Empowerment and social inclusion through Para sports: a qualitative study on women with physical impairments in Saudi Arabia.

Background: Participation in sports represents a potent means of empowerment and social inclusion. Nevertheless, women with physical impairments encounter specific challenges in accessing Para sports. The main aim of this study is to present the experiential participation and achievements in sports of women with physical impairments in Saudi Arabia. Methods: Twenty women athletes with physical impairments who engaged in competitive Para sports in Saudi Arabia were interviewed. Interpretive phenomenological analysis was employed to extract themes elucidating the experiences of women athletes with physical impairments in Para sports. Results: Four dimensions were identified: (i) Exploring participation in sports; (ii) The positive impact of participation in sports; (iii) obstacles in participation in sport; and (iv) hopes and aspirations to improve participation in Para sports. Conclusion: In Saudi Arabia, participation in Para sports functions as a powerful tool for empowering and socially integrating women with physical impairments. However, these women encounter challenges in accessing sports. Achieving empowerment in Para sports necessitates the establishment of an inclusive ecosystem that celebrates diversity and equality. Collaborative efforts from governments, sports organizations, communities, and individuals are indispensable in creating an environment where women with impairments can flourish in sports.

Appraising the Physical Activity Levels of Saudis with Physical Disabilities: Effects of Disability Type, Mobility Assistive Devices, and Demographic Factors.

Physical activity (PA) has numerous health benefits for individuals with physical disabilities (IWPD). However, it is common for activity levels to fall below the suggested limits. This study aimed to evaluate the prevalence, pattern, and levels of PA among IWPD in Saudi Arabia. It also investigated the effects of individuals' type of disability, mobility assistive devices, and demographic features on PA levels. Data were collected from 238 participants, mostly male (62.2%), aged 39.76 ± 12.19 years. Among them, 19.3% had spinal conditions, 14.7% had progressive muscular dystrophy, 15.1% had multiple sclerosis, 17.6% had cerebral palsy, 16.4% had poliomyelitis, and 16.8% had limb or foot amputations. The participants were assessed using the Arabic version of the Physical Activity Scale for Individuals with Physical Disabilities (PASIPD-AR). The results showed that 62.6% (64.9% of males and 58.9% of females) met the minimum PA guidelines specified by the WHO. The average PASIPD-AR score was 10.33 ± 10.67 MET-hours/day, indicating lower PA levels, and 8.4% of individuals did not participate in any form of PA. Significant discrepancies were detected in disability type and mobility assistive device use after age adjustment. Marital status, education, and occupation greatly affected PA components. Greater attention should be paid to promoting an active lifestyle among IWPD in Saudi Arabia.

Parental physical activity support for parents of children with disabilities in Saudi Arabia.

Physical activity (PA) is crucial for promoting physical, cognitive, and psychosocial health. Unfortunately, children with disabilities spend less time engaging in PA compared to their typically developing peers. Parents play a crucial role in supporting children with disabilities to increase their level of PA. However, there is scant research on the factors linked to parental support for PA among non-Western parents of children with disabilities, particularly in the context of Saudi Arabia. Therefore, to address this gap in the literature, the current study aimed to (i) measure parental support for encouraging PA in children with disabilities in Saudi Arabia, and (ii) examine the demographic factors associated with such support (e.g., family income, age of the child, type of disability, and parents' educational background). The sample included Saudi Arabian parents of children with disabilities (N = 239; fathers: n = 123; mothers: n = 116) who completed the Arabic version of the Parental Physical Activity Support Questionnaire for Parents of Children with Disabilities (PPSQ for PCD). The findings revealed that parental support for children with disabilities to engage in PA typically occurs less than once a week, indicating an inadequate level of support. A generalized linear model analysis demonstrated that several independent demographic variables are associated with overall parental support for PA among children with disabilities: participant age, educational background, parental engagement in PA, age of the child with a disability, disability status, club participation, knowledge of legislation or policies related to the rights of children with disabilities, and number of children in the family. The findings emphasize the significance of raising awareness among parents of children with disabilities to support their children in participating in PA, as well as addressing the barriers that hinder such support.

Towards improving online learning in physical education: Gender differences and determinants of motivation, psychological needs satisfaction, and academic achievement in Saudi students.

Studies on students' perceptions and expectations during physical education (PE) online learning remain scarce. Centered on self-determination theory, the present cross-sectional study aims to identify gender differences and predictors affecting motivation, psychological needs satisfaction (PNS), and academic achievement during PE online learning. Data were collected from Saudi students' (N = 308, 161 females and 147 males) responses to the PE autonomy, relatedness, competence, and motivation questionnaires. Welch's t-test for unequal sample sizes, multiple linear regression, and binary logistic regression were used to compare means and to predict the relationships between the independent and dependent variables. The results showed higher autonomy and competence perceptions in female than in male students, but no differences were observed in relatedness. Female students presented higher intrinsic motivations, lower amotivation perceptions than males. However, no gender differences were recorded in extrinsic motivation. Students with less experience in online learning and weak grade point averages (GPAs) are more susceptible to having a high level of amotivation. Gender, GPA, and prior experience with online learning are the common predictors for all PNS and amotivation, while GPA and prior experience with online learning are the determinants of intrinsic motivation. GPA is affected by prior experience with online learning, autonomy, competence, intrinsic motivation, and amotivation. Therefore, teachers are encouraged to adapt their didactic-pedagogical behaviors during PE online learning according to students' motivation and autonomy perceptions. Structuring teaching activities with more individualized support for autonomy, competence, intrinsic motivation, and students' online skills/competencies ensures better learning efficiency and academic achievements.

Cross-Cultural Adaptation and Validation of the Arabic Version of the Physical Activity Scale for Individuals with Physical Disabilities in Saudi Arabia (PASIPD-AR).

This study aimed to cross-culturally adapt and validate the Arabic version of the Physical Activity Scale for Individuals with Physical Disabilities (PASIPD) with Saudi Arabian participants. The study encompassed four distinct stages: (i) translation and subsequent back-translation; (ii) a preliminary assessment aimed at evaluating the quality of the translated scale; (iii) an assessment of the reliability of the measures employed; and (iv) a comprehensive examination of the validity of the measures. A sample of Saudi Arabian participants with physical disabilities (N = 206) took part, ranging in age from 18 to 70 years old, with an average age of 39.56 years and a standard deviation of 12.16. The findings obtained from the reliability tests indicated a notable level of internal consistency and stability. Experts and confirmatory factor analysis were employed to establish the face, content, and construct validity. The findings of the assessment of the Arabic version of PASIPD demonstrated a satisfactory degree of reliability and validity, rendering it suitable for implementation within the Saudi Arabian setting.

Physical activity and self-esteem among people with physical disabilities in saudi arabia / Actividad física y autoestima en personas con discapacidad física en arabia saudita / Atividade física e autoestima em pessoas com deficiência na arábia saudita

ABSTRACT Introduction: Physical activity can play a critical and effective role in the health and self-esteem of the general population. However, the research on the association between participation in physical activity and self-esteem in those with physical disabilities in non-Western countries, especially Saudi Arabia is limited. Objective: To analyze self-esteem levels among those with physical disabilities in Saudi Arabia, and examine the relationship between participation in physical activity and self-esteem among those with physical disabilities in Saudi Arabia. Methods: A participant sample (N = 292) consisting of Saudi Arabian individuals with physical disabilities (male n = 201; female n = 91) aged 18-59 years (M = 36.08 years; SD = 10.64) was recruited to participate in this study. Levels of self-esteem were measured using the Arabic version of the Rosenberg Self-Esteem Scale (RSES). Results: Statistical analysis illustrated that the participants' overall self-esteem was moderate (M = 3.14; SD = 0.56). A stepwise multiple linear regression demonstrated that participating in physical activity (measured by days per week) was the only predictor of the total RSES scale (ß = −0.304; p = <0.001). Conclusions: The findings suggest that participation in physical activity is a statistically significant predictor of self-esteem levels in those with physical disabilities in Saudi Arabia. Therefore, it is essential to increase awareness of the importance of participation in physical activity among people with physical disabilities. Level of evidence II; Therapeutic Studies - Investigation of Treatment Results.

RESUMEN Introducción: La actividad física puede desempeñar un papel crítico y efectivo en la salud y autoestima de la población en general. Sin embargo, la investigación sobre la asociación entre la participación en actividad física y la autoestima en personas con discapacidad física en países no occidentales, especialmente en Arabia Saudita, es limitada. Objetivo: Analizar los niveles de autoestima en personas con discapacidad física en Arabia Saudita y examinar la relación entre la participación en actividad física y la autoestima en este grupo. Métodos: Se reclutó una muestra de participantes (N = 292) compuesta por individuos sauditas con discapacidad física (hombres n = 201; mujeres n = 91), con edades comprendidas entre 18 y 59 años (M = 36,08 años; DE = 10,64) para participar en este estudio. Los niveles de autoestima se midieron utilizando la versión árabe de la Escala de Autoestima de Rosenberg (RSES). Resultados: El análisis estadístico mostró que la autoestima general de los participantes fue moderada (M = 3,14; DE = 0,56). Una regresión lineal múltiple stepwise demostró que la participación en actividad física (medida por días por semana) fue el único predictor de la puntuación total de la escala RSES (ß = −0,304; p = <0,001). Conclusiones: Los resultados sugieren que la participación en actividad física es un predictor estadísticamente significativo de los niveles de autoestima en personas con discapacidad física en Arabia Saudita. Por lo tanto, es esencial aumentar la conciencia sobre la importancia de la participación en actividad física entre las personas con discapacidad física. Nivel de Evidencia II; Estudios terapéuticos - Investigación de los Resultados del Tratamiento.

RESUMO Introdução: A atividade física pode desempenhar um papel crítico e efetivo na saúde e autoestima da população em geral. No entanto, a pesquisa sobre a associação entre a participação em atividade física e a autoestima em pessoas com deficiência física em países não ocidentais, especialmente na Arábia Saudita, é limitada. Objetivo: Analisar os níveis de autoestima em pessoas com deficiência física na Arábia Saudita e examinar a relação entre a participação em atividade física e a autoestima nesse grupo. Métodos: Uma amostra de participantes (N = 292) composta por indivíduos sauditas com deficiência física (homens n = 201; mulheres n = 91), com idades entre 18 e 59 anos (M = 36,08 anos; DP = 10,64), foi recrutada para participar deste estudo. Os níveis de autoestima foram medidos usando a versão árabe da Escala de Autoestima de Rosenberg (RSES). Resultados: A análise estatística mostrou que a autoestima geral dos participantes foi moderada (M = 3,14; DP = 0,56). Uma regressão linear múltipla stepwise demonstrou que a participação em atividade física (medida por dias por semana) foi o único preditor da pontuação total da escala RSES (ß = −0,304; p = <0,001). Conclusões: Os resultados sugerem que a participação em atividade física é um preditor estatisticamente significativo dos níveis de autoestima em pessoas com deficiência física na Arábia Saudita. Portanto, é essencial aumentar a conscientização sobre a importância da participação em atividade física entre as pessoas com deficiência física. Nível de Evidência II; Estudos terapêuticos - Investigação dos Resultados do Tratamento.

Effects of disability type, prior contact, and school setting on attitudes toward peers with disabilities among Saudi female students aged 7 to 12 years.

BACKGROUND: Inclusive educational practices enhance engagement among students with disabilities in school settings. This study aimed to investigate: (i) the general attitudes of non-disabled female Saudi Arabian students toward their peers with disabilities, with a particular focus on the general attitudes towards those with hearing disabilities (HD), intellectual disabilities (ID), and behavioral problems (BP), and (ii) the relationships between three selected student-related characteristics (type of school, in-school contact with peers with disabilities, and out-of-school contact with peers with disabilities). METHOD: Using a sample of 678 participants aged 7-12 years old, we tested the impact of personal and contextual factors (age, type of peer disability, type of school, in-school interaction with peers with disabilities, and out-of-school interaction with peers with disabilities on the attitudes of non-disabled Saudi Arabian elementary school students using ANCOVA linear regression analysis. RESULTS: Regardless of the type of disability, the participants reported having positive attitudes toward peers with disabilities. The type of disability, school, and previous interactions all had a significant effect on fostering positive attitudes toward peers with disabilities, specifically, those with HD, ID, and BP. The participants had less positive attitudes towards their peers with BP compared to their attitudes towards peers students with HD or ID which were more positive and had a larger effect size. The findings also demonstrated that the participants' attitudes toward their peers with HD or ID were influenced by their previous experience of interacting with people with disabilities as well as the type of school they attended. Participants from Saudi ARAMCO (SA) schools had more positive attitudes toward peers with disabilities compared to those from public schools, and participants from non-inclusive schools had more positive attitudes toward peers with disabilities compared to those from inclusive schools. Participants from non-inclusive schools had much more positive attitudes toward peers with disabilities than those from inclusive schools; participants who had previous out-of-school interactions with people with disabilities had significantly more positive attitudes toward peers with disabilities than those who had no previous out-of-school interactions with people with disabilities. Participants from SA schools had the most negative attitudes toward peers with BP, regardless of age. CONCLUSIONS: The findings imply that being taught in an inclusive educational setting in Saudi Arabia does not inevitably encourage non-disabled students to adopt more positive attitudes toward peers with disabilities. Therefore, with the support of their school principals, Saudi Arabian teachers working in inclusive educational settings should be encouraged to develop and implement initiatives to adopt an inclusive strategy based on group projects bringing together students with and without disabilities.

Mental Health, Loneliness, and Social Support Among Undergraduate Students: A Multinational Study in Asia.

In this study, we aimed to investigate the prevalence of poor mental health and its association with loneliness and social support among 3531 undergraduate students in nine Asian countries. Mental health was assessed using the Self-Reporting Questionnaire, which was developed by the World Health Organization. Across the entire sample, we detected that nearly half of the students reported poor mental health according to the Self-Reporting Questionnaire and nearly one out of seven students felt lonely. While feeling lonely increased the odds of experiencing poor mental health (odds ratio [OR]), moderate (OR: 0.35) and strong social support (OR: 0.18) decreases the odds of experiencing poor mental health. The high prevalence of poor mental health calls for further in-depth investigations and implementation of mental health support interventions.

Increased physical activity, higher educational attainment, and the use of mobility aid are associated with self-esteem in people with physical disabilities.

Background: High self-esteem can help people with disabilities overcome barriers and improve their mental health and well-being. This study sought to examine self-esteem levels among Saudis with physical disabilities based on socio-economic factors. It also aimed to determine the minimum weekly duration of physical activity performed by participants and examine its effects, along with those of other socio-economic factors, on participants' self-esteem. Methods: A participant sample (N = 582) consisting of Saudi individuals aged 33.78 ± 9.81 years with physical disabilities (males, n = 289; females, n = 293) was recruited to participate in this study. Levels of self-esteem were measured using the Arabic version of the Rosenberg Self-Esteem Scale. Results: Compared to women, men demonstrated significantly higher levels of overall self-esteem, positive feelings, and negative feelings (p < 0.01). The respondents' average levels of overall self-esteem (p < 0.001), positive feelings (p < 0.01), and negative feelings (p < 0.001) also varied by type of physical disability. Wheelchair-using participants had the highest values for self-esteem and positive feelings; cane-using participants or those who did not use mobility aids had the lowest values. Weighted least squares regression showed that weekly physical activity was the factor that most affected self-esteem (ß = 0.002), followed by education level (ß = 0.115), then type of mobility device used (ß = -0.07). Conclusion: Increased weekly physical activity, higher education levels, and the use of mobility aids were the factors likely to improve the self-esteem of Saudis with physical disabilities.

Primary Students' Attitudes towards Peers with Disabilities in Physical Education in Saudi Arabia.

The attitudes of students without disabilities toward their peers with disabilities are considered an important determinant of successful inclusion in physical education settings. Nonetheless, there is limited research on this topic in non-Western societies, especially in Arab contexts. Thus, to address this paucity in the literature, this study aimed to assess the general attitudes of Saudi students without disabilities towards their peers with disabilities and examine the associations between selected student-related variables (e.g., gender, age, type of school, school location, having a family member or a friend or a classmate with a disability, and having experience of playing with a person with a disability) and attitudes of students without disabilities. A total of 972 students aged 9-12 years old (Mage = 10.6; SD = 1.1; girls = 49.7%) completed the Arabic version of the Scale of Attitudes toward Students with Disabilities in Physical Education-Primary Education (SASDPE-PE). Data analysis indicated that, in general, participants reported positive attitudes toward their peers with disabilities in physical education classes. Despite boys being more likely to hold positive attitudes than girls, no significant difference between them existed. The results showed that 10-year-old participants reported more significantly positive attitudes than those in the other age groups. Participants attending public schools reported more significant positive attitudes toward their peers with disabilities in physical education classes compared to those attending private schools. Having a friend with a disability was linked to students without disabilities having positive attitudes towards their peers with disabilities. In contrast, having a family member or a classmate with disabilities and having played with a person with a disability were not related to such positive attitudes. The current study's findings have significant implications for inclusive educational practices.

Biomechanical properties of the discus throw: analytical case study of the Paralympic record holder in the F33 category.

Purpose: The study aims to determine the kinematic and kinetic characteristics of the discus throwing competition for the Paralympic record holder in the F33 category, the champion Hani Al-Nakhli, silver medalist in the London 2012 Paralympic and the World Champion in the discus throw (height: 1.71 m, weight: 96 kg, age: 35 years, training age: 14 years). Methods: The player's performance was photographed during a training session in the middle of the competitive phase of the 2021/2022 season using three GoPro Hero 6 cameras, each set at a frame rate of 60fps. A video-based motion and skill analysis tool for Windows was used to choose the best approach for creating a 3D biomechanical analysis. Results: The values of the Paralympic champion were presented and discussed, and the researchers improved the player's ability to work-increasing the acceleration distance of the disc by up to 1.85 m with an acceleration within a period of 0.40 s. Thus, high-speed rates of up to 16.77 m s-1 was achieved during the launch, with the disposal of the disc at an angle of clearance of 37° and a starting height of 1.36 m, resulting in 27 m. The values of the kinetic analysis represented the need to increase the tangential potential energy of the body by 1884 J during disposal while increasing the tangential kinetic energy of the body by a value of 9.93 J. This is achieved by increasing the rotational kinetic energy of the body of the player to reach high achievement distances for class F33. It is recommended to use the results of the variables in the training process to prepare champions for the discus throwing competition.

Physical education teachers' attitudes toward inclusion of students with disabilities in Saudi Arabia.

The attitudes of physical education (PE) teachers toward inclusion are critical to the successful provision of inclusive teaching for students with disabilities. Therefore, the purpose of this study was to investigate the attitudes of Saudi Arabian PE teachers toward the inclusion of students with disabilities in PE classes and the effect of sociodemographic variables (e.g., gender and length of teaching experience) on their attitudes toward inclusion. A total of 1,314 PE teachers (M age = 41.09, SD = 9.40, females = 42.8%) completed the Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education-Revised Scale (SACIE-R). Analyses found that, in general, PE teachers had moderately positive attitudes toward the inclusion of students with disabilities in PE lessons. A significant difference was found between the two genders in their attitudes toward inclusion. Specifically, female PE teachers demonstrated more positive attitudes toward inclusion than males. Multiple linear regression analysis, meanwhile, showed that the length of teaching experience and the experience of teaching a student with a disability were significant predictors of participants' attitudes toward inclusion. Our findings highlighted the importance of reconsidering the quality of PE teachers' experiences and interactions with students with disabilities as a means to improving their attitudes, which in turn would translate into successful inclusion.

The Effect of Using Reactive Agility Exercises with the FITLIGHT Training System on the Speed of Visual Reaction Time and Dribbling Skill of Basketball Players.

The study aimed to determine the effect of reactive agility with the FITLIGHT training system on the speed of the visual reaction time and dribbling skill of basketball players. Participants were divided into an experimental group (n = 10; age, 14.80 ± 0.79 years; height, 163.80 ± 3.46 cm; weight, 55.90 ± 0.99 kg; training, 4.50 ± 0.53 years) and a control group (n = 10; age, 14.60 ± 0.70 years; height, 163.30 ± 3.47 cm; weight, 56.10 ± 0.74 kg; training, 4.30 ± 0.48 years). Reactive agility was assessed through a modified t-test, visual reaction time was assessed using the Li Lafayette instrument Visual Reaction Time Apparatus 63014 response panel, and dribbling skills were assessed through dribbling testing. The results showed improved agility through the modified agility t-test (11%; p = 0.001), an increased speed of visual reaction time for both the right and left hands (23-31%), and improved dribbling skills (19%; p = 0.001) for the experimental group using the FITLIGHT reactive agility software. The results also showed increased skills of the experimental group when compared to the control group. Differences in variability emerged between 6 and 14.1% in favor of the experimental group. Therefore, the researchers recommended that attention should be paid to activating the role of the FITLIGHT reactive agility training to improve and develop the physical, visual, and skill capabilities of basketball players. The researchers propose that FITLIGHT can be effectively used in the basketball training process.

Students' Perceptions in Online Physical Education Learning: Comparison Study of Autonomy, Competence, and Relatedness in Saudi Students during the COVID-19 Lockdown.

The interest in the efficiency of online learning was and remains a major concern to researchers especially during the worldwide pandemic crisis (COVID-19). Nonetheless, there is a lack of studies focusing on students' perceptions in online physical education (PE) learning sessions. Based on the self-determination theory (SDT), the present investigation aimed to explore psychological need satisfaction (PNS) to understand the autonomy, competence, and relatedness of Saudi PE students during the online sessions undertaken during the COVID-19 pandemic lockdown. PE students (N = 321, 161 females and 160 males) completed an online questionnaire composed of demographic characteristics, grade point average (GPA), sleep and physical activity (PA) habits, and the physical education autonomy relatedness competence scales (PE-ARCS). A t-test and one-way ANOVA were conducted and revealed that female students presented higher PNS compared with males. Students practicing PA had higher autonomy values than those not practicing PA (p = 0.001). However, no differences were recorded concerning competence and relatedness perceptions. The groups practicing walking, aerobic exercise, muscular training, and specialty training had higher values in autonomy and relatedness. The groups that slept for more than six hours a night, had previous experience with online learning, and had a GPA of more than three recorded higher PNS values. Correlation analysis showed high interdependence of the three PNS variables as well as with the variables of gender, experience with online learning, sleep hours, and type of PA practiced, but not with GPA or frequency of PA practice. The PNS values regarding online PE sessions were (i) higher in female students compared with males and (ii) related to previous experience in online learning, GPA, sleep habits, and type of PA. Walking, aerobic exercise, muscular training, and training in a specialty affected both autonomy and competence perception; however, relatedness was mainly affected by walking activity. Therefore, it is necessary to support ICT knowledge of students with low GPAs and to encourage them to adopt balanced sleep and physical activity habits to increase their perceptions of autonomy, competence, and relatedness in online PE lessons.

Lower fitness levels, higher fat-to-lean mass ratios, and lower cardiorespiratory endurance are more likely to affect the body mass index of Saudi children and adolescents.

Background: Several studies suggest that health-related physical fitness may play a prominent role in preventing obesity in children and adolescents. Objectives: The present study examined fitness levels using five components of health-related fitness in Saudi students aged 10-17 years (fat-to-lean mass ratio, cardiorespiratory endurance, upper body strength and endurance, abdominal muscle strength and endurance, and flexibility). Subsequently, the association between BMI and a health-related fitness index (HR-PFI) based on the five fitness components was investigated. Methods: The study was conducted on 1,291 students with a mean age of 12.95 ± 1.72 years. Participants included 1,030 boys aged 12.80 ± 1.79 years, with 479 young boys (11.24 ± 0.81b years), and 551 adolescents (14.16 ± 1.21 years). Moreover, the study examined 261 girls averaging 13.54 ± 1.2 years old, with 66 young girls (11.92 ± 0.27 years), and 195 teenage girls (14.09 ± 0.85 years). Each participant's health-related fitness level was assessed by the following tests: Bioelectrical Impedance Analyzer (BIA) for body composition, one-mile run/walk test for cardiorespiratory endurance, curl-up test for abdominal muscle strength and endurance (AMSE), push-up test for upper body strength and endurance (UBSE), and back-saver sit-and-reach test for flexibility. Results: The overall prevalence of overweight and obesity was 10.4 and 24.7% in boys and 10 and 8.4% in girls, respectively. The mean Z-scores of performances decreased from the underweight to the obese groups. BMI was positively associated with the ratio of fat mass to lean mass and negatively associated with cardiorespiratory endurance in the overall group of participants as well as in the subgroups by sex and age categories. BMI was also negatively associated with flexibility and HR-PFI in the total group, UBSE, AMSE, and HR-PFI in prepubertal boys, and UBSE in prepubertal girls. The coefficient of determination values was 0.65 in the total group, 0.72 in prepubertal boys, 0.863 in adolescent boys, 0.956 in prepubertal girls, and 0.818 in adolescent girls. Conclusions: Overall health-related physical fitness, fat-to-lean mass ratio, and cardiorespiratory endurance are the factors that most affect BMI in Saudi students aged 10 to 17.

The Relationship between Accelerometry, Global Navigation Satellite System, and Known Distance: A Correlational Design Study.

Background: Previous research has explored associations between accelerometry and Global Navigation Satellite System (GNSS) derived loads. However, to our knowledge, no study has investigated the relationship between these measures and a known distance. Thus, the current study aimed to assess and compare the ability of four accelerometry based metrics and GNSS to predict known distance completed using different movement constraints. Method: A correlational design study was used to evaluate the association between the dependent and independent variables. A total of 30 physically active college students participated. Participants were asked to walk two different known distances (DIST) around a 2 m diameter circle (small circle) and a different distance around an 8 m diameter circle (large circle). Each distance completed around the small circle by one participant was completed around the large circle by a different participant. The same 30 distances were completed around each circle and ranged from 12.57 to 376.99 m. Instrumentation: Acceleration data was collected via a tri-axial accelerometer sampling at 100 Hz. Accelerometry derived measures included the sum of the absolute values of acceleration (SUM), the square root of the sum of squared accelerations (MAG), Player Load (PL), and Impulse Load (IL). Distance (GNSSD) was measured from positional data collected using a triple GNSS unit sampling at 10 Hz. Results: Separate simple linear regression models were created to assess the ability of each independent variable to predict DIST. The results indicate that all regression models performed well (R = 0.960−0.999, R2 = 0.922−0.999; RMSE = 0.047−0.242, p < 0.001), while GNSSD (small circle, R = 0.999, R2 = 0.997, RMSE = 0.047 p < 0.001; large circle, R = 0.999, R2 = 0.999, RMSE = 0.027, p < 0.001) and the accelerometry derived metric MAG (small circle, R = 0.992, R2 = 0.983, RMSE = 0.112, p < 0.001; large circle, R = 0.997, R2 = 0.995, RMSE = 0.064, p < 0.001) performed best among all models. Conclusions: This research illustrates that both GNSS and accelerometry may be used to indicate total distance completed while walking.

Anthropometry, body composition, and athletic performance in specific field tests in Paralympic athletes with different disabilities.

PURPOSE: The structural appearance of each disabled athlete or the shape of their body, as determined by their individual genotype and influenced by the environment, considerably affects their technical and physical performance. This study sought to examine the morphological characteristics of elite track and field athletes with different disabilities, including their possible effects on physical and physiological performance. METHODS: A total of 66 male elite athletes with cerebral palsy (n = 12), upper arm amputation (n = 12), short stature (n = 20), or intellectual disability (n = 22) were included. For each athlete, height, weight, sitting height, arm span and four skin folds were assessed; ape index, body mass index, body fat percentage, fat mass, fat mass index and fat-free mass values were calculated; and vertical jump, drop jump, countermovement jump, squat jump, repeated sprint ability and Yo-Yo Intermittent Recovery Level 1 tests were performed. RESULTS: Significant differences were noticed between short stature and the other groups concerning morphological characteristics, however, the best motor performance was observed in amputees and, to a lesser degree, in short stature. In the top performing athletes, physical performance was significantly correlated with body mass index and fat mass index for amputees, and with arm span, ape index, body fat percentage and fat mass index for short stature. Regression analysis revealed that regardless of disability type, physical and physiological performance (except maximum heart rate) were significantly influenced primarily by adipose tissue-specific variables. A significant effect of height, weight, fat free mass, arm span, sitting height, and ape index on drop jump performance with left leg, maximal oxygen consumption, and maximum heart rate was also noticed. The type of disability affects performance in the squat jump and vertical jump tests, and to a lesser extent in the countermovement jump test.

Physical Education Teachers' Self-Efficacy toward Including Students with Autism in Saudi Arabia.

The inclusion of students with autism in physical education (PE) curricula has become a global trend. Although the self-efficacy of PE teachers has been identified as a major factor supporting the successful implementation of inclusive PE, limited research exists on this area in non-Western societies, especially Saudi Arabia. To address this paucity, the present study aimed (1) to determine the level of self-efficacy among PE teachers in Saudi Arabia toward including students with autism in PE classes via investigating specific independent variables; and (2) to identify the predictors of Saudi PE teachers' self-efficacy toward including students with autism. A total of 214 Saudi PE teachers (male n = 188; female n = 26; mean age = 41.07 years) participated in this study. Self-efficacy level toward including students with autism was measured using the Arabic version of the Physical Educators' Self-Efficacy Towards Including Students with Disabilities-Autism (PESEISD-A) instrument. Statistical analysis revealed that PE teachers had a moderate level (M = 4.51, SD = 2.04) of self-efficacy toward including students with autism in PE classes. Multiple linear regression analysis indicated that age and feelings of preparedness of the teachers were significant predictors (ß = -0.297; p = 0.012; ß = 0.178; p = 0.012, respectively) of their self-efficacy toward including students with autism in PE classes. The findings highlight the need for continued efforts to improve Saudi PE teachers' level of self-efficacy and preparedness towards successfully including students with autism.