36) and Grade 8 (47% boys, Mage = 14.2, SD = 0.35) participated in two fitness testing lessons with different content (lesson 1: 20-meter shuttle run test and a test of flexibility; lesson 2: curl-ups, push-ups, 5-leaps, and a catching-throwing combination test). Students’ experiences were collected using short questionnaires immediately after the lessons. Structural equation modeling was applied to examine the direct and indirect associations among study variables. Results indicated that task-involving climate and perceived competence increased students’ enjoyment and decreased their anxiety levels whereas ego-involving climate had no effect on students’ enjoyment but increased their anxiety levels. In addition, students’ actual physical performance as a mediator between motivational climate and affects, or as a direct predictor of affects, was limited. Strategies advancing task-involving motivational climate and students’ perception of competence should be employed to increase enjoyment and decrease anxiety during PE fitness testing lessons.

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

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.

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.

Does the second ischemic stroke herald a higher proportional risk for cognitive and physical impairment than the first-ever one?

Background Post-stroke cognitive and physical disabilities are common sequelae; however, it seems that the second ischemic stroke carries a higher proportional risk more than expected. In this study, we aimed to study second stroke sequelae over first-ever one with regard to cognition and physical competence. This study was conducted on two groups; the first composed of 40 patients with acute first lifetime ischemic stroke, and the second group composed of 40 acute second lifetime ischemic stroke. The study was done at menoufiya university hospitals from August 2017 to August 2018. Modified Rankin Scale (MRS), National Institute of Health Stroke Scale (NIHSS), and MINI-Cog Score, were performed at onset, 2 weeks and 3 months later. In addition, routine lab and neuro-imaging were also done. Results Size of infarction is larger in 2nd group (p < 0.001), MRS, and NIHSS are significantly higher in 2nd group. Also, there are significant differences between baseline, 2 weeks, and 3 months follow-up in MRS and NIHSS. Mini-Cog scale showed significant difference between the two groups in favor of better cognition in the 1st group. Atrial fibrillation (AF), p = 0.012 was a significant risk factor in the 1st group while smoking, p = 0.017 was the significant risk factor in the 2nd group. Large size stroke was found as independent risk factor in the 2nd group (p < 0.001). Conclusions There are significant cognitive and physical disabilities in the second recurrent ischemic stroke as compared to the first-ever one, and the second stroke tend to be more dangerous and carry more disability.

The Psychometric Properties for the Test of Perceived Physical Competence for Youths with Visual Impairments

Introduction Limited inquiries exist for perceptions of physical competence for people with visual impairments, since there are no specific, psychometrically tested scales. The purpose of this study was to establish the psychometric properties of the Test of Perceived Physical Competence (TPPC) for individuals with visual impairments aged 9–19 years. Methods: Experts ( N = 12) provided feedback for content and face validity. Then, after assessing 179 individuals with visual impairments, McDonald’s Omega, and Confirmatory Factor Analyses were used to evaluate the internal consistency and structure. Finally, results of the TPPC were compared with the Self-Perception Profiles for Children/Adolescents for divergent validity. Results: The standardized root mean square residual result of 0.053 and the Comparative Fit Index result of 0.95 indicated acceptable fit. The percent of variation in each item explained by the factor varied from 44% (item 3) to 63% (item 6). McDonald’s Omega for the one-factor scale is 0.987, and the perceived physical competence subscale of the Self-Perception Profiles for Children and TPPC have a Spearman correlation coefficient of 0.469 (95% confidence interval = 0.269–0.630). Discussion: Having a psychometrically strong scale to measure perceived physical competence of individuals with visual impairments is the first step in being able to replicate current, seminal research among this unique population. This adaptation of Harter’s perceived physical competence subscale uniquely assesses the child’s perceptions of physical competence among peers with visual impairments. This measure, coupled with the power to examine its predictive abilities, is important for children and adolescents with visual impairments, since they possess great tendencies for obesity and sedentary behavior. Implications for practitioners: If practitioners would like to change tendencies for obesity and sedentary behavior, then, they must include perceptions of physical competence as a latent construct. Now, practitioners can feel confident to do so for this highly vulnerable population.

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

Physical Self-Concept and Motor Self-Efficacy Are Related to Satisfaction/Enjoyment and Boredom in Physical Education Classes

Physical education (PE) classes promote extracurricular physical activity (PA). Therefore, having fun in this context is important for developing active lifestyles. The purpose of this study was to analyze the relationships between motor self-efficacy and physical self-concept with enjoyment/satisfaction and boredom in school PE lessons. A total of 195 adolescents aged 14 to 15 years (M = 14.65; SD = 0.48) from the city of Malaga participated. The Motor Self-Efficacy Scale (MSES), the Children Physical Self Questionnaire (C-PSQ) and the Sport Satisfaction Instrument (SSI) were used to evaluate the variables under study. Correlation and multiple regression analyses were performed, finding positive and statistically significant associations between motor self-efficacy and physical self-concept with enjoyment/satisfaction in PE, as well as negative relationships with boredom. Specifically, motor self-efficacy and perceived physical competence were predictors of satisfaction or boredom in PE. The results suggest that some physical and motor self-perceptions at these ages could contribute to developing attitudes towards physical practice in this type of educational context, in addition to the importance that their extrapolation to other contexts of PA outside school hours could have.

Content Validity of Circuit Training Program and Its Effects on The Aerobic Endurance of Wheelchair Tennis Athletes

Background: “Exercise is an activity to improve technical and physical competence of athletes”, most sports require an excellent physical aspect to win. Aerobic endurance is an essential point in the preparation of a wheelchair tennis training program. Aim: This research is to validate the circuit training program and test the exercise program on the aerobic endurance of wheelchair tennis athletes. Method: This research is development research with qualitative and quantitative approaches. Participants are wheelchair tennis athletes with ten males and four females, height 156-167± cm, weight 50-70± kg, age 31-35. Participants in the program validation were seven nationally licensed physical fitness trainers. The first stage qualitatively examines documents in articles, ebooks, textbooks to design the program. The second stage quantitatively applies the Delphi technique to assess the prepared training program. The third stage analyzes the assessment results with the content validity ratio formula and, the fourth stage tests the exercise program for six weeks. The instrument used is a multistage fitness test. Results: It has been found that the assessment items from seven experts show the content validity ratio value is 1.00, so it can be categorized as having good content validity. It has been found the mean posttest (N=14, M=249.14, SD=16.033) and posttest (N=14, M=241.71, SD=17.166). It has been found that hypothesis testing using paired samples t-test analysis (p=0.000<0.05). Conclusion: the circuit training exercise program has good validity, then based on the effectiveness test, there is an increase in the aerobic endurance of wheelchair tennis athletes.