Association between competencies of biopsychosocial approach and job satisfaction of rehabilitation professionals in Ukraine.

BACKGROUND: The Biopsychosocial (BPS) model is recognized and widely accepted in the field of health care, particularly in rehabilitation. However, in clinical practice the applicability of the BPS model is a challenge for many professionals. METHOD: This study aimed to explore the factors that impact the perception of rehabilitation professionals about the BPS model in Ukraine. In addition, the job satisfaction assessment was done to measure whether rehabilitation specialists in Ukraine fulfil their professional roles according to their expectations and values. Participants were 346 rehabilitation specialists from Ukraine who completed the Bio-Psycho-Social Scale (BPS) for Use in Healthcare and the Global Job Satisfaction Scale (GJSS). The ANOVA was used to investigate the outcome differences between the two scales. RESULTS: The highest proportion of responders in this study represented state health services. The BPS subscale outcomes on "assessment and reporting" and "professional knowledge and skills" were significantly higher for specialists from a private sector. The global job satisfaction scale outcomes did not differ between responders from the private and state health sector. The perception of professionals networks was associated with greater job satisfaction. CONCLUSIONS: The findings suggest that conception of the BPS approach in rehabilitation system of Ukraine varies across the private and state settings. The professional network plays important role in job satisfaction of rehabilitation professionals in Ukraine. Future research focusing on education strategies to effectively train professionals to apply biopsychosocial approach to practice is of critical importance to prepare rehabilitation specialists in Ukraine.

The Effects of Ecologically Valid Intervention Strategies on the Locomotor Skills of Children With Visual Impairments.

Children with visual impairments often exhibit difficulties with locomotor skills (e.g., the ability to move one's body from one place to another), warranting the need for ecologically valid interventions with conditions that attempt to match the real world in a variety of settings. Parents and physical education teachers are the ones choosing to provide movement opportunities for children with visual impairments and must be included in any ecologically valid intervention strategy. This was a descriptive-analytic study. To support the greatest diversity in settings, the authors recruited 94 participants (blind = 44 and low vision = 50; Mage = 13.01 years, SD = 3.26) from schools for the deaf and blind in the United States (teacher led, n = 17) or Latvia (teacher led, n = 57), through an online LISTSERV throughout the United States (parent led, n = 10), and a control subgroup (n = 10). At the pretest, no participant's motor development met age expectations. Children with visual impairments from multiple locations and cultures significantly improved compared with controls who did not. Results were most favorable when the physical educator was the interventionist. However, further research is needed to replicate these findings.

Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion.

The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach's alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.

Partly and Fully Supervised Physical Exercise Effects on Cognitive Functions and Movement Proficiency of Adolescents.

This study explored the effects of partly supervised physical exercise program (PSPEP) intervention compared to fully supervised physical exercise program (FSPEP) on cognitive functions, movement proficiency and problematic internet use (PIU) in adolescents presenting combined unhealthy lifestyle behaviors. METHOD: Over a period of 16 weeks the PSPEP group (n = 14) engaged in strength, balance and flexibility exercises three times per week with one supervised session and two unsupervised. The FSPEP group (n = 13) practiced dance activities for 2 to 4 days per week including in training sessions the same exercises as for the PSPEP group. Prior and after the study adolescents completed the PIU scale, performed movement proficiency and cognitive function tests. RESULTS: The PSPEP had significant effect on improvement of stress tolerance (p < 0.01, g = 1.08), while the FSPEP had significant effect on contributing general intelligence (p < 0.05, g = 0.90), color-word interference of the reading speed or color recognition (p < 0.01, g = 1.33), short- and long-term memory (p < 0.01, g = 1.72) and stress tolerance (p < 0.05, g = 1.06). The PSPEP had significant effect on improvement of the bilateral coordination (p < 0.01, g = 1.08). None of the two programs had effect on PIU. CONCLUSIONS: Engagement in PSPEP selectively contributed bilateral coordination and cognitive skills related to reaction to multiple stimuli. The FSPEP had multiple significant effects in improvement of cognitive outcomes.

Anaerobic Variables As Specific Determinants of Functional Classification in Wheelchair Basketball.

Every parasport is currently encouraged to consider evidence-based classification to develop their respective classification system. Therefore, the aims of this study were to: (1) assess the relationship between trunk function and anaerobic power determining proficiency in wheelchair basketball, and (2) define "natural classes" in wheelchair basketball based on anaerobic power. Fifty-nine elite players (representing five national teams) were divided into four main functional classes: Group 1 (n=17), Group 2 (n=14), Group 3 (n=16), Group 4 (n=12). They performed the 6x10s Anaerobic Power Test using an arm crank ergometer. Average values of mean power, peak power, relative mean power, relative peak power, and power decrement were calculated for the 6x10s and 3x10s tests. The Spearman's correlation matrix revealed significant correlations between classes and values recorded in the 6x10s test. This confirmation between anaerobic power and players' classification endorses the division of players into different classes. Furthermore, cluster analysis (with fair quality) divided players into two "natural classes". The first resulting class was mainly formed of participants from Group 1 (71%). An important complement to this research could be to consider wheelchair acceleration and the volume of trunk action in wheelchair basketball classification.

Impact of interval walking training managed through smart mobile devices on albuminuria and leptin/adiponectin ratio in patients with type 2 diabetes.

BACKGROUND: Interval walking training has demonstrated more pronounced positive effects on physical fitness and metabolism in type 2 diabetes (T2D), compared to continuous walking. One of the pathogenic mechanisms of T2D is associated with derangements in leptin/adiponectin axis, which might predispose affected individuals to vascular inflammation and albuminuria. The aim of this study was to investigate the effects of interval walking training delivered through smart mobile devices upon albuminuria and leptin/adiponectin ratio in patients with T2D. METHODS: Patients with T2D aged 35-75 were randomized into control (n = 26) and interval training (IT, n = 14) groups. Patients in IT group had to perform three 60-min interval walking sessions (3 min intervals of slow and fast walking with the intensity of 40% and 70% of the peak energy expenditure) per week delivered by smartphone application for four months. The adherence to training was monitored remotely. Outcome measures were albuminuria, leptin/adiponectin ratio, obesity indicators, and glycaemic control. Leptin and adiponectin concentration was measured in serum samples by Luminex technology. RESULTS: In the IT group compared to control group, we observed a statistically significant decrease in albuminuria (p = .002) and leptin/adiponectin ratio (p = .01), as well as a decrease in HbA1c close to statistical significance (p = .09). In IT group, changes in leptin/adiponectin ratio correlated significantly with changes in hip circumference (p = .024). CONCLUSION: Interval walking training is beneficial for vascular health in T2D via impact on albuminuria and leptin/adiponectin ratio.

Laboratory and Non-laboratory Assessment of Anaerobic Performance of Elite Male Wheelchair Basketball Athletes.

Wheelchair basketball is an adaptive Paralympic sport and wheelchair basketball players are under classification in sport. Coaches are looking for useful assessment tools (field-based tests) to evaluate players' anaerobic performance (anaerobic capacity). The aim of this study was to assess the validity of field-based tests for anaerobic performance evaluation for two functional categories of wheelchair basketball players and to create a calculator to predict mean or peak power on the basis of the selected field-based test results. Sixty-one elite male wheelchair basketball players performed the Wingate Anaerobic Test and the following field-based tests: 3 m sprint, 5 m sprint, 10 m sprint, 20 m sprint, basketball chest pass test, medicine ball (3 kg) chest pass test, bilateral handgrip, 3-6-9 m drill test, 30-s sprint test, agility drill test and 10 × 5 m sprint test. The participants were divided into two functional categories: A (classes from 1.0 to 2.5; n = 29) and B (classes from 3.0 to 4.5; n = 32) according to the International Wheelchair Basketball Federation rules. The large effect size (Cohen's d > 0.5) was found in four tests (3 m sprint, 5 m sprint, basketball chest pass test, medicine ball chest pass test; ES 0.90, 0.53, -0.96, -1.05). There were differences between category A and category B players regarding mean power, peak power and relative peak power. Peak power correlated with four tests, while mean power correlated with eight out of eleven tests. The formulas for estimating peak power or mean power in category A and B players were created separately. All the analyses confirmed that 3 m sprint, 5 m sprint, 10 m sprint, 20 m sprint, agility drill test, bilateral handgrip, 3-6-9 m drill test, 30-s sprint test, basketball chest pass test and medicine ball chest pass test are valid for non-laboratory anaerobic performance evaluation. Using the four formulas as a tool to predict mean or peak power on the basis of the selected field-based test results and functional categories will be helpful and will allow coaches and players to prepare pre-season, post-season and in-season conditioning exercises in wheelchair basketball.

The effect of peer tutoring on interaction behaviors in inclusive physical education.

This study assessed the effect of peer tutoring on physical, instructional, and social interaction behaviors between elementary school age students with severe and multiple disabilities (SMD) and peers without disabilities. Additional measures addressed the activity time of students with SMD. The study was conducted in inclusive general physical education settings under three instructional support conditions for students with SMD: (a) teacher-directed, (b) peer-mediated, and (c) voluntary peer support. During peer-mediated and voluntary peer support conditions, the instructional and physical interaction behaviors between students with SMD and their peers increased, while social interactions remained low. The activity engagement time data increased for all target students throughout intervention sessions. Interactions between students with SMD and teachers decreased toward the end of intervention.