Evidence of Atlantic midshipman (Porichthys plectrodon) vocalizations from an unmanned surface vehicle in the U.S. South Atlantica).

An unmanned surface vehicle (USV; Wave Glider) was deployed to study the coastal soundscape in shallow (less than 30 m) coastal waters off the coast of Cape Canaveral, FL, in July 2020 and January 2022. These surveys documented temporal and seasonal trends in biological sounds across a variety of habitats within an 812-km2 survey area, including sand shoals, sand-mud plains, and natural hardbottom. Among a broader diversity of identifiable and unidentifiable fish choruses recorded during the survey, a distinct and previously unidentified fish chorus was recorded; corroborating evidence suggests it and other sounds with similar spectral properties may be produced by Atlantic midshipman. Putative Atlantic midshipman sounds included an agnostic grunt and a seasonal chorus of persistent hums that peaked 3 h after sunset in the summer survey. While Atlantic midshipman have been demonstrated to have well-developed sonic muscles on their swim bladder, their acoustic behavior has not been previously described. Our use of a mobile passive acoustic platform combined with bottom sampling of fish communities highlights an important opportunity to identify previously undocumented biological sound sources in coastal habitats.

The relationship in early childhood body composition and physical activity levels regarding fundamental motor skill development.

BACKGROUND: Fundamental motor skills (FMS) are considered essential for sport participation and might be deficit in obese children. While evidence indicates that physical activity (PA) levels impact motor skill development, the relationship between body composition, PA, and motor competence, particularly in early childhood, is not thoroughly understood. We aimed to determine if PA, fat mass (FM), and fat-free mass (FFM) are predictors of FMS. METHODS: Preschoolers (n = 47) from two preschools were assessed for FMS, PA, and body composition. Peabody Developmental Motor Scales (PDMS-2) subscale scores were used to assess FMS. PA was assessed with a wrist-worn accelerometer for five days during school. FM and FFM were measured with foot-to-foot bioelectrical impedance. RESULTS: Linear regressions indicate significant models for stationary skills (SS) (F = 4.57, p = .004) and object manipulation skills (OMS) (F = 4.66, p = .003). FFM was the only significant predictor of SS (t = 3.98, p < .001) and OMS (t = 3.50, p = .001). FM and all intensities of PA were nonsignificant predictors in all models. CONCLUSIONS: These results indicate that interventions that target improving or maintaining FFM may improve FMS.

Towards Identifying a Dosage Effect for Improving Fundamental Motor Skills of Preschool Children with a Mastery Motivational Climate Intervention.

Previous mastery motivational climate (MMC) movement interventions have enhanced fundamental motor skill (FMS) competence across diverse groups of preschool-age children. Yet, an adequate intervention length has not been established. Our purposes in this study were to (i) compare FMS competence in preschool children across two doses of MMC interventions, and (ii) describe changes in children's FMS 'mastery' across doses. We used secondary data analysis from a larger MMC intervention study in which 32 children (Mage = 4.4) received FMS testing (TGMD-3) at the mid-point of intervention and at post-intervention. A two-way mixed ANOVA with Group as the independent variable and FMS competence across three Time points as the repeated measure was significant for both Group and Time main effects for locomotor and ball skill competences separately. There was a statistically significant interaction between Group and Time on locomotor (p = .02) and ball skills (p < .001). Both groups showed significant improvements in their locomotor skills at each time point, but the intervention group improved faster than the comparison group. For ball skills, only the MMC group significantly improved by mid-intervention, and the comparison group showed significant improvements from pre-to post-intervention only. Children in this study were most likely to show mastery in running first, followed by sliding at mid-intervention. Few children mastered skipping, galloping, and hopping across the study. For ball skills, overhand and underhand throwing were more likely to be mastered, and few children mastered one and two-hand striking across the study. Collectively, these findings suggest that duration of instructional minutes may not be the most effective proxy for identifying a dose-response relationship of MMC intervention. Moreover, focusing on the patterns of skill mastery can help inform researchers and practitioners as to how to allocate instructional time during MMC interventions to optimize FMS competence for young children.

How Teacher Verbal Prompting and Demonstrated Modeling Correlate to Preschooler's Physical Activity Levels.

BACKGROUND: Teacher-led strategies targeting verbal prompting and demonstrated modeling can increase preschoolers' physical activity levels; however, it is unknown which strategy promotes higher levels. The purpose of this study was to explore whether teacher verbal prompting or demonstrated modeling elicits higher levels of physical activity among preschoolers. METHODS: Participants included 117 (56 females and 61 males; mean = 3.77 y) preschoolers who were observed for 3 days during regular preschool instructions. The System for Observing Student Movement in Academic Routines and Transitions observation system assessed verbal prompting and demonstrated modeling of the teachers, and preschoolers wore an ActiGraph accelerometer to measure physical activity. RESULTS: The multivariate analysis of variance results showed a significant difference for verbal prompting (P < .001), demonstrated modeling (P = .032), light physical activity (P < .001), and moderate to vigorous physical activity (MVPA; P < .001) between segments of the preschool day. A stepwise linear regression showed that preschooler's MVPA (P = .005) and light physical activity and MVPA (P = .036) were significantly related to demonstrated modeling, but not verbal prompting. During indoor time, light physical activity and MVPA were highest during large group, work time, and morning group, where teacher demonstrated modeling occurred the most. CONCLUSIONS: Teacher demonstrated modeling had a significant relationship to preschoolers' MVPA and light physical activity levels, while teacher verbal prompting did not.

Exploring private land conservation non-adopters' attendance at outreach events in the Chesapeake Bay watershed, USA.

BACKGROUND: Outreach events such as trainings, demonstrations, and workshops are important opportunities for encouraging private land operators to adopt voluntary conservation practices. However, the ability to understand the effectiveness of such events at influencing conservation behavior is confounded by the likelihood that attendees are already interested in conservation and may already be adopters. Understanding characteristics of events that draw non-adopters can aid in designing events and messaging that are better able to reach beyond those already interested in conservation. METHODS: For this study, we interviewed 101 operators of private agricultural lands in Maryland, USA, and used descriptive statistics and qualitative comparative analysis to investigate differences between the kinds of outreach events that adopters and non-adopters attended. RESULTS: Our results suggested that non-adopters, as compared to adopters, attended events that provided production-relevant information and were logistically easy to attend. Further, non-adopters were more selective when reading advertisements, generally preferring simplicity. Future research and outreach can build on these findings by experimentally testing the effectiveness of messages that are simple and relevant to farmers' production priorities.

Intervention Strategies to Elicit MVPA in Preschoolers during Outdoor Play.

Approximately 50% of preschoolers do not meet physical activity recommendations and children who reside in low-income rural communities may be further at risk for higher levels of sedentary behavior. Outdoor play is essential for preschool children; however, literature is unclear as to which types of interventions elicit moderate-to-vigorous physical activity (MVPA) for all preschoolers. The aim of this study was to determine which type of intervention, physical activity or fundamental motor skill focus, elicits MVPA during outdoor play. Ninety-eight preschool children (M age = 4.48 years) from one Head Start center participated in an outdoor play intervention two days per week for 7 weeks. Classes were randomly assigned to one of four groups: fundamental motor skill focus (FMS), physical activity focus (PA), FMS and PA (FMS + PA), and control. An accelerometer worn on the hip measured MVPA. Results showed that age, sex and group assignment contributed to MVPA at the beginning of the intervention and age, sex, group assignment and MVPA during the beginning of the intervention contributed to MVPA at the end of the intervention. Overall, the FMS + PA group elicited MVPA from males and females of all ages. Interventions that combine both FMS and PA may reduce physical activity disparities in preschool children.