Determining Positive Behavioral Skills in Different Age Groups of Young Basketball Players during the Pandemic.

Assessing psychological indicators such as positive behavioral skills in the context of adolescent personality development during the pandemic era is highly relevant: the growing problem of peer disrespect among adolescents who participate in sports has recently become an undeniable scientific issue. This study aimed to analyze positive behavioral skills in the cadet (U16) and junior (U18) age groups of young basketball players during the COVID-19 pandemic. The participants were 378 male athletes (age 16.36 ± 1.15 years). Results revealed that U18 athletes are more capable of taking responsibility, positively evaluating themselves, behaving pro-socially with teammates, cooperating, demonstrating assertiveness, demonstrating self-control, and managing emotions than U16 adolescent athletes. When comparing the effect sizes in the current study during the pandemic with similar studies by other authors, the pandemic may have had a larger negative effect on some positive behavioral skills (ability to control emotions, social responsibility skills, cooperation skills) in U16 athletes than in U18 athletes, as the effect sizes were small before the pandemic and moderate during the pandemic in the current study. This study's results may be useful for developing and implementing a young athletes' education program based on a comprehensive model of positive behavioral skills that include the indicators analyzed.

The rehabilitation including structured active play (RePlay) model: A conceptual model for organizing physical rehabilitation sessions based on structured active play for preschoolers with cancer.

Anti-cancer treatments, as well as cancer itself, reduce children's cardiorespiratory fitness, muscle strength, and gross motor functions. Early rehabilitation programs, including physical activity for childhood cancer patients, can counteract these adverse effects. Previous studies of school-aged children (6-18 years old) indicate that physical activity, including aerobic and resistance training, is safe, feasible, and effective. The goal of structured physical activity rehabilitation for preschool children (1-5 years old) is to support gross motor development and opportunities to move freely in various ways. Specific rehabilitation for preschoolers diagnosed with cancer is needed to promote physical-, social-, and personal development. This paper introduces a conceptual model-The RePlay (Rehabilitation including structured active play) Model-for organizing physical rehabilitation sessions based on structured active play for preschoolers with cancer. The theory and empirically based model combine knowledge of early childhood development, play, physical activity and rehabilitation for children with cancer, and cancer treatment. With this model, we propose how to structure rehabilitation sessions, including goal-oriented, age-sensitive, fun movement activities that facilitate preschoolers to develop gross motor skills while enhancing their social and personal skills, through four core principles: (1) ritual practices, (2) reinforcement of movement through repetition, (3) development through appropriate challenge, and (4) adjusting activities to accommodate treatment-related side effects. This model holds promise for use with preschoolers diagnosed with cancer, as it is scalable and pragmatic and accounts for the children's fluctuating physical capacity and daily wellbeing during cancer treatment.

DEVELOPMENT OF PUBLIC HEALTH IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS.

OBJECTIVE: The aim: Investigate the health-saving direction of the content of academic disciplines and pedagogical practice in the educational programs of the 1st (bachelor's) educational level of specialties 012 Preschool education and 013 Primary education. PATIENTS AND METHODS: Materials and methods: A set of methods were used in the paper: general scientific (analysis, synthesis, comparison, systematization, generalization), empirical (observation, interviews, questionnaires) to form and understand the values of public health in the student community. RESULTS: Results and conclusions: The development of public health in the student community is seen as an understanding of the value of their own health and mastery of healthsaving technologies for their use in the future teaching profession. Theoretical understanding and the results of practical work with students of the 1st (bachelor's) educational level of specialties 012 Preschool education and 013 Primary education made it possible to determine the nature and content of the development of public health elements during student life of higher education students and the near future professional activity of preschool and primary school teachers.

What Do We Know About the Development of Personal and Social Skills within the Sport Education Model: A Systematic Review.

The purpose of the present study was to conduct a review of the research on the Sport Education (SE) studies that have examined the development of students' personal and social skills. Research articles selected were found through Web of Science, SCOPUS, Academic Search Complete, ERIC, SPORTDiscus with Full Text, Education Source, PsycINFO and PsycARTICLES databases. The keywords "Sport Education" and "physical education" were used in different combinations. The articles were included for analysis if the following criteria were met: (i) were published in peer-reviewed international journals indexed in JCR (Journal Citation Reports) or SJR (Scientific Journal Rankings); (ii) were available in full-text; (iii) examined personal and social variables included or measured as main outcomes within the SE model. The quality of the selected studies was scored using a quality assessment list. Fifty-one studies were included. Results showed that, considering the development of social and personal competencies, the majority of SE research took place in Spain and USA in a co-educational PE context (high school). Enjoyment/satisfaction, enthusiasm and engagement were the predominant outcome measures, using a non-experimental design and multiple qualitative tools in more than half of the studies. Few studies established the fidelity of the model implementation. There is a need for future research to consider other samples, contexts, cultures and types of sports seeking to reinforce the positive impact of SE on the personal and social competencies. Longer units with a good planning, mixed and quantitative methodological designs and the report of the model fidelity would be also particularly important for future investigations.

Construção e validação de um aplicativo de identificação das habilidades adaptativas de crianças e adolescentes com deficiência intelectual / Construction and validation of an application to identify the adaptive skills of children and adolescents with intellectual disabilities

Introdução: Essa tese é resultado de estudos sobre a deficiência intelectual (DI) em relação as habilidades adaptativas práticas, sociais e conceituais. Com o intuito de problematizar um cenário de falta de instrumentos capazes de avaliar as referidas habilidades, consistiu na elaboração de um aplicativo apto a auxiliar o processo avaliativo de indivíduos com DI. Objetivo: Construir um aplicativo projetado para identificar habilidades adaptativas práticas, sociais e conceituais de crianças e adolescentes com DI, com base na teoria de Lev Vygotsky. Método: Estudo multimétodo com procedimentos quantitativos e qualitativos realizado em três etapas, em uma instituição filantrópica na cidade de Campina Grande, Paraíba, Brasil. Na primeira etapa, foi realizado estudo transversal em prontuários de 450 usuários com DI. Os dados foram tabulados e analisados por meio do programa Statistical Package for the Social Sciences® versão 20.0 (SPSS). Na segunda etapa, foi realizada uma pesquisa descritiva com aplicação de um questionário sobre as habilidades adaptativas. A análise dos dados foi dividida em dois momentos. No primeiro, considerou-se os 200 questionários dos 100 cuidadores e 100 pessoas com DI, sobre habilidades adaptativas práticas. Depois, foram abordadas as habilidades adaptativas sociais e conceituais, considerando os 100 cuidadores, nove professores e 100 pessoas com DI. Ao todo foram administrados 300 questionários aplicados com participantes. Os dados foram processados pela Análise Fatorial de Correspondência no programa Tri-deux-Mots. A terceira etapa foi conduzida, em três fases: (1) realização de validação de conteúdo das imagens a serem utilizadas no aplicativo Autonomy, por meio do programa SurveyMonkey, iniciando o processo de informatização do aplicativo; (2) avaliação dos atributos de qualidade, por doze profissionais da saúde e da educação, por meio de um grupo focal e por dois profissionais da computação, mediante um questionário via e-mail; e (3) validação clínica do aplicativo Autonomy, com a participação de 200 crianças e adolescentes com DI, por meio da análise fatorial exploratória (AFE), que foi procedida utilizando o software FACTOR versão 9.20 para a validação dos itens que compunham o aplicativo, excluindo aqueles que não alcançaram cargas fatoriais maiores que 0,3. Resultados: Na primeira etapa, estudando o perfil demográfico dos usuários da instituição pesquisada, encontrou-se que 61,4% dos usuários não sabem ler nem escrever e 12,2% sabem, sendo esta última mais representativa em famílias com renda igual ou superior a um salário mínimo (56,4%) e com mais 13 anos de idade (90,9%). Na segunda etapa, constatou-se que o grupo de pessoas com DI de escolaridade mais avançada, quando comparado aos outros grupos, demonstrou mais indicativos de autonomia em relação ao desempenho de atividades da vida diária e de atividades instrumentais da vida diária. No tocante às habilidades conceituais, os alunos revelaram ter autonomia em relação às atividades escolares, o que não coincidiu com a opinião dos cuidadores e professores. Na terceira etapa, verificou-se que as imagens que compõem o Autonomy apresentaram um índice de validade de conteúdo acima de 80%. Na avaliação dos atributos de qualidade, o grupo focal fez sugestões de alterações como gravação do áudio, tela de instruções para os emojis e outras, as quais foram acatadas e melhoraram o desempenho do aplicativo. Com a AFE, observou-se evidências de que o aplicativo possui itens confiáveis. Foram excluídos os itens _acordar', _assistir TV', _se reunir com a família', _animal de estimação' e _estudar com ajuda'. Conclusão: Pessoas com DI apresentam tempo diferenciado de aprendizado de leitura e escrita. Contudo, mais importante do que saber ler e escrever é saber utilizar e atribuir sentido a sua prática. O problema do diagnóstico deixa em evidência tanto a dificuldade de atuação dos profissionais da saúde, como os instrumentos existentes (cognitivos ou de avaliação das habilidades adaptativas) que não são válidos para auxiliar 14 no diagnóstico. Os profissionais da educação e da saúde e os cuidadores podem colaborar de forma mais efetiva no desenvolvimento da autonomia das pessoas com DI, promovendo ambiente mais interativo e que favoreça o desenvolvimento de tais habilidades. A construção do aplicativo Autonomy foi avaliada de forma adequada pelos profissionais da saúde, da educação e da computação, proporcionado a identificação das habilidades adaptativas dos indivíduos com DI.

Introduction: This thesis is the result of studies about intellectual disability (ID) in relation to practical, social and conceptual adaptive skills. In order to problematize a scenario of lack of instruments capable of evaluating said abilities, it consisted in the elaboration of an applicator able to assist the evaluation process of individuals with ID. Objective: To construct an applicator designed to identify practical, social and conceptual adaptive skills of children and adolescents with ID, based on Lev Vygotsky's theory. Methodology: A multi-method study with quantitative and qualitative procedures carried out in three stages at a philanthropic institution in the city of Campina Grande, Paraíba, Brazil. In the first stage, a cross-sectional study was carried out in the medical records of 450 IDP users. The data were tabulated and analyzed through the Statistical Package for the Social Sciences® version 20.0 (SPSS) program. In the second step, a descriptive research was carried out with the applicator of a questionnaire on adaptive skills. The analysis of the data was divided in two moments. In the first one, we considered the 200 questionnaires of 100 caregivers and 100 people with ID on practical adaptive skills. Then, we approached the social and conceptual adaptive skills, considering the 100 caregivers, nine teachers and 100 people with ID. In all, 300 questionnaires were administered with participants. The data were processed by Factorial Matching Analysis in the Tri-deux-Mots program. The third step was conducted in three phases: (1) validation of content of the images to be used in the applicator Autonomy, through the program SurveyMonkey, initiating the process of computerization of the applicator; (2) evaluation of quality attributes by twelve health and education professionals, through a focus group and two computer professionals, through a questionnaire via e-mail; and (3) clinical validation of the Autonomy applicator, with the participation of 200 children and adolescents with DI, through exploratory factorial analysis (AFE), which was performed using FACTOR software version 9.20 for validation of the items that composed the application, excluding those that did not reach factorial loads greater than 0.3. Results: In the first stage, studying the demographic profile of the users of the institution studied, it was found that 61.4% of users do not know how to read or write and 12.2% know, the latter being more representative in families with equal or higher income to a minimum wage (56.4%) and a 13-year-old (90.9%). In the second stage, it was verified that the group of people with ID of more advanced schooling, when compared to the other groups, showed more indicative of Autonomy in relation to the performance of activities of daily living and instrumental activities of daily life. Regarding the conceptual skills, the students showed Autonomy in relation to the school activities, which did not coincide with the opinion of the caregivers and teachers. In the third step, it was verified that the images that make up the Autonomy presented a index of validity of content above 80%. In assessing quality attributes, the focus group made suggestions for changes such as audio recording, emoji instruction screen and others, which were followed and improved application performance. With AFE, there was evidence that the applicator has trusted items. The items 'wake up', 'watch TV', 'reunite with family', 'pet' and 'study with help' were excluded. Conclusion: People with ID have a differentiated learning time for reading and writing. However, it is more important to know how to use and give meaning to your practice than reading and writing. The problem of diagnosis reveals both the difficulty of health professionals and the existing instruments (cognitive or assessment of adaptive skills) that are not valid to aid in diagnosis. Education and health professionals and caregivers can collaborate more effectively in developing the autonomy of people with ID, promoting a more interactive environment that favors the development of such skills. The construction of the Autonomy 16 applicator was adequately evaluated by health, education and computing professionals, providing the identification of the adaptive skills of individuals with ID.

Internship training in computer science: Exploring student satisfaction levels.

The requirement of employability in the job market prompted universities to conduct internship training as part of their study plans. There is a need to train students on important academic and professional skills related to the workplace with an IT component. This article describes a statistical study that measures satisfaction levels among students in the faculty of Information Technology and Computer Science in Jordan. The objective of this study is to explore factors that influence student satisfaction with regards to enrolling in an internship training program. The study was conducted to gather student perceptions, opinions, preferences and satisfaction levels related to the program. Data were collected via a mixed method survey (surveys and interviews) from student-respondents. The survey collects demographic and background information from students, including their perception of faculty performance in the training poised to prepare them for the job market. Findings from this study show that students expect internship training to improve their professional and personal skills as well as to increase their workplace-related satisfaction. It is concluded that improving the internship training is crucial among the students as it is expected to enrich their experiences, knowledge and skills in the personal and professional life. It is also expected to increase their level of confidence when it comes to exploring their future job opportunities in the Jordanian market.

The Effects of a Psychosocial Rehabilitation Approach on the Social Adjustment of People with Psychiatric Disabilities / 신경정신의학

OBJECTIVES: The aims of this study were to explore ways in which social adjustment (SA) is enhanced and to investigate the structure of relationships among mental health state (MHS), the de-velopment of personal skills (DPS), and the development of environmental resources (DER) through structural equation modelling. METHODS: The research data were gathered by collecting self-administered questionnaires from 689 service users recruited from 62 mental health organizations in South Korea. RESULTS: Firstly, in the result of path estimates of measurement and theoretical model, especially MHS, the DER had a significant effect on the SA, the DER had a significant effect on the DPS, and the DPS had a significant effect on the SA. In contrast, MHS showed no significant effect on the DPS, and the DER showed no significant effect on the SA. Secondly, MHS and the DPS had direct effects on the SA, while the DER had indirect effects on the SA. Finally, the DER full mediating effects of between MHS and DPS ; another full mediating effects of DPS between DER and SA. CONCLUSION: Several intervention strategies for improving social adjustment were identified and presented. I found that much of your results section was difficult to understand without access to your full paper. For example, I have no details of your theoretical model and was unsure what form of structural equation modeling you used. My editing, especially of the way in which you reported your results, may therefore be inaccurate and certainly less helpful than I would have liked. Please accept my apologies for this.

O processo criativo em mosaicistas / The creative process mosaicists

O presente estudo tem como objetivo relacionar o trabalho criativo deartesãos na cidade de Juiz de Fora em Minas Gerais, com o desenvolvimento dobem-estar,de habilidades manuais e de geração de renda. Este desenvolvimentose dará através da técnica da arte do mosaico, mostrando que as vivências deprazer são observadas quando o discurso reflete o contexto no qual o trabalho deve ser flexível, em grupo ou individual, propiciando aos trabalhadores fazerem uso de sua criatividade para se sentirem úteis, produtivos e valorizados. Nesta pesquisa, segundo bases qualitativas, foram entrevistados 9 (nove)artesãos e 1 (um) artista plástico que trabalham com o mosaico. Eles foramselecionados aleatoriamente seguindo a metodologia de bola de neve. Foramperguntados sobre sensações de bem e mal-estar no trabalho criativo, rotinas,insights, instrumentos de trabalho, motivações intrínsecas e extrínsecas, aceitações pessoais e por parte de outros e, a valorização do seu trabalho. Os dados foram analisados e foram verificadas seis fases no processo de trabalho criativo. Enfim, o estudo mostrou que a liberdade de pensamento e de criação juntamente com a paixão pelo que fazem e o reconhecimento, contribuíram para o desenvolvimento e a inclusão do indivíduo na sociedade, e como conseqüência, na comunidade na qual ele está inserido.

This study aims to relate the process of creative work of craftsmen in the cityof Juiz de Fora in Minas Gerais, Brazil, with the development of the welfare ofmanual skills and generating income. This development will be through thetechnique of mosaic art, showing that the experience of pleasure is observedwhen the speech reflects the context in which the work must be flexible, group or individual, providing the workers make use of their creativity to feel useful, productive and valued. In this search, the second qualitative basis, were interviewed 9 (nine) craftsmen and one visual artist working with the mosaic. They were randomly selected following the methodology of snowball. They were asked about feelings of well-being and badly in the process of creative work, routines, insights,instruments of work, intrinsic and extrinsic motivations, personal and acceptance by other, and the appreciation of their work. The data were analyzed and were found six stages in the process of creative work.Finally, the study showed that freedom of thought and creation together withthe passion for what they do and recognition, contributed to the development and inclusion of individuals in society, and as a consequence, the community in which it is inserted.