Association Between education and walking speed: counterfactual mediation analysis in favor of a motor reserve hypothesis.

We quantified the extent to which the association between education and fast walking speed (FWS) is explained by 17 mediators (cardiovascular risk factors/diseases, comorbidities, health behaviours, socio-professional characteristics, cognition), and examined whether mediators interact with education, in favor of a reserve hypothesis. Cross-sectional analyses are based on Constances (population-based study of French adults 45-69y). 3m-FWS was measured using photoelectric cells. Education was categorized as lower/higher. After multiple imputation of missing values, we used counterfactual mediation models for multiple mediators allowing for education×mediator interactions, to estimate the total effect (TE), total indirect effect (TIE), and mediated interaction (IMD) of lower education on FWS. Analyses are based on 71,222 participants (52.6% women; mean age=57.2y; 27.2% higher education; mean FWS=180.2cm/s). In joint mediation analyses, the TE of lower education was -8.19cm/s (95% confidence interval [CI]=-8.87;-7.51), with a TIE of -5.76cm/s (95%CI=-6.10;-5.41; proportion mediated=70.3%, 95%CI=65.6;75.0). The IMD was negative (-2.52, 95%CI=-3.31;-1.72); 30.8% of the TE and 43.8% of the TIE were attributable to the IMD. Several mediators explain a large part of the association between lower education and slower FWS. The detrimental effect of mediators was more pronounced in participants with lower than in those with higher education, in agreement with a reserve hypothesis.

Norms for Usual and Fast Walking Speed in Adults 45-69 Years Old From the French General Population: Constances Study.

OBJECTIVES: Walking speed (WS) represents an objective measure of motor function and health. We aimed to develop usual (UWS) and fast WS (FWS) norms for the general population using a regression-based approach, while considering age, sex, height, and education. DESIGN: Cross-sectional analysis of a population-based study. SETTING AND PARTICIPANTS: French Constances study (45-69 years). METHODS: UWS/FWS were measured over 3 m (dynamic start) using photoelectric cells. We addressed selection effects (related to survey sampling and nonresponse) and missing data using a combination of inverse probability weighting (IPW) and multiple imputation (MI). Norms by sex, age, height, and education (

Comparison of manual and automated measures of walking speed: Distance and pace matter.

BACKGROUND: Walking speed (WS) represents a global marker of individual health and provides a simple and objective measure of motor performances for use in clinical and research settings. WS is most often measured over relatively short distances at usual (UWS) or fast (FWS) pace, using manual (e.g., stopwatch) or automated methods (e.g., photoelectric cells). As the time needed to walk over these distances is very short, we hypothesized that measurement error related to manual compared to automated WS measures is more pronounced for shorter distances and FWS and investigated the reliability and agreement of WS in a subsample of the Constances cohort at two paces and over two distances. METHODS: We recruited 100 community-dwelling participants (50 % women) aged 45-70y (mean = 56.1y). WS was measured manually (stopwatches) and using photoelectric cells, at two paces (UWS/FWS) and over two distances (3 m/5 m). Agreement was examined using Bland and Altman plots and intraclass correlation coefficients (ICC). RESULTS: Participants were on average 169.8 cm tall, and their mean body mass index was 25.4 kg/m2. Agreement between manual stopwatches and photoelectric cells was excellent (ICCs between 0.92 and 0.97), but it was lower for smaller distances, with significantly lower ICCs over 3 m compared to 5 m both for UWS (differenceICC = -0.04) and FWS (differenceICC = -0.05). Bias of manual measures was constant for UWS and increased with increasing FWS. There were inter-rater effects, with better agreement for UWS and 5 m compared to FWS and 3 m. CONCLUSIONS: Both distance and pace have an influence on the reliability of WS measures using manual timing methods. Our findings also suggest the presence of rater effects and better agreement for 5 m and UWS. These findings are helpful for the design of studies that include manual measures of WS, especially FWS, in order to reduce measurement error and suggest that longer distances are preferable.

"Cada um é um": constituição de saberes em uma experiência de formação na perspectiva inclusiva / "Cada uno es uno": constitución e saberes en una experiencia de formación inclusiva / "Each one is one": constitution of knowledge in a training experience from the inclusive perspective / «Chacun est un¼: constitution de savoirs dans une expérience de formation inclusive

Este artigo discute os resultados de uma pesquisa que investigou uma experiência de formação inicial na qual licenciandos de diferentes cursos de Graduação atuavam como mediadores de estudantes com deficiência em uma escola comum. A partir do conceito psicanalítico de saber, buscou-se compreender como se dá a mobilização de saberes pelos mediadores e quais efeitos emergiram para a sua formação profissional como professores. Por meio de rodas de conversa e entrevistas individuais, os depoimentos dos participantes apontaram saberes em construção no percurso de cada mediador, o que os possibilitava encontrar saídas para os impasses presentes na relação com o outro no contexto escolar. Os mediadores reconheceram a importância dessa vivência para a formação, elencaram aproximações e paradoxos na articulação teoria-prática, além de expressarem suas próprias elaborações acerca desta experiência

Este artículo discute resultados de una investigación que estudió una experiencia de formación inicial donde licenciandos de diferentes cursos actuaban como mediadores de estudiantes com deficiência en una escuela común. A partir del concepto psicoanalítico del saber,se buscó compreender como se realiza la movilización de saberes por mediadores y qué efectos surgieron para su formación profesional. A través de círculos de charlas y entrevistas individuales, los testimonios de los participantes indicaron saberes en construcción en la trayectoria de cada mediador, posibilitándolos a encontrar salidas para obstáculos presentes en la relación con el outro en el contexto escolar. Los mediadores reconocieron la importancia de esa vivencia para la formación, mencionaron aproximaciones y contradicciones en la articulación teoría-práctica, además de expressar sus propias elaboraciones acerca de esta experiencia

This article discusses the results of a survey that investigated an initial training experience in which undergraduates from different undergraduate courses acted as mediators for students with disabilities in a regular school. Based on the psychoanalytical concept of knowledge, we sought to understand how knowledge is mobilized by these mediators and what effects have emerged for their professional development as teachers. Through round tables and individual interviews, the participants testimonies pointed to knowledge under construction in each mediator's path, which enabled them to find solutions to the impasses present in the relationship with the other in the school context.The mediators recognized the importance of this experience for training, listed approaches and paradoxes in the theory-practice articulation, in addition to expressing their own elaborations about this experience

Cet article discute les résultats d'une recherche qui a été menée sur une expérience de formation initiale dans laquelle des étudiants en licence de premier cycle sont intervenus comme des médiateurs des élèves handicapés. A partir du concept psychanalytique de savoir, nous cherchons à comprendre comment s'effectue la mobilisation de savoirs par les médiateurs et quels sont les effets qui en ont émergé pour leur formation professionnelle. Les témoignages des participants ont indiqué des savoirs en construction dans le parcours de chaque médiateur, ce qui leur permettait de trouver des solutions aux impasses présentes dans la relation avec l'autre en contexte scolaire. Les médiateurs ont reconnu l'importance de cette expérience pour leur formation, ils ont énuméré des approches et des paradoxes dans l'articulation théorie-pratique