An Evaluation of the Reliability of the Pictorial Scale of Perceived Water Competence and Its Relationship With Actual Water Competence.

In its recent development, the Pictorial Scale of Perceived Water Competence (PSPWC) showed good face and construct validity. However, additional reliability and validity research is needed, including test-retest reliability and a demonstration of the relationship between PSPWEC test scores and actual water competence. Toward that aim, we administered the PSPWC to 124 children, aged 5-8 years. We repeated this test administration after one week for a subset of 55 children to determine its test-retest reliability, and the remaining 69 children also performed the fully aligned Actual Aquatic Skills Test (AAST) in an indoor swimming pool to provide data for our investigation of the relationship between PSPWC scores and actual water competence. We found good test-retest reliability, both at the global level (ICC = 0.81, n = 55) and at the level of individual skills (Weighted kappa coefficients from 0.58 to 0.90), with no significant differences between these two test scores. We also found a moderate positive relationship between PSPWC and AAST total scores (r = .64, n = 69), with no significant difference between total scores of actual and perceived water competencies. Children overestimated their competence in three specific skills: the back star, swimming on the front, and diving in deep water. While these results underline specific situations in which children's higher self-perceptions of their water competence are a risk factor for their water safety, these data confirm that the PSPWC is reliable for measuring children's perceived competencies in aquatic education and drowning prevention, and there is further support for its validity through a moderate correlation with actual water competencies.

Expectations and disappointments relative to COVID-19 passes: results from a voluntary mixed-methods study in French-speaking Belgium.

Objectives: Belgium enacted a coronavirus disease 2019 (COVID-19) pass - the 'COVID Safe Ticket' (CST) - in October 2021. This study aimed to understand the expectations and reasons given by those supporting this policy measure. Methods: This mixed methods study was based on a voluntary online survey among 9444 French-speaking residents in Belgium. Results: Most respondents were not very supportive of the CST, with only 617 respondents (7%) being pro-CST. Compared with other respondents, the pro-CST sample comprised more males, older people, people scared of COVID-19, people who had confidence in the COVID-19 vaccines, and highly educated people. A qualitative analysis was undertaken to identify the reasons why respondents supported the CST. Two lines of argument were related to personal comfort (individual protection and means of 'recovering freedom'), and two other lines were related to collective protection (controlling the pandemic and incentivizing vaccination). Pro-CST respondents also indicated some limitations of the CST. Conclusions: The expectations regarding the CST were high, diverse and not entirely rational. Some contradictions and frustration emerged from the respondents' comments. The CST may have exacerbated the social divide in society. The high expectations risk leading to comparably high levels of disappointment, resulting in potential distrust towards future public health interventions.

Parental Assessment of Benefits and of Dangers Determines Children's Permission to Play Outdoors.

During the early years, children's outdoor play is dependent on parental supervision. Parents' perceptions are likely to influence what the child is permitted to do. To better understand the involved mechanisms in parents' decision making in such contexts, an online photo-based questionnaire was administered. The tool investigates, in different situations, parents and their children's experience, parents' perceptions, and permission to play. A total of 417 parents of children aged from 1.5 and 6.0 completed the questionnaire. Results showed that parents, overall, have a positive attitude towards outdoor play. Main concerns were about risk of injury but in most cases, perceived benefits outweigh perceived dangers. "Sawing wood" was the only situation with a negative benefits/dangers balance. A linear regression analysis revealed that permission to play outdoors is based on parental assessment of benefits and dangers. Perceived benefits appeared to have more influence on parental decision than perceived dangers, while perceived competence had only a small influence. The results also showed that parents' childhood experience of outdoor play was an important determinant for adults' perceptions, perhaps demonstrating intergenerational concerns, as outdoor play is in decline. To overcome a negative intergenerational effect on children's outdoor play, interventions and communication should focus on associated benefits.

Nature-Based Early Childhood Education and Children's Physical Activity, Sedentary Behavior, Motor Competence, and Other Physical Health Outcomes: A Mixed-Methods Systematic Review.

BACKGROUND: The purpose was to synthesize evidence on the association between nature-based Early Childhood Education (ECE) and children's physical activity (PA) and motor competence (MC). METHODS: A literature search of 9 databases was concluded in August 2020. Studies were eligible if (1) children were aged 2-7 years old and attending ECE, (2) ECE settings integrated nature, and (3) assessed physical outcomes. Two reviewers independently screened full-text articles and assessed study quality. Synthesis was conducted using effect direction (quantitative), thematic analysis (qualitative), and combined using a results-based convergent synthesis. RESULTS: 1370 full-text articles were screened and 39 (31 quantitative and 8 qualitative) studies were eligible; 20 quantitative studies assessed PA and 6 assessed MC. Findings indicated inconsistent associations between nature-based ECE and increased moderate to vigorous PA, and improved speed/agility and object control skills. There were positive associations between nature-based ECE and reduced sedentary time and improved balance. From the qualitative analysis, nature-based ECE affords higher intensity PA and risky play, which could improve some MC domains. The quality of 28/31 studies was weak. CONCLUSIONS: More controlled experimental designs that describe the dose and quality of nature are needed to better inform the effectiveness of nature-based ECE on PA and MC.

Learning to Cycle: A Cross-Cultural and Cross-Generational Comparison.

Background: Learning to cycle is an important milestone for children, but the popularity of cycling and the environmental factors that promote the development and practice of this foundational movement skill vary among cultures and across time. This present study aimed to investigate if country of residence and the generation in which a person was born influence the age at which people learn to cycle. Methods: Data were collected through an online survey between November 2019 and December 2020. For this study, a total of 9,589 responses were obtained for adults (self-report) and children (parental report) living in 10 countries (Portugal, Italy, Brazil, Finland, Spain, Belgium, United Kingdom, Mexico, Croatia, and the Netherlands). Participants were grouped according to their year of birth with 20-year periods approximately corresponding to 3 generations: 1960-79 (generation X; n = 2,214); 1980-99 (generation Y; n = 3,994); 2000-2019 (generation Z; n = 3,381). Results: A two-way ANOVA showed a significant effect of country, F(9,8628) = 90.17, p < 0.001, ηp2 = 0.086, and generation, F(2,8628) = 47.21, p < 0.001, ηp2 = 0.122, on the age at which individuals learn to cycle. Countries with the lowest learning age were the Netherlands, Finland and Belgium and countries with the highest learning age were Brazil and Mexico. Furthermore, the age at which one learns to cycle has decreased across generations. There was also a significant country x generation interaction effect on learning age, F(18,8628) = 2.90, p < 0.001; however, this effect was negligible ( ηp2 = 0.006). Conclusions: These findings support the socio-ecological perspective that learning to cycle is a process affected by both proximal and distal influences, including individual, environment and time.

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity.

Basic motor competencies (BMC) are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index (BMI) and extracurricular physical activity (PA) in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. The motor competence areas, object movement (OM) and self-movement (SM), were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders (age: M = 6.86 ± 0.60 years; 50% girls) during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries (OM: F = 18.74, p < 0.001, η2 = 0.048; SM: F = 73.10, p < 0.001, η2 = 0.163) whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA.

Nature-Based Early Childhood Education and Children's Social, Emotional and Cognitive Development: A Mixed-Methods Systematic Review.

This systematic review synthesised evidence on associations between nature-based early childhood education (ECE) and children's social, emotional, and cognitive development. A search of nine databases was concluded in August 2020. Studies were eligible if: (a) children (2-7 years) attended ECE, (b) ECE integrated nature, and (c) assessed child-level outcomes. Two reviewers independently screened full-text articles and assessed study quality. Synthesis included effect direction, thematic analysis, and results-based convergent synthesis. One thousand three hundred and seventy full-text articles were screened, and 36 (26 quantitative; 9 qualitative; 1 mixed-methods) studies were eligible. Quantitative outcomes were cognitive (n = 11), social and emotional (n = 13), nature connectedness (n = 9), and play (n = 10). Studies included controlled (n = 6)/uncontrolled (n = 6) before-after, and cross-sectional (n = 15) designs. Based on very low certainty of the evidence, there were positive associations between nature-based ECE and self-regulation, social skills, social and emotional development, nature relatedness, awareness of nature, and play interaction. Inconsistent associations were found for attention, attachment, initiative, environmentally responsible behaviour, and play disruption/disconnection. Qualitative studies (n = 10) noted that nature-based ECE afforded opportunities for play, socialising, and creativity. Nature-based ECE may improve some childhood development outcomes, however, high-quality experimental designs describing the dose and quality of nature are needed to explore the hypothesised pathways connecting nature-based ECE to childhood development (Systematic Review Registration: CRD42019152582).

Validity evidence for the Pictorial Scale of Perceived Water Competence short form (PSPWC-4).

Promoting swimming and water safety is an important public health issue. The Pictorial Scale of Perceived Water Competence (PSPWC) requires children to indicate their perceived competence using three difficulty levels for 17 swimming scenarios. The aim was to purposefully select four critical scenarios of the PSPWC to create the PSPWC-short form and test for associations with actual swim competence. Four of 17 scenarios were selected and extended to a four-point response scale by adding an extra difficulty level. Parents whose children had participated in at least 1-week swim-intensive programme in 2021 were invited to participate in the study, and perceptions of 139 children (mean age 6.9 years, SD = 1.9) were matched with certificate data of actual swim competence pre- (n = 139) and post-programme (n = 29). Moderate positive correlations were found between swim level at programme start and perception of: retrieving an object in deep water (rho = 0.57), swimming on front (rho = 0.60), swimming on back (rho = 0.69), treading water (rho = 0.63) and the summed score of all four (rho = 0.71). After adjusting for sex and age, higher perceived skill was still significantly associated with increasing achieved skill levels. The PSPWC-short form appears to provide a valid measure to be used as a brief screening assessment.

Face and Content Validity of the Pictorial Scale of Perceived Water Competence in Young Children.

An international group of experts have developed a pictorial tool to measure perceived water competence for children aged from 5 to 8 years old: the Pictorial Scale of Perceived Water Competence (PSPWC). The aim of the present study was to verify the validity of this tool. In the first part of the study, 120 children were interviewed to investigate face validity of the PSPWC to ensure that all pictorial items were understandable. In the second part of the study, 13 scientific and/or pedagogical international experts were invited to assess the tool's content validity via an online survey. Face validity results revealed that children were able to understand and sequence correctly the aquatic situations in 92% of the cases. The average Content Validity Index (CVI) of the PSPWC ranged from 0.88 to 0.95, showing acceptable content validity. Feedback from experts and children resulted in a major improvement of the "exit water" situation and minor improvements concerning some other items. Experts confirmed that the PSPWC was globally appropriate for different countries and cultures, except for the situation "water entry by slide" which was not considered usual practice in some countries. The PSPWC opens up to new fields of research; useful both for the prevention of drowning and for the support of children's aquatic education.

Differences between Young Children's Actual, Self-perceived and Parent-perceived Aquatic Skills.

As drowning is a leading cause of unintentional injury/death in children worldwide, perceptions of their actual aquatic skills are of critical importance. Children's self-perceptions may influence the risks they take, and parental perceptions may influence the degree of supervision deemed to be necessary for children in and around water. Accordingly, we examined the differences between young children's actual, self-perceived and parent-perceived aquatic skills. Using a three-way repeated measures ANCOVA, we analyzed data from 134 child-parent dyads (56.0% boys; M age = 7.1, SD = 1.1 years; and 71.6% mothers). We measured self and parental perceptions of the child's aquatic skills with the 'Pictorial Scale of Perceived Water Competence' (PSPWC), and we applied the exact same 17 test items of the PSPWC to assess the child's actual aquatic skill level in the water. Controlling for years of swimming school experience, within-subject differences between the total scores on the 'Actual Aquatic Skills Test' (AAST) and both the child- and parent-completed PSPWC indicated lower than actual estimates of the children's aquatic skill level. The degree of disagreement against the AAST was more pronounced in parents than in 6-7 year-old children but was similar between parents and 8-9 year-old children, with these patterns being evident regardless of the children's sex. Our study contributes to an ongoing validation of the PSPWC and represents a key advance in assessing and comparing children's actual and perceived aquatic skill competence, using perfectly aligned instruments. Future research and practice might explore children's actual aquatic skills in different contexts (e.g., open water), include perspectives of non-parent caregivers and assess perceived and actual water competence across development.

Utility of a scale to assess Australian children's perceptions of their swimming competence and factors associated with child and parent perception.

ISSUE ADDRESSED: Drowning is a global public health issue. Aims were to assess: (a) face validity of the "Pictorial Scale of Perceived Water Competence (PSPWC)," (b) the association between child and parent perception of child swimming competence and (c) factors associated with perception of child swimming competence. METHODS: Child-parent dyads and swim instructors were recruited for a mixed method study. Children aged 4-8 years (n = 51) reported on: familiarity, progressions and their own swim competence in 17 swimming situations. Parents (n = 51) reported on child competence and swimming experience. Swim instructors (n = 15) were interviewed. Spearman's rank correlation was used to assess whether child and parent swim perception were associated. The Mann-Whitney U test, Wilcoxon signed-rank test or Kruskal-Wallis test were used to assess which factors were associated with child and/or parent report. RESULTS: Children reported high familiarity of scenarios and could sequence items. Swim instructors concluded the PSPWC depicted swim skills accurately. There was no association between child and parent perception of children's swimming ability. Swimming level was positively associated with child perception but not parent proxy report. Swimming lesson experience, child sex, country of birth and disadvantage were not associated with child perception or parent proxy report. Older children perceived higher swimming competence but parent report was not associated with child age. CONCLUSIONS: Children have a better understanding of their swim competence than their parents do, suggesting parent education is needed. SO WHAT?: The PSPWC could be used by teachers (both swimming and classroom) to inform parents how their child estimates their swim competence. If use of this tool was incorporated into education practice this could assist in creating awareness, which can be the start of advocacy towards the creation of policy to assist in the provision of accessible swim education for all Australian children.

A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out.

Lack of physical activity is a global public health problem causing not only morbidity and premature mortality, but it is also a major economic burden worldwide. One of the cornerstones of a physically active lifestyle is Motor Competence (MC). MC is a complex biocultural attribute and therefore, its study requires a multi-sectoral, multi-, inter- and transdisciplinary approach. MC is a growing area of research, especially in children and adolescents due to its positive association with a plethora of health and developmental outcomes. Many questions, however, remain to be answered in this field of research, with regard to: (i) Health and Developmental-related Associations of MC; (ii) Assessment of MC; (iii) Prevalence and Trends of MC; (iv) Correlates and Determinants of MC; (v) MC Interventions, and (vi) Translating MC Research into Practice and Policy. This paper presents a narrative review of the literature, summarizing current knowledge, identifying key research gaps and presenting questions for future investigation on MC in children and adolescents. This is a collaborative effort from the International Motor Competence Network (IMCNetwork) a network of academics and researchers aiming to promote international collaborative research and knowledge translation in the expansive field of MC. The knowledge and deliverables generated by addressing and answering the aforementioned research questions on MC presented in this review have the potential to shape the ways in which researchers and practitioners promote MC and physical activity in children and adolescents across the world.

Nature-based early childhood education for child health, wellbeing and development: a mixed-methods systematic review protocol.

BACKGROUND: Several systematic reviews have reviewed the evidence relating to nature on aspects of children and adolescent's health and wellbeing; however, none have looked at the associations or effectiveness of attending nature-based early childhood education (ECE). The main objective is to systematically review and synthesise the evidence to determine if nature-based ECE enhances children's health, wellbeing and development. METHODS: We will search the following electronic databases (from inception onwards): MEDLINE, Scopus, PsycINFO, ERIC, SportDiscus, Australian Education Index, British Education Index, Child Development and Adolescent studies, and Applied Social Sciences Index and Abstracts. Grey literature will be identified searching dissertations and reports (e.g. Open Grey, Dissertations Theses Database [ProQuest], and Google Scholar). All types of studies (quantitative and qualitative) conducted in children (aged 2-7 years old) attending ECE who had not started education at primary or elementary school will be included. The exposure of interest will be nature-based ECE settings that integrate nature into their philosophy and/or curriculum and environment. The outcomes of interest will be all aspects of the child's physical, cognitive, social and emotional health wellbeing and development. Two reviewers will independently screen full-text articles. The study methodological quality (or bias) will be appraised using appropriate tools. If feasible, a meta-analysis will be conducted using a random-effect model for studies similar in exposure and outcome. Where studies cannot be included in a meta-analysis, findings will be summarised based on the effect directions and a thematic analysis will be conducted for qualitative studies. DISCUSSION: This systematic review will capture the state of the current literature on nature-based ECE for child health, wellbeing and development. The results of this study will be of interest to multiple audiences (including researchers and policy makers). Results will be published in a peer-reviewed journal. Gaps for future research will be identified and discussed. SYSTEMATIC REVIEW REGISTRATION: PROSPERO CRD42019152582.

Influence of Isoinertial-Pneumatic Mixed Resistances on Force-Velocity Relationship.

PURPOSE: Muscle strengthening is commonly based on the use of isoinertial loading, whereas variable resistances such as pneumatic loading may be implemented to optimize training stimulus. The purpose of the current study was to determine the effect of the ratio between pneumatic and isoinertial resistance on the force-velocity relationship during ballistic movements. METHODS: A total of 15 participants performed 2 concentric repetitions of ballistic bench-press movements with intention to throw the bar at 30%, 45%, 60%, 75%, and 90% of the maximal concentric repetition with 5 resistance ratios including 100%, 75%, 50%, 25%, or 0% of pneumatic resistance, the additional load being isoinertial. Force-, velocity-, and power-time patterns were assessed and averaged over the concentric phase to determine the force-velocity and power-velocity relationships for each resistance ratio. RESULTS: Each 25% increase in the pneumatic part in the resistance ratio elicited higher movement velocity (+0.11 ± 0.03 m/s from 0% to 80% of the concentric phase) associated with lower force levels (-43.6 ± 15.2 N). Increased isoinertial part in the resistance ratio resulted in higher velocity toward the end of the movement (+0.23 ± 0.01 m/s from 90% to 100%). CONCLUSIONS: The findings show that the resistance ratio could be modulated to develop the acceleration phase and force toward the end of the concentric phase (pneumatic-oriented resistance). Inversely, isoinertial-oriented resistance should be used to develop maximal force and maximal power. Resistance modality could, therefore, be considered an innovative variable to modulate the training stimulus according to athletic purposes.

Effects of twelve weeks of aerobic or strength training in addition to standard care in Parkinson's disease: a controlled study.

BACKGROUND: Physical exercise in addition to standard care (SC) in patients with Parkinson's disease (PD) is now a common practice in many care units. However, exercises can cover a wide range of interventions, and the specific effects of different interventions still deserve to be further investigated. AIM: The aim of this study was to compare the effects of 12 weeks of two different types of physical exercises with SC in patients suffering from PD. DESIGN: Pseudo-randomized controlled trial. SETTING: University laboratory for outcomes, University Hospital Centre for interventions. POPULATION: Fifty-two outpatients suffering from mild to moderate PD at baseline. METHODS: Participants were allocated to three groups: the strength training (ST) group performed individualized upper and lower limbs strength training, the aerobic training (AE) group performed tailored gradual aerobic cycling, and the third group received SC. The effects of the interventions on body function were assessed by measuring isokinetic concentric peak torque for knee extension and flexion, peak oxygen consumption (VO2peak) and peak work load (PWL) during an incremental maximal cycling test. Changes in mobility were evaluated from spatial-temporal gait features measured by mean of an accelerometer system and the Six-Minute Walk Distance (6MWD) Test. We used questionnaires to estimate health-related quality of life and habitual physical activity. RESULTS: No significant changes in any outcome measures occurred in the SC group. More than 80% of the participants adequately completed the AE and the ST interventions. The ST group significantly improved all peak torque measures (P≤0.01), except knee extension in the least affected side (P=0.13). This group also improved the PWL (P=0.009) and 6mwd (P=0.03). The AE group improved the VO2peak (P=0.02) and PWL (P<0.001). CONCLUSIONS: Physical fitness in patients with PD rapidly improved in compliance with training specificities, but better fitness hardly translated into better mobility and health-related quality of life. CLINICAL REHABILITATION IMPACT: Physiotherapists can efficiently propose physical conditioning to patients with mild to moderate PD, but these interventions are insufficient to improve gait and participation. Notwithstanding, ST is an efficient intervention for improving walking capacity.

Is the Sørensen test valid to assess muscle fatigue of the trunk extensor muscles?

BACKGROUND: Very few studies have quantified the degree of fatigue characterized by the decline in the maximal voluntary contraction (MVC) force of the trunk extensors induced by the widely used Sørensen test. OBJECTIVE: Measure the degree of fatigue of the trunk extensor muscles induced by the Sørensen test. METHODS: Eighty young healthy subjects were randomly divided into a control group (CG) and an experimental group (EG), each including 50% of the two genders. The EG performed an isometric MVC of the trunk extensors (pre-fatigue test) followed by the Sørensen test, the latter being immediately followed by another MVC (post-fatigue test). The CG performed only the pre- and post-fatigue tests without any exertion in between. RESULTS: The comparison of the pre- and post-fatigue tests revealed a significant (P< 0.05) decrease in MVC force normalized by body mass (-13%) in the EG, whereas a small increase occurred in the CG (+2.7%, P= 0.001). CONCLUSIONS: This study shows that the Sørensen test performed until failure in a young healthy population results in a reduced ability of the trunk extensor muscles to generate maximal force, and indicates that this test is valid for the assessment of fatigue in trunk extensor muscles.

The reliability of isoinertial force-velocity-power profiling and maximal strength assessment in youth.

The purpose of this study was to quantify the inter-session reliability of force-velocity-power profiling and estimated maximal strength in youth. Thirty-six males (11-15 years old) performed a ballistic supine leg press test at five randomized loads (80%, 100%, 120%, 140%, and 160% body mass) on three separate occasions. Peak and mean force, power, velocity, and peak displacement were collected with a linear position transducer attached to the weight stack. Mean values at each load were used to calculate different regression lines and estimate maximal strength, force, velocity, and power. All variables were found reliable (change in the mean [CIM] = - 1 to 14%; coefficient of variation [CV] = 3-18%; intraclass correlation coefficient [ICC] = 0.74-0.99), but were likely to benefit from a familiarization, apart from the unreliable maximal force/velocity ratio (CIM = 0-3%; CV = 23-25%; ICC = 0.35-0.54) and load at maximal power (CIM = - 1 to 2%; CV = 10-13%; ICC = 0.26-0.61). Isoinertial force-velocity-power profiling and maximal strength in youth can be assessed after a familiarization session. Such profiling may provide valuable insight into neuromuscular capabilities during growth and maturation and may be used to monitor specific training adaptations.

Using the load-velocity relationship for 1RM prediction.

The purpose of this study was to investigate the ability of the load-velocity relationship to accurately predict a bench press 1 repetition maximum (1RM). Data from 3 different bench press studies (n = 112) that incorporated both 1RM assessment and submaximal load-velocity profiling were analyzed. Individual regression analysis was performed to determine the theoretical load at zero velocity (LD0). Data from each of the 3 studies were analyzed separately and also presented as overall group mean. Thereafter, correlation analysis provided quantification of the relationships between 1RM and LD0. Practically perfect correlations (r = ∼0.95) were observed in our samples, confirming the ability of the load-velocity profile to accurately predict bench press 1RM.