How much exercise are older adults living in nursing homes doing in daily life? A cross-sectional study

Information on the amount of exercise practised by nursing home (NH) residents is scarce. This study aimed at describing NH residents’ participation in exercise classes, as well as to examine whether the presence of a professional exercise instructor in the facilities is associated with residents’ exercise habits. The cross-sectional data of 5402 residents (median age = 88 years; mostly women (75.2%)) from 163 NHs in France were analysed. Adjusted logistic and linear regressions were performed to examine whether the presence of a professional exercise instructor in the NH was associated with exercise habits: exercise participation, frequency, duration, and levels. From the 5402 participants, 1914 were participating in exercise classes provided in the NH. Most of them had an exercise frequency of 1x/week or less. Median duration of exercise sessions was 45 min. Exercise levels were rated as: highly active (n = 487), intermediately active (n = 1096), and poorly active (n = 331). The presence of a professional exercise instructor working in the facility was significantly associated with exercise participation and with higher exercise frequencies and levels, and session duration. In conclusion, the presence of professional exercise instructors is associated with better exercise habits in NH residents. Improved exercise habits may potentially be translated into better health in this population.     

Social identification,exercise participation,and positive exercise experiences: Evidence from parkrun

Growing evidence suggests that social identities may have profound implications for physical activity participation. Real-world examinations of this relationship have, however, been lacking, with research predominantly examining intentions and hypothetical scenarios. To address this shortcoming and further advance understanding in this area, the present study tested relationships between group identification, participation, two exercise-specific outcomes (exercise-specific satisfaction and group cohesion), and a broad health indicator (life satisfaction) among individuals recruited from parkrun. Participants (N = 289) completed questionnaires measuring all variables except participants’ parkrun participation, which was objectively assessed. Structural equation modeling demonstrated that group identification was significantly associated with greater participation, exercise-specific satisfaction, group cohesion, and life satisfaction. Findings provide real-world evidence of the health-related benefits associated with forming strong social identities in exercise settings.     

Effect of Learner Strategies With Modular Versus Traditional Instruction on Motor Skill Learning and Retention

Abstract

This study investigated the effectiveness of learner strategies on learning and remembering a series of juggling skills, using modular versus traditional modes of instruction. The 48 subjects (M age = 16.6 years) were randomly assigned to one of four groups: (a) a group taught by a live instructor (traditional) using learner strategies; (b) a traditionally taught no-strategies group; (c) a self-instructed group that used strategies with a modular instructional approach; and (d) a control group exposed to a similar module without the use of strategies. Two juggling experts rated subjects on their ability to perform five juggling skills immediately following eight learning sessions (acquisition) and 7 days after the first test (retention). The use of ANOVA revealed that the groups which used modular instruction, as opposed to traditional instruction, and strategies in comparison to no strategies, performed significantly better when scores on the acquisition and retention tests were combined. Performance on the retention test was similar for all groups. The results provided partial support for the use of modular instruction and learner strategies in the learning and remembering of complex gross motor skills. However, contrary to expectations, the combination of these factors did not elicit performance superior to that elicited by the other conditions.     

Effects of Goal Setting on Achievement in Archery

This study investigated the effects of goal setting in teacher-led group conferences on achievement in archery. University undergraduates enrolled in three beginning archery classes (N = 30) were randomly assigned to two treatment groups—group conference with goal setting and group conferences only. For 10 weeks, subjects met twice a week for archery instruction and once a week with the instructor for a 10-minute conference. Subjects in the goal-setting conference group were directed to set numerical and verbal goals using a printed goal-setting form. Three achievement tests were administered while subjects were shooting from a distance of 20 yards: an initial test during week 1, a progress test during week 6, and a final test during week 10. Analysis of the data indicated that when groups were adjusted for initial differences, the goal-setting group achieved significantly higher scores in archery than the non-goal-setting group (F = 5.31, p < .05). Motivational implications of goal setting procedures are discussed.     

Teaching practices of the undergraduate introductory biomechanics faculty: a North American survey

Instruction and assessment strategies of undergraduate introductory biomechanics instructors have yet to be comprehensively examined. The purpose of this study was to identify the current instruction and assessment practices of North American undergraduate introductory biomechanics instructors and equipment needed for effective instruction in lecture and laboratory sessions. One hundred and sixty-five respondents (age: 42.5 ± 10.3 years) who currently teach or have taught an introductory biomechanics course in North America were recruited by electronic mail. Subjects completed a web-based survey, consisting of 60 open- and closed-ended questions. Pearson's correlation coefficients were used to assess relationships between instructor's familiarity with either the Biomechanics Concept Inventory or the NASPE Guidelines for Undergraduate Biomechanics, and instructor and course characteristics (number of years teaching, age, faculty rank, number of quizzes given, etc.) A number of variables were significantly (p < 0.05) correlated. Answers to open-ended questions were processed using content analysis, with results categorized in content areas including: instructor and course characteristics; lecture instruction; assessment and equipment; laboratory instruction; assessment and equipment; and instructor's perspectives. Many active learning strategies for lecture and laboratory instruction were identified by faculty. Limited student preparation and limited resources were noted as the instructor's most common challenges.     

Differential Effects of Three Teachers Over a Unit of Instruction

The purpose of this study was to describe the effects of three teachers on psychomotor, affective, and cognitive outcomes over a 15-lesson volleyball unit. Three intact middle school physical education classes were used. Pre- and posttests were administered for the overhead set, forearm pass, and serve psychomotor skills. A semantic differential test with four affective dimensions and a written test on the rules, strategies, and mechanics of volleyball were also administered pre- and posttest. Data on instructional characteristics were obtained using academic learning time (ALT-PE); observation system for content development (OSCD-PE), and a content analysis of lessons.

The following were key aspects of the results: (a) Teachers differed in their approaches to the content of the unit more than in the characteristics of their instruction as determined through observational data; (b) teachers differed in respect to the psychomotor skills for which they were able to produce statistically significant student gain; (c) the skill level of students played a major role in psychomotor outcomes; (d) affective measures started high and remained high from pre- to posttest with significant change occurring positively with the low-skilled in one measure; (d) cognitive learning was significant from pre- to posttest in rules and mechanics but not in strategies. Instructional characteristics, as described in this study, did not change from skill to skill, but student learning did. This led the authors to conclude that the instrumentation for instructional variables was not sensitive to differences in the way individual skills were handled by individual teachers.     

Student teachers' use of instructional choice in physical education

Guided by self-determination theory and research on teacher beliefs, we examined student teachers' (STs) use of instructional choices in teaching physical education classes. Participants included 131 STs (52 men and 79 women) from a major university in the United States. STs completed questionnaires assessing three types of instructional choices (cognitive, organizational, and procedural) they provided and their rationale for providing their students with choices. The STs reported they gave students cognitive, organizational, and procedural choices. They firmly believed instructional choice promotes students' motivation, autonomy, and engagement in physical education. They also believed teachers should consider factors such as student characteristics and the beneficial effects when implementing choice in their classes.     

A Cardiopulmonary Instructor's Perspective on a Standardized Patient Experience: Implications for Cardiopulmonary Physical Therapy Education

Purpose: Standardized patients (SP) in Doctor of Physical Therapy (DPT) curricula are increasingly used for students to practice developing clinical reasoning, communication, and professional skills in an authentic learning environment. The purposes of this article are to: (1) describe an instructional model that synthesized SPs, Internet-based communities of practice, and reflection to teach clinical reasoning in DPT students; and (2) a cardiovascular and pulmonary physical therapy (CPPT) instructor''s perspective on the educational process and student clinical skill development. Summary of Key Points: The model, employed in a course: “Integrative Physical Therapy Practice,” enabled the instructor to document student clinical performance and reasoning during an SP interaction. For students, clinical reasoning was illuminated through the model''s assessment process. Data collected through the assessment process provided important feedback to the instructor on classroom instructional effectiveness. Conclusions: Examination of student learning experiences enabled the instructor to consider: (1) key aspects of examination and management for persons with cardiovascular or pulmonary disorders, (2) methods for visualizing clinical reasoning, (3) the impact of teaching on student learning, and (4) strategies for teaching CPPT. More research is indicated to investigate pedagogy for the development of clinical reasoning in DPT students.Key Words: standardized patient, clinical reasoning, reflection, physical therapy education, cardiovascular, pulmonary     

Different combinations of perceived autonomy support and control: identifying the most optimal motivating style

Background: According to Self-Determination Theory, teachers and sport coaches can differ in the motivating style they rely upon to motivate young people. When endorsing an autonomy-supportive motivating style, instructors try to identify, vitalize, and nurture youngsters’ inner motivational resources. In contrast, instructors with a dominant controlling motivating style rather pressure youngsters to think, feel, or behave in prescribed ways. While the dimensions of autonomy support and control can be conceptually differentiated, in reality both dimensions may co-occur to different degrees.

Purpose: The present study investigates to what extent perceived autonomy support and control can be combined and which motivating style then yields the most optimal pattern of outcomes.

Research design: Multi-Study with Cross-Sectional Design.

Findings: In two studies, conducted among elite athletes (N?=?202; M_age?=?15.63; SD?=?1.70) and students in physical education (N?=?647; M_age?=?13.27; SD?=?0.68) reporting on their instructor’s motivating style, cluster analyses systematically pointed towards the extraction of four motivating profiles. Two of these groups were characterized by the dominant presence of either autonomy support (i.e. high-autonomy support) or control (i.e. high control), while the two dimensions were found to be equally present in the two remaining groups (i.e. high–high or low–low). Results revealed that the high-autonomy support group showed to the most optimal pattern of outcomes (e.g. need satisfaction, autonomous motivation), while the high-control group yielded the least optimal pattern of outcomes. Results further showed that perceiving one’s instructor as high on control is detrimental (e.g. higher need frustration, amotivation) even when the instructor is additionally perceived to be autonomy-supportive. Finally, it appeared better to be relatively uninvolved than to be perceived as exclusively high on control.

Conclusions: When coaches or teachers are perceived to be high on autonomy support and low on control, this is likely to benefit youngsters’ motivation and well-being. Also, while some instructors, particularly those who are functioning in a more competitive context where pressure is considered more normative, may endorse the belief that the combination of autonomy support and control yields the most effective cocktail to motivate young people (e.g. using competitive and game-based activities to make it fun, while treating ‘the losers’ with punishments such as push-ups or humiliating comments), this perspective is not supported by the findings of the current study. Apart, from its theoretical relevance, the findings of the present study are valuable for future intervention development.     

高校武术选项课对学生个性化培养的调查研究

文章运用问卷调查法、专家访谈法、数理统计法等研究方法对广东省16所本科院校武术选项课的教师访谈及对北京理工大学珠海学院08、09级参加武术选项课的学生进行问卷调查和分析,论述了武术选项课中影响学生个性化培养的相关因素,并提出相应的对策。     

The Differential Effect of Indirect Instruction in the Teaching of Sport Skills on Critical Thinking and Self-esteem of Early Adolescent Boys Placed at Risk

The purpose of this study was to examine the differential effect of sport skills instruction (SSI) and sport skills instruction plus initiative games (SSI +) on the critical thinking (CT) and self-esteem scores of early adolescent boys placed at risk. Students in the SSI + group ( n = 36) participated in initiative games classes in addition to their sport skills activities. Students in the SSI group (n = 44) participated in the sport skills activities only. Since the boys were divided by age (10-11 & 12-13), the influence of age on the dependent variables was also investigated. Classes taught by the initiative games teacher were student-centered while the sport skills classes were teacher-centered. Significant differences between teacher behaviors occurred in interaction patterns, instructional strategies, and management concerns. There were no differences on self-esteem scores. The results supported the addition of initiative games to SSI to foster CT with this group of participants.     

Effects of Instructional Physical Activity Courses on Overall Physical Activity and Mood in University Students

Purpose: The aim of this research was to assess the association between university-based instructional physical activity (PA) courses and changes in overall PA levels and negative mood and their interrelations. The study also sought to determine the amount of change in PA required to significantly improve mood in course enrollees. Method: Participants were university students initially completing PA below the level recommended for health who were either presently enrolled in an elective instructional PA course (treatment group, n = 52, 69% female) or not presently enrolled in such a course (comparison group, n = 32, 69% female). Validated surveys assessed volumes of PA completed per week and overall negative mood from baseline to course end. Mediation analyses assessed group effects on mood through PA changes and reciprocal relations between PA and mood changes. Results: There was a significantly greater increase in PA and significantly more reduction in negative mood in the treatment group. Change in PA completely mediated the relationship between group and change in negative mood, and change in mood completely mediated the relationship between group and PA. These findings indicated a reciprocal, mutually reinforcing relationship between changes in PA and mood. An increase in PA of at least 2 days/week was associated with a significant reduction in negative mood, with no greater effect for more increase. Conclusions: Results provided an improved understanding of the effects of university-based instructional PA courses and how they might be leveraged to improve students’ mental health and possibly contribute to their academic success.     

Coeducational and single-sex physical education: students’ situational interest in learning tasks centred on technical skills

Background: A student’s choice to engage in a learning task is highly related to the student’s environmental stimuli and his or her perception of interest. From this perspective, the construct of situational interest (SI) has been used to interpret students’ motivation in task engagement. SI is assumed to be transitory, environmentally activated, and context specific. It has been conceptualized as a multidimensional construct with five dimensions: instant enjoyment, exploration intention, attention demand, novelty, and challenge. Few prior studies have compared SI between girls and boys in physical education (PE) contexts, and these studies have offered contrasting findings. They were conducted in coeducational (coed) or single-sex contexts and used learning tasks centred on a variety of outcomes: technical or tactical skills, creativity and cultural understanding.

Purpose: In the context of the debate on single-sex and coed classes in PE, this study aimed to estimate the effects of single-sex and coed PE classes on students’ situational interest (SI) within learning tasks centred on technical skills. The researchers decided to study learning tasks centred on the development of students’ technical skills, since these tasks are often used by teachers in PE.

Participants: The sample consisted of 177 Swiss secondary school students, aged 11–17 years (M?=?14.07, SD?=?1.41, 96 boys, 81 girls).

Data collection: The students completed the French 15-item SI Scale after practising a technical learning task in single-sex and coed PE contexts. The researchers chose five physical activities (i.e. athletics, basketball, dance, gymnastics, and volleyball), which are commonly taught in the state of Vaud (Switzerland) and provide a balance between masculine and feminine activities.

Data analysis: A two-way repeated-measures MANOVA was performed to examine the main and interaction effects of student sex and class sex composition on the five SI dimensions.

Findings: The results showed a main effect of class sex composition on student SI but no main effect of student sex and no interaction effect of student sex and class sex composition. More precisely, the scores for three SI dimensions (i.e. instant enjoyment, exploration intention, and attention demand) were higher in the coed context than in the single-sex context.

Conclusions: This study encourages teachers to propose coed PE classes to enhance students’ motivation and engagement when practising learning tasks centred on technical skills. This study offers supplementary evidence of the teacher’s role in promoting student SI. Beyond accounting for students’ dispositional factors (e.g. sex), PE teachers can significantly impact students’ SI in technical learning tasks through instructional choices.     

Untangling the Links among Athletic Involvement, Gender, Race, and Adolescent Academic Outcomes

Although previous research has established that high school sports participation may be associated with positive academic outcomes, the parameters of the relationship remain unclear. Using a longitudinal sample of nearly 600 Western New York adolescents, this study examined gender- and race-specific differences in the impact of two dimensions of adolescent athletic involvement ("jock" identity and athlete status) on changes in school grades and school misconduct over a two-year interval. Female and black adolescents who identified themselves as "jocks" reported lower grades than those who did not, whereas female athletes reported higher grades than female nonathletes. Jocks also reported significantly more misconduct (including skipping school, cutting classes, having someone from home called to the school for disciplinary purposes, and being sent to the principal's office) than nonjocks. Gender moderated the relationship between athlete status and school misconduct; athletic participation had a less salutary effect on misconduct for girls than for boys.     

专业运动员心理疲劳和心理耗竭的社会学成因分析

疲劳的生物心理社会模型提出,运动员所处的情景因素以及运动员对情景的认知评价是产生心理疲劳和心理耗竭的原因之一.运用运动员训练满意度量表和训练状态量表,通过典型相关分析对186专业运动员进行测试,结果表明:除了运动员对自身的信心投入,成长进步的满意程度是引起心理疲劳和心理耗竭的原因之外,运动员对教练的民主行为、个人关怀满意程度.对运动队的日常管理的满意程度是引起运动员心理疲劳和心理耗竭的主要社会原因.指出完善运动队的训练体系,实施科学化和人文化管理,同时提高广大教练员的执教效果,给予运动员更多的关怀是预防和消除运动性心理疲劳与心理耗竭的主要途径.     

主副项教学对学生机能素质影响的研究

本文通过对我校 99级本科生的两年跟踪调查 ,研究不同主项课教学对学生身体机能和素质所产生的影响 ,从而为进一步完善教材、提高教学质量提供科学依据     

Performance differences when using 26- and 29-inch-wheel bikes in Swiss National Team cross-country mountain bikers

The purpose of this study was to analyse the effect of bike type – the 26-inch-wheel bike (26“ bike) and the 29-inch-wheel bike (29“ bike) – on performance in elite mountain bikers. Ten Swiss National Team athletes (seven males, three females) completed six trials with individual start on a simulated cross-country course with 35 min of active recovery between trials (three trials on a 26“ bike and three trials on a 29“ bike, alternate order, randomised start-bike). The course consisted of two separate sections expected to favour either the 29“ bike (section A) or the 26“ bike (section B). For each trial performance, power output, cadence and heart rate were recorded and athletes’ experiences were documented. Mean overall performance (time: 304 ± 27 s vs. 311 ± 29 s; P < 0.01) and performance in sections A (P < 0.001) and B (P < 0.05) were better when using the 29“ bike. No significant differences were observed for power output, cadence or heart rate. Athletes rated the 29“ bike as better for performance in general, passing obstacles and traction. The 29“ bike supports superior performance for elite mountain bikers, even on sections supposed to favour the 26“ bike.     

健美操课程“选择——创编”教法改革的实验研究——兼论对学生参与动机的影响

以浙江工业大学为例,采用文献资料、问卷调查和统计分析的方法,在对学生健美操课程学习动机的影响因素进行分析的基础上,通过设置教学内容、设计教学程序、改革教学组织形式、完善考核评价手段等措施进行健美操课程＂选择-创编＂教法改革的实验研究。研究结果表明：实验班和对照班在健美操学习的内部动机上存在着显著性差异;特别是在兴趣和乐趣的体验和主观能力的发挥上,达到了统计学显著性水平;感受的压力和紧张、努力程度以及价值的体现三个因子,实验班和对照班不存在显著性差异,但实验班得分均高于对照班。文章认为：浙江工业大学健美操课程＂选择-创编＂教法的改革明显提高了学生的参与动机水平,实现了改革的预期效果,具有一定程度的借鉴性和参考价值。     

体育锻炼活动、医疗消费与健康满意度——基于京津冀城市居民体育参与的调查研究

运用2016年京津冀城市居民体育健身休闲活动状况调查数据，采用文献资料法、数理统计法、问卷调查法等研究方法，分析体育锻炼活动、医疗消费、个人特征对居民自评性健康满意度的影响。研究结果发现：（1）性别、年龄、居住地、居住社区类型对居民自评健康具有显著影响。（2）体育锻炼活动对居民健康满意度具有显著的持续性的促进作用。（3）居民健康理念由"医疗手段"向"非医疗手段"转变。总体来说，中国居民疾病转型到慢性疾病，体育锻炼成为促进居民健康行为持续发生的重要手段。