Can Special Olympics coaches accurately report on the motor competence of children with intellectual disabilities?

BACKGROUND: Motor competence is the ability to perform goal directed human movements in a co-ordinated, accurate and error free manner. The aim of this study was to compare the accuracy of coaches' perceptions of children's motor competence with their actual motor competence. METHOD: This study examined the motor competence of children with intellectual disabilities (n = 100) and coaches' perceptions of children's motor competence (n = 10). Participants were assessed using TGMD-3. Coaches completed an adapted version of the pictorial scale of Perceived Movement Skill Competence. RESULTS: The predictive power of coaches perceived motor competence versus children's actual motor competence was assessed. CONCLUSIONS: This research will provide insight for sports organisations to determine whether coaches can accurately report on the motor competence of children with intellectual disabilities.

Feasibility and acceptability of the Promoting Pupils' Physical Literacy (3PL) intervention and its effectiveness research design: A study protocol.

Research has shown that physical activity (PA) is important for health throughout the lifespan. Therefore, it is important that children develop the individual prerequisites that enable participation in PA throughout life. The theoretical concept physical literacy (PL) and the research field of PL has described such personal competences and traits. However, to promote PL among children and lifelong PA, there is a demand for more high-quality interventions to be developed and tested. When targeting children, schools are an important setting. Despite the possibility of promoting PL during PE lessons, few well-tested interventions have been developed. In this study, we therefore aim to context adapt and feasibility test an already existing and promising PL intervention to a Danish school context. The ADAPT and MRC guidelines were followed to adapt the Promoting Pupils Physical Literacy (3PL) intervention. Through workshops with stakeholders, the intervention was adapted to fit Danish 4th and 5th graders. Four Danish schools were recruited in a wait list design. The feasibility and acceptability of both the intervention and the effect study design will be investigated. To investigate the intervention, weekly questionnaires, observations, and interviews will be conducted during the intervention period. The feasibility of the effect study design will be investigated by collecting baseline and endline data on pupils' PL and daily PA as well as parents' socioeconomic status. Expected outcomes include a TIDieR checklist, a revised, feasible, and acceptable intervention, and an effect study design protocol. This will contribute to important steps in the direction of making PL interventions more accessible for practice. Valid testing of intervention effectiveness enables stakeholders to make informed decisions grounded in evidence. This will strengthen the possibilities of a successful outcome and for a PL intervention that is more accessible for practice, which is important for scale up.

Assessing the Fundamental Movement Skills of Children With Intellectual Disabilities in the Special Olympics Young Athletes Program.

Mastering the ability to move proficiently from a young age is an important contributor to lifelong physical activity participation. This study examined fundamental movement skill (FMS) proficiency in children with intellectual disabilities (n = 96, 60% boys, age 5-12 years) and typically developing children (n = 96, 60% boys, age 5-12 years). Participants were assessed using the Test of Gross Motor Development-3rd edition and balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2. The FMS proficiency of typically developing children including mastery/near mastery level (combined variable representing mastery, which is achieving all criteria for the skill, over both trials and near mastery, wherein a participant performs all but one of the components of the skill correctly) was significantly higher than for children with intellectual disabilities. A similar observation was made with multiple linear regression analysis testing the interaction effect of participant group and age/gender on all three FMS subcomponents. The results presented will help establish a baseline of FMS proficiency and guidelines for future intervention for children with intellectual disabilities.

Exploring the motor skill proficiency barrier among children with intellectual disabilities: Analysis at a behavioural component level.

Models of childhood motor development began to emerge in the 1960's. Since then, numerous models have proposed the importance of obtaining a proficient level of fundamental movement skill (FMS) competence during childhood and deemed it to be critical for participation in lifelong sports and physical activity. This study examined FMS at the behavioural component level in children with intellectual disabilities (CwID) (n = 100, 60% boys, aged 5-12 years). Participants were assessed using the Test of Gross Motor Development 3rd edition (TGMD-3) and the balance subtest from Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2). For the whole sample, 0% participants mastered all 10 FMS, 1% (n = 1) participants mastered all 4 locomotor skills while 0% (n = 100) participants mastered all ball skills. A multiple regression was carried out to investigate whether the interaction of gender and age was a predictor of FMS proficiency. Linear regressions were also carried out to investigate whether gender or age was a predictor of FMS proficiency. The results presented will help to identify weaknesses in skills at the behavioural component level and will enable researchers and practitioners to address low levels of motor skill proficiency among CwID.

Influence of Visual and Haptic Cues on Motor Learning: Insights from Tennis Skill Acquisition in Children.

Underdevelopment of cognitive abilities in children, such as memory and attention, may make the use of verbal instructions difficult for learning new motor skills. The objective of this study was to evaluate whether visual and haptic cues which emphasize certain instructions facilitate skill acquisition in young tennis players. Twenty children were distributed in 2 groups: experimental (EXP) and control (CON). EXP received a racket with visual and haptic cues while CON trained with a classic racket. The task consisted of playing 30 consecutive forehands during a pretest and 16 weeks post-intervention. EXP displayed a larger improvement both in their technique (better ready position, more balls hit in front and to the side of the body) and in their performance (more points scored), highlighting the positive impact of visual and haptic cues during the early stage of motor learning.

Moving well-being well: Using machine learning to explore the relationship between physical literacy and well-being in children.

Physical literacy provides a foundation for lifelong engagement in physical activity, resulting in positive health outcomes. Direct pathways between physical literacy and health have not yet been investigated thoroughly. Associations between physical literacy and well-being in children (n = 1073, mean age 10.86 ± 1.20 years) were analysed using machine learning. Motor competence (TGMD-3 and BOT-2) and health-related fitness (PACER and plank) were assessed in the physical competence domain. Motivation (adapted-Behavioural Regulation in Exercise Questionnaire) and confidence (modified-Physical Activity Self-Efficacy Scale) were assessed in the affective domain. Well-being was measured using the KIDSCREEN-27. Accuracy of predicting well-being from physical literacy was investigated using five machine learning classifiers (decision tree, random forest, XGBoost, AdaBoost, k-nearest neighbour) in the full sample and across subgroups (sex, socioeconomic status [SES], age). XGBoost predicted well-being from physical literacy with an accuracy of 87% in the full sample. Predictive accuracy was lowest in low SES participants. Contribution of physical literacy features differed substantially across subgroups. Physical literacy predicts well-being in children but the relative contribution of physical literacy features to well-being differs substantially between subgroups.

Current Practices, Willingness and Perceived Ability to Implement an Injury Prevention Exercise Program Among Post-Primary Physical Education Teachers.

BACKGROUND: Musculoskeletal injuries are common in adolescents, and recently schools have been suggested as an opportune location for injury prevention strategies. This study aimed to identify the current practices and perceptions of post-primary PE teachers in Ireland on injury prevention exercise programs (IPEP), which are key to informing potential implementation strategies. METHODS: Post-primary PE teachers (n = 287) completed an online anonymous survey. Outcome measures included current IPEP practices in PE class, teachers' attitudes toward IPEPs, willingness to implement, and perceived ability to implement an IPEP in PE class. Descriptive statistics were calculated, and Mann-Whitney U tests were used to compare differences between groups. RESULTS: Results indicated that only 1 in 5 PE teachers currently used an IPEP in class. Of these, no teacher used an existing IPEP exactly as intended, while most teachers were willing to implement an IPEP (80.5%). Those who previously received formal IPEP education or were aware of an existing IPEP had significantly higher perceived ability to implement an IPEP in class (p < .001). CONCLUSIONS: This study demonstrates that despite a willingness among PE teachers to implement IPEPs in class, few currently do. Thus, post-primary PE class may be an under-utilized setting for adolescent injury prevention and warrants further investigation.

Cook like a Boss Online: an adapted intervention during the COVID-19 pandemic that effectively improved children's perceived cooking competence, movement competence and wellbeing.

BACKGROUND: The COVID-19 pandemic has further exacerbated physical inactivity, poor dietary intake and reduced mental wellbeing, contributing factors to non-communicable diseases in children. Cooking interventions are proposed as having a positive influence on children's diet quality. Motor skills have been highlighted as essential for performance of cooking skills, and this movement may contribute to wellbeing. Additionally, perceived competence is a motivator for behaviour performance and thus important for understanding intervention effectiveness. Therefore, this research aimed to assess the effectiveness of an adapted virtual theory-based cooking intervention on perceived cooking competence, perceived movement competence and wellbeing. METHODS: The effective theory-driven and co-created 'Cook Like A Boss' was adapted to a virtual five day camp-styled intervention, with 248 children across the island of Ireland participating during the pandemic. Pre- and post-intervention assessments of perceived cooking competence, perceived movement competence and wellbeing using validated measurements were completed through online surveys. Bivariate Correlations, paired samples t-tests and Hierarchical multiple regression modelling was conducted using SPSS to understand the relationships between the variables and the effect of the intervention. RESULTS: 210 participants had matched survey data and were included in analysis. Significant positive correlations were shown between perceived cooking competence, perceived movement competence and wellbeing (P < 0.05). Children's perceived cooking competence (P < 0.001, medium to large effect size), perceived movement competence (P < 0.001, small to medium effect size) and wellbeing (P = 0.013, small effect size) all significantly increased from pre to post intervention. For the Hierarchical regression, the final model explained 57% of the total variance in participants' post-intervention perceived cooking competence. Each model explained a significant amount of variance (P < 0.05). Pre-intervention perceived cooking competence, wellbeing, age and perceived movement competence were significant predictors for post-intervention perceived cooking competence in the final model. CONCLUSION: The 'Cook Like A Boss' Online intervention was an adapted virtual outreach intervention. It provides initial evidence for the associations between perceived cooking competence, perceived movement and wellbeing as well as being effective in their improvement. This research shows the potential for cooking to be used as a mechanism for targeting improvements in not only diet quality but also movement and wellbeing. TRIAL REGISTRATION: NCT05395234. Retrospectively registered on 26th May 2022.

Do our movement skills impact our cognitive skills? Exploring the relationship between cognitive function and fundamental movement skills in primary school children.

OBJECTIVES: The literature suggests that there is a relationship between motor function and cognitive development however, few studies have explored the specific role of Functional Movement Skills on cognitive function. This research aimed to determine if Functional Movement Skills predict cognitive function, when accounting for confounding factors, in a sample of primary school children in Ireland. DESIGN: Cross-sectional. METHODS: Sixty primary school children (51.7 % girls, age range 7-12 years, mean age 9.9 ±â€¯1.28) were assessed in their Functional Movement Skill proficiency using the Test of Gross Motor Development-3rd Edition and a subtest of the Bruininks-Oseretsky Test of Motor Proficiency 2 Short Form (to assess balance). Participants also completed a series of cognitive tests which formed part of the Cambridge Neuropsychological Test Automated Battery. RESULTS: A series of hierarchical regression analyses were conducted whilst controlling for covariates (Age; Gender; Socio Economic Status). Attention Switching, Reaction Time, and Emotional Recognition were found to be associated with Overall Functional Movement Skills (Locomotor, Object Control, Stability). Overall Functional Movement Skills significantly accounted for 4.7 % of the variance in Simple Reaction Time (ΔR2 = 0.032; p = 0.13) whilst Stability significantly accounted for 5.5 % (ΔR2 = 0.055; p = 0.04) and 12.9 % (ΔR2 = 0.129; p = 0.00) of the variance in Simple Reaction Time and Emotional Recognition, respectively, after controlling for covariates. CONCLUSIONS: Overall Functional Movement Skills may be more related to reaction time than attention and spatial working memory, whilst stability may be more associated with emotional recognition. Further research is warranted. Greater comprehension of the impact of Functional Movement Skills on cognitive function in children can contribute to the development of more effective and efficient physical activity programmes, which can in turn contribute to and promote holistic child development.

LifeLab: Co-Design of an Interactive Health Literacy Intervention for Socioeconomically Disadvantaged Adolescents'.

Low socioeconomic populations, when compared to more affluent groups, are at greater risk of initiating risky behaviours and consequently developing health complications. Health literacy has been identified as a possible means to improve and sustain positive health behaviours, with adolescence being a time point when such behaviours can be embedded. To develop a meaningful health intervention, it has been recommended that relevant stakeholders be included in the design phase. This formative evaluation study was the second phase of co-design of an engaging health literacy intervention 'LifeLab' with, and for, socioeconomically disadvantaged adolescents in Ireland. In Spring 2021, a series of co-design workshops (n = 17) were facilitated with a convenience sample of adolescents from socially disadvantaged areas (n = 22) to gather their perceptions, feedback, and suggested changes on the LifeLab learning activities that had emerged from Phase 1 of the work. The data was analysed using reflexive thematic analysis, resulting in the development of three themes: (i) preferred learning engagement strategies, (ii) practical and logistical considerations and (iii) ideas for LifeLab content. The results highlight the value in adopting a participatory approach, as participants offered an array of suggestions and details to maximise the potential for LifeLab to be contextually relevant and engaging; suggestions which will directly inform the development and implementation of the intervention.

Using Co-Design to Develop a Health Literacy Intervention with Socially Disadvantaged Adolescents.

The aim of this study was to initiate a co-design process with adolescents to inform the development of a targeted health literacy intervention for implementation in designated socioeconomically disadvantaged post-primary schools in Ireland. Purposely developed vignettes were explored in a series of eight workshops that were conducted separately with staff (n = 26) and students (n = 33) across four schools. Data was analysed using content analysis. A number of key health topics were identified as important and influential for the participants in this context: food choices, mental health and wellbeing, physical activity and sedentary behaviour, sleep and substance misuse. Participants also suggested many health-related capacity building actions. Participants recognized that many of these health topics and capacity building actions were intertwined and also highlighted that some of these actions may be more feasible and/or impactful than others. For example, students and school staff both indicated the need to use relevant, applied and engaging approaches to improve health literacy and subsequent health behaviour. The co-design process adopted empowered stakeholders to actively engage in the design and development of future intervention strategies, which may increase the likelihood of acceptability, effectiveness and sustainability of the resulting intervention.

TGMD-3 short version: Evidence of validity and associations with sex in Irish children.

This study examined the internal structure and evidence of validity of the Test of Gross Motor Development 3rd edition (TGMD-3) in primary school aged children. Participants (n = 1608, 47% girls, age range 5-11 years, mean age 9.2 ± 2.04) were recruited from Irish schools across twelve counties (56% rural, 44% urban). The TGMD-3 was used to measure FMS proficiency (Ulrich, 2020). A two-factor model (13 skills) was used and confirmatory indexes were calculated. The Bayesian criteria and the Composite Reliability were employed to evaluate alternative models. Relationships between the final model proposed with age, sex and BMI were calculated using a network analysis. Mplus 8.0 and Rstudio were used. A two-factor model (locomotion and object control) with adequate values (> 0.30) for the seven skills (gallop, hop, jump, two-hand strike, bounce, catch, overhand throw) presented excellent indexes. The skills with the highest indicator of strength centrality in the network were bounce and catch for both boys and girls and hop for boys and horizontal jump for girls. This study evidences the validity and reliability of the internal structure of the TGMD-3 and demonstrates that a short version of the TGMD-3, comprising seven skills is a valid measure of FMS in this population.

Cook Like A Boss: An effective co-created multidisciplinary approach to improving children's cooking competence.

Cooking interventions are emphasised as promising methods for changing children's food-related preferences, attitudes and behaviours. However, criticisms remain, including relatively weak intervention designs; lack of validated tools, and limited underpinning theory. Therefore, this research aimed to assess the effectiveness of a theory-driven co-created children's cooking intervention with underpinning rationale for the content, using a validated measure. 'Cook Like A Boss' was a one week, controlled cooking camp style intervention. Thirty two children aged 10-12 years participated. The intervention was developed using the Cook-Ed model for planning, implementing and evaluating cooking programs and was underpinned by Social Learning theory and Experiential Learning theory. The intervention content was developed in a co-creation process with the research team, a chef and the children. The underlying developmental skills required for the recipes were assessed to ensure they were age-appropriate. Children completed pre and post measurements including perceived cooking competence. Process evaluations were also gathered. There was a significant increase in perceived cooking competence after the intervention (P < 0.05) and a significant difference between the intervention and control group (P < 0.001). Additionally, process evaluations found the intervention to have high fidelity and dose received and that it was received extremely positively. The 'Cook Like A Boss' children's cooking camp was an effective multidisciplinary co-created intervention with a vulnerable group, e.g. children, guided by a model and underpinned by theory. The content was developed to ensure it was age-appropriate and achievable for the children. This approach could act as a template for future children's cooking interventions.

Exploring the relationships between fundamental movement skills and health related fitness components in children.

This study examined the relationship between fundamental movement skills (FMS) and health related fitness (HRF) components in children. A cross section of Irish primary school children across all age groups participated in this study (n=2098, 47% girls, age 5-12 years of age, mean age 9.2 ± 2.04). FMS were measured using the Test of Gross Motor Development (TGMD-3), along with two additional assessments of vertical jump and balance. All HRF components were also assessed: body composition through BMI and waist circumference, muscular strength (MS) using a hand dynamometer, muscular endurance (ME) through the plank test, flexibility with back-saver sit-and-reach, and cardiovascular endurance (CVE) using the 20 m PACER test. Hierarchal multiple regressions were used to measure associations between the HRF components and overall FMS and the FMS subtests: locomotor, object control and balance skills. Results show significant positive relationships between FMS and MS (R2 = 0.25, ß= -0.19), ME (R2 = 0.11, ß = 0.34), flexibility (R2 = 0.13, ß = 0.14) and CVE (R2 = 0.17, ß = 0.39), and an inverse relationship between FMS and body composition (R2 = 0.25, ß= -0.19). The data presented reinforces the position that the relationship between FMS and HRF is dynamic, and predominantly strengthens with age through the course of childhood. Findings suggest that developing FMS as a child may be important to developing HRF across childhood and into adolescence.

The Differential Impact of Screen Time on Children's Wellbeing.

Increased screen time has been found to be associated with a number of negative health and wellbeing indicators in youth populations. An increasing number of studies have investigated the association between screen time and wellbeing in adolescents, but evidence in younger children is still emerging. This 2017 study explored the effect of leisure screen time and gender on dimensions of wellbeing (measured using KIDSCREEN-27) in a national sample of 897 Irish primary school children aged 8-12 years. Participants had a mean age of 10.9 ± 1.16 years and were 47.7% female. Just over 30% of the sample accumulated 2 h or more of leisure screen time daily. Results show that there was no significant interaction between screen time category (<2 h/2 h + daily) and gender on overall wellbeing, while controlling for BMI. Children who self-reported <2 h of leisure screen time scored significantly higher on four dimensions of wellbeing: physical, parental, peers, and school, but not psychological. This study supports the growing evidence of the impact that leisure screen time has on health. Further longitudinal research investigating the impact of sub-categories of leisure screen time behaviour on wellbeing is warranted.

Rationale and study protocol for the Movement Oriented Games Based Assessment (MOGBA) cluster randomized controlled trial: A complex movement skill intervention for 8-12 year old children within 'Made to Play'.

There is a positive relationship between children's movement competence and physical activity, with a further relationship established between physical activity and childhood obesity. The Movement Oriented Games Based Assessment (MOGBA) is a delivery and assessment intervention designed to improve children's complex movement skills, based on principles of motor development and assessment theories. MOGBA aims to improve children's movement competence, physical fitness and self-perceptions (physical and game) and increase children's moderate-to-vigorous physical activity (MVPA). MOGBA is to be used in the 'Made to Play' initiative, involving 105 sports and activity programs across 21 countries, involving over 25 million children. A multi-site cluster randomized controlled trial will take place across three global sites (UK, Ireland and Australia). Each site will recruit eight primary schools (four experiment, four control) with each school providing two separate classes of children from age ranges 8-12 years (Site n = ~300, total n = 904). After baseline assessments, schools will be randomly allocated to an experimental or wait-list control group. Following two half-day workshops, trained facilitators will deliver the MOGBA intervention for 9 weeks. The main intervention components include delivery of 14 games-based activities with associated assessments of children's movement and differentiation to meet children's needs by manipulating space, effort and relationships. The primary outcome of the trial is to improve children's' movement competence (The Dragon Challenge), with secondary outcomes of improving children's' in-activity and leisure-time MVPA (5-day accelerometer), physical fitness (standing long jump and push ups) and self-perceptions (physical and game). Data will be analysed using multilevel modelling approaches. The MOGBA intervention has been designed to improve children's movement competence and scalable interventions based on MOGBA could be applied across programs within the Made to Play initiative, globally. The trial is registered at the Australia New Zealand Clinical Trial Registry (ACTRN12619001320145p, 27 Sep 2019).

Health Literacy in Schools? A Systematic Review of Health-Related Interventions Aimed at Disadvantaged Adolescents.

Socioeconomically disadvantaged populations are at greater risk of adopting unhealthy behaviours and developing chronic diseases. Adolescence has been identified as a crucial life stage to develop lifelong healthy behaviours, with schools often suggested as the ideal environment to foster healthy habits. Health literacy (HL) provides a possible solution to promote such healthy behaviours. The aim of this study was to review school-based HL-related interventions targeting socioeconomically disadvantaged adolescents and to identify effective intervention strategies for this population. Searches were performed in six databases. Inclusion criteria included age: 12-16; the implementation of a school-based intervention related to HL aimed at socioeconomically disadvantaged populations; an intervention focused on: physical activity (PA), diet, mental health, substance abuse or sleep. Forty-one articles were included, with the majority focusing on PA and diet (n = 13), PA (n = 9) or mental health (n = 7). Few interventions focused solely on substance abuse (n = 2) or sleep (n = 1), and none targeted or assessed HL as an outcome measure. There was huge heterogeneity in study design, outcomes measures and effectiveness reported. Effective intervention strategies were identified that can be used to guide future interventions, including practical learning activities, peer support and approaches targeting the school environment, the parents or that link the intervention to the community.

Understanding disadvantaged adolescents' perception of health literacy through a systematic development of peer vignettes.

BACKGROUND: Adolescence represents a crucial phase of life where health behaviours, attitudes and social determinants can have lasting impacts on health quality across the life course. Unhealthy behaviour in young people is generally more common in low socioeconomic groups. Nevertheless, all adolescents should have a fair opportunity to attain their full health potential. Health literacy is positioned as a potential mediating factor to improve health, but research regarding health literacy in adolescents and socially disadvantaged populations is limited. As part of Phase one of the Ophelia (OPtimising HEalth LIterAcy) framework, The purpose of this study was to explore the perceptions of socially disadvantaged Irish adolescents in relation to health literacy and related behaviours, and utilise this data to develop relevant vignettes. METHODS: A convergent mixed method design was used to co-create the vignettes. Questionnaires were completed by 962 adolescents (males n = 553, females n = 409, Mean age = 13.97 ± 0.96 years) from five participating disadvantaged schools in Leinster, Ireland. Focus groups were also conducted in each school (n = 31). Results were synthesised using cluster and thematic analysis, to develop nine vignettes that represented typical male and female subgroups across the schools with varying health literacy profiles. These vignettes were then validated through triangular consensus with students, teachers, and researchers. DISCUSSION: The co-creation process was a participatory methodology which promoted the engagement and autonomy of the young people involved in the project. The vignettes themselves provide an authentic and tangible description of the health issues and health literacy profiles of adolescents in this context. Application of these vignettes in workshops involving students and teachers, will enable meaningful engagement in the discussion of health literacy and health-related behaviours in Irish young people, and the potential co-designing of strategies to address health literacy in youth. CONCLUSION: As guided by the Ophelia framework, the use of authentic, interactive and participatory research methods, such as the co-creation of vignettes, is particularly important in groups that are underserved by traditional research methods. The approach used in this study could be adapted to other contexts to represent and understand stakeholders' perceptions of health, with a view to explore, and ultimately improve, health literacy.

School-based interventions modestly increase physical activity and cardiorespiratory fitness but are least effective for youth who need them most: an individual participant pooled analysis of 20 controlled trials.

OBJECTIVES: To determine if subpopulations of students benefit equally from school-based physical activity interventions in terms of cardiorespiratory fitness and physical activity. To examine if physical activity intensity mediates improvements in cardiorespiratory fitness. DESIGN: Pooled analysis of individual participant data from controlled trials that assessed the impact of school-based physical activity interventions on cardiorespiratory fitness and device-measured physical activity. PARTICIPANTS: Data for 6621 children and adolescents aged 4-18 years from 20 trials were included. MAIN OUTCOME MEASURES: Peak oxygen consumption (VO2Peak mL/kg/min) and minutes of moderate and vigorous physical activity. RESULTS: Interventions modestly improved students' cardiorespiratory fitness by 0.47 mL/kg/min (95% CI 0.33 to 0.61), but the effects were not distributed equally across subpopulations. Girls and older students benefited less than boys and younger students, respectively. Students with lower levels of initial fitness, and those with higher levels of baseline physical activity benefitted more than those who were initially fitter and less active, respectively. Interventions had a modest positive effect on physical activity with approximately one additional minute per day of both moderate and vigorous physical activity. Changes in vigorous, but not moderate intensity, physical activity explained a small amount (~5%) of the intervention effect on cardiorespiratory fitness. CONCLUSIONS: Future interventions should include targeted strategies to address the needs of girls and older students. Interventions may also be improved by promoting more vigorous intensity physical activity. Interventions could mitigate declining youth cardiorespiratory fitness, increase physical activity and promote cardiovascular health if they can be delivered equitably and their effects sustained at the population level.

CooC11 and CooC7: the development and validation of age appropriate children's perceived cooking competence measures.

BACKGROUND: Learning cooking skills during childhood and adolescence is associated with positive dietary outcomes in adulthood as well as being tracked from adolescence to adulthood. In addition studies have found that perceived competence to be a greater motivator to perform a behaviour than actual competence. However, a lack of validated tools that effectively measure behavioural and dietary changes including cooking confidence in children is a limitation. Therefore, this research aimed to develop and validate age-appropriate perceived cooking competence measures for younger and older primary school aged children. METHODS: Two measures of perceived Cooking Competence (CooC11 and CooC7) for older (8-12 years) and younger (6-7 years) children were developed from a critical evaluation of publically available recommendations and expert consultation. The cooking skills within the measures were illustrated by a graphic designer in consultation with a chef and reviewed in an iterative manner by the research team. The measures were piloted for clarity, ease of use and initial face validity. Multiple studies were used for both CooC11 and CooC7 to establish psychometric properties of the measures, temporal stability, internal consistency reliability, construct validity, as well as responsiveness to change for CooC11. Analysis included Exploratory Factor Analysis, Confirmatory Factor Analysis, Intraclass Correlation Coefficients, Pearson's Correlations, ANOVAs and Cronbach's Alphas. RESULTS: Both measures had high levels of face validity and received positive user feedback. Two factors were shown in both measures with the measures showing excellent temporal stability (ICC > 0.9) and good internal consistency (Cronbach's Alphas > 0.7). Both measures showed initial discriminant validity, with significant differences (P< 0.001) between those who reported assisting their parents with dinner preparation and those who did not. Additionally, CooC11 was significantly correlated with an adult cooking measure and had a significant responsiveness to change (P< 0.01). CONCLUSIONS: The CooC11 and CooC7 are the first validated age-appropriate measures for assessing children's perceived Cooking Competence for ages 8-12 and 6-7 years respectively. They can be used to evaluate the efficacy of children's cooking intervention studies or school nutrition education programmes.