Test-Retest Reliability and Response Stability of Gaze Stabilization, Postural Sway, and Dynamic Balance Tests in Persons with Multiple Sclerosis and Controls.

BACKGROUND: Psychometric properties of tests that assess the angular vestibulo-ocular reflex (aVOR) and vestibulospinal reflex function are currently unknown. This study investigated the test-retest reliability and response stability of gaze stabilization, postural sway, and dynamic balance measures in persons with multiple sclerosis (MS) and controls. METHODS: Nineteen adults with MS and 14 controls performed passive horizontal head impulses, quiet standing, and dynamic balance tests on two separate occasions. Gaze stabilization measures included aVOR gain, number of compensatory saccades (CSs) per head rotation, CS latency, and gaze position error. Postural sway included sway amplitude and total sway path. Dynamic balance measure included the Functional Gait Assessment. Intraclass correlation coefficient, standard error of measurement (SEM, SEM%), and minimal detectable difference at 95% confidence level were calculated. RESULTS: Test-retest reliability for aVOR gain, CSs per head rotation, and gaze position error was moderate and for each postural sway and dynamic balance measure was good. Low error (SEM, SEM%) for aVOR gain, CS latency, postural sway, and dynamic balance variables and low minimal detectable difference values for aVOR gain and Functional Gait Assessment scores were seen, suggestive of acceptable response stability. CONCLUSIONS: These results support the utility of some of the gaze and postural measures for examination and treatment efficacy purposes in people with MS.

Gaze Stability, Dynamic Balance and Participation Deficits in People with Multiple Sclerosis at Fall-Risk.

Despite the common complaints of dizziness and demyelination of afferent or efferent pathways to and from the vestibular nuclei which may adversely affect the angular vestibulo-ocular reflex (aVOR) and vestibulo-spinal function in persons with multiple sclerosis (PwMS), few studies have examined gaze and dynamic balance function in PwMS. (1) Determine the differences in gaze stability, dynamic balance and participation measures between PwMS and controls, (2) Examine the relationships between gaze stability, dynamic balance and participation. Nineteen ambulatory PwMS at fall-risk and 14 age-matched controls were recruited. Outcomes included (1) gaze stability (angular aVOR gain [ratio of eye to head velocity]; number of compensatory saccades [CS] per head rotation; CS latency; gaze position error; coefficient of variation [CV] of aVOR gain), (2) dynamic balance (functional gait assessment, FGA; four square step test), and (c) participation (dizziness handicap inventory; activities-specific balance confidence scale). Separate independent t-tests and Pearson's correlations were calculated. PwMS were age = 53 ± 11.7 years and had 4.2 ± 3.3 falls/year. PwMS demonstrated significant (P < 0.05) impairments in gaze stability, dynamic balance and participation measures compared to controls. CV of aVOR gain and CS latency were significantly correlated with FGA. Deficits and correlations across a spectrum of disability measures highlight the relevance of gaze and dynamic balance assessment in PwMS. Anat Rec, 301:1852-1860, 2018. © 2018 Wiley Periodicals, Inc.

Influence of a health-related physical fitness model on students' physical activity, perceived competence, and enjoyment.

This study was designed to explore the effects of a health-related physical fitness physical education model on students' physical activity, perceived competence, and enjoyment. 61 students (25 boys, 36 girls; M age = 12.6 yr., SD = 0.6) were assigned to two groups (health-related physical fitness physical education group, and traditional physical education group), and participated in one 50-min. weekly basketball class for 6 wk. Students' in-class physical activity was assessed using NL-1000 pedometers. The physical subscale of the Perceived Competence Scale for Children was employed to assess perceived competence, and children's enjoyment was measured using the Sport Enjoyment Scale. The findings suggest that students in the intervention group increased their perceived competence, enjoyment, and physical activity over a 6-wk. intervention, while the comparison group simply increased physical activity over time. Children in the intervention group had significantly greater enjoyment.

An examination of wilderness first aid knowledge, self-efficacy, and skill retention.

OBJECTIVE: The purpose of this study was to examine the retention of wilderness first aid (WFA) knowledge, self-efficacy beliefs, and skills over time in a sample of WFA course participants. METHODS: Seventy-two open enrollment (volunteer) WFA course participants were assessed at 4 months, 8 months, or 12 months after training. Changes in WFA knowledge and self-efficacy were assessed by written instruments after the course and at the follow-up interval (4, 8, or 12 months). The WFA skills were assessed by a scored medical scenario at the follow-up interval. RESULTS: As the time interval increased, WFA knowledge, self-efficacy, and skill proficiency decreased. The WFA knowledge and self-efficacy beliefs were not highly correlated with skill performance. CONCLUSIONS: Without additional training, regular use of the course content, or efforts to refresh thinking on key topics, the ability of WFA students to effectively apply their learning will likely decrease as time from training increases. With respect to these WFA courses, student scores on written tests did not accurately reflect competence in performing practical skills related to a medical scenario. In addition, student self-confidence in the ability to perform such skills did not strongly correlate with actual skills and ability.

Adventure-based programming: exemplary youth development practice.

Despite functioning on the periphery of academic scholarship, theory development, and rigorous science, the better adventure-based programs are functioning at the forefront of professional youth practices. This article links the core elements and processes of adventure programs to the literature on positive youth development and quality youth programming. Contemporary work on developmental systems theory, developmental cascades, and initiative are well aligned with the historical, philosophical, and pro-grammatic roots of adventure education. In addition, adventure programs afford some powerful experiences by way of distinct features such as isolation, dosage, different physical environments, holistic approaches, social experiences, and program novelty. This combination of features often provides a microcosm for youth to live, learn, experiment, and grow. Despite the strengths in prototypical adventure programs, they remain less accessible and are not easily delivered to many youth. Although there are clearly differences in adventure program and other youth activities, many of the qualities of adventure programs can be included in a broader and more accessible spectrum of youth opportunities. This article thus explains the congruency between the literature on positive youth development and adventure programs and generalizes current tenets of adventure programs to the broader context of youth practice. It is time to recognize the important role that adventure programs play for many youth and fully embrace what these diverse and successful programs can teach the general field of positive youth development.

Predicting transitory mood from physical activity level among people with severe mental illness in two cultures.

BACKGROUND: Previous studies have indicated that physical activity (PA) is positively related to health-related quality of life and well-being among people with severe mental illness (SMI). Physical activity is broadly defined in this research as any skeletal muscle movement resulting in energy expenditure, including common daily activities such as housework and gardening, as well as walking for transportation and formal exercise. Although the physical health benefits of PA are well documented, evidence suggests that PA provides psychological benefits as well. AIMS: The purpose of this study was to identify if PA level was associated with transitory mood in the everyday lives of people with SMI across two cultures. METHODS: Subjects were drawn through mental health centres in Serbia (n = 12) and the USA (n = 11). Data were collected using both experience sampling methodology and accelerometry. Data were analyzed using hierarchical linear modelling. RESULTS: Subjects demonstrated low levels of PA, which did not differ significantly between groups. Hierarchical analysis indicated that PA remained significantly positively associated with mood after accounting for individual variation, and this was consistent across groups. CONCLUSIONS: This study reinforces previous findings that people with SMI demonstrate low PA levels generally. It also supports the consideration of physical activity interventions as a regular part of psychiatric rehabilitation. It appears that increased PA may have the potential to affect both physical health and mood among people with SMI.

Perceived Restorativeness for Activities Scale (PRAS): development and validation.

BACKGROUND: The purpose of this study was to develop the Perceived Restorativeness for Activities Scale (PRAS) based on the conceptual framework of attention-restoration theory (ART). ART suggests that 4 latent constructs (being away, fascination, extent, and compatibility) must be present to enable a switch from voluntary (effortful, directed) attention to involuntary (effortless) attention and facilitate restored attention. METHOD: Data were collected from 238 participants in a variety of university exercise classes. Exploratory factor analysis reduced items to a parsimonious 12-item scale. Confirmatory factor analysis tested the best fit between a 1-dimensional versus a 4-factor solution. RESULTS: The Cronbach alpha was .925. The significant analysis (P < .001) suggested that the model with 4 distinct subscales has the best data fit (goodness-of-fit index = .94, standardized root-mean-square residual = .041, incremental-fit index = .98, expected-cross-validation index = .66, comparative-fit index = .98). Composite reliability and variance extracted were calculated for each construct represented by ART: being away, .81, .59; fascination, .79, .63; extent, .89, .78; and compatibility, .68, .42. CONCLUSION: The 12-item, 4-factor solution of the PRAS can help researchers understand the within-individual preconceptions toward the activity experience that can influence cognitive restoration.