Associations of total sedentary time,screen time and non-screen sedentary time with adiposity and physical fitness in youth: the mediating effect of physical activity

The aims of the present study were: i) to examine the associations of total accelerometer-based sedentary time (ST) and specific-domain self-reported ST (i.e., screen-based, educational-based, social-based, and other-based ST) with adiposity and physical fitness in youth; and ii) to analyse the mediation effect of physical activity (PA) on associations.

This study was conducted with 415 children (9.1 ± 0.4 years) and 853 adolescents (13.6 ± 1.6 years) in Spain during 2011–2012. Total ST and PA were assessed by accelerometry. Leisure-time spent in twelve sedentary behaviours was self-reported. Adiposity and physical fitness was measured following the ALPHA battery for youth.

Total accelerometer-based ST was positively associated with global adiposity score in children, and negatively associated with global physical fitness score in children and adolescents; but relationships were not independent of PA. PA mediated all associations of accelerometer-based and self-reported ST with adiposity or physical fitness in children. Conversely, screen-, educational-, social-, and other-based ST were negatively related to physical fitness in adolescents, independently of PA.

These findings give an impetus to developing effective strategies for specifically promoting PA in children and for increasing PA while reducing ST in adolescents in order to produce improvements on adiposity and physical fitness.     

Learning Environment Perceptions of European University Students

This article describes a study of the experiences of 610 Dutch students and 241 European students who studied at least three months abroad within the framework of an international exchange program. The Dutch students went to a university in another European country and the foreign students went to a Dutch university. Using a new questionnaire called the Inventory of Perceived Study Environment (IPSE), students, perceptions of eight characteristics of the university learning environment were measured concerning the home university, the host university and the ideal learning environment. With this instrument, the learning environment can be described in terms analogous to the learning strategies performed. Large differences were found between the different countries in university learning environments, but students from different countries had strikingly similar opinions concerning their desired learning environment. There was a strong preference for activating instruction with a low threshold in teacher-student interaction and more room for student alternatives.     

Applying the EFQM model to golf course management

The European Foundation for Quality Management (EFQM) Excellence Model provides guidance and support for business organisations to improve their quality management. This goal is attained by examining the relations among the several criteria that are defined and included in the model – the Enablers and the Results – albeit without going deeply into their empirical correlations. Our research focuses on the sport industry and, more particularly, on golf-related services and facilities. We analyse their management and performance. The goal is to conduct an empirical study of golf courses making up the supply in a Spanish inland region. On the basis of data and assessments contributed by the participating sample – and by resorting to multivariate statistical analysis – we pinpoint the influence of all Enablers identified by the EFQM Model, as well as their impact on the Results criteria. Correlations designed and empirically quantified make it possible for us to confirm the theoretical interrelations that the EFQM Model proposes between the defined criteria. The structural model thus obtained allows us to design a map that plots the relationships across the several criteria defined by the EFQM Model, one which portrays present-day approaches to management put into practice by the golf courses under scrutiny.     

Sprint performance and mechanical outputs computed with an iPhone app: Comparison with existing reference methods

The purpose of this study was to assess validity and reliability of sprint performance outcomes measured with an iPhone application (named: MySprint) and existing field methods (i.e. timing photocells and radar gun). To do this, 12 highly trained male sprinters performed 6 maximal 40-m sprints during a single session which were simultaneously timed using 7 pairs of timing photocells, a radar gun and a newly developed iPhone app based on high-speed video recording. Several split times as well as mechanical outputs computed from the model proposed by Samozino et al. [(2015). A simple method for measuring power, force, velocity properties, and mechanical effectiveness in sprint running. Scandinavian Journal of Medicine & Science in Sports. https://doi.org/10.1111/sms.12490] were then measured by each system, and values were compared for validity and reliability purposes. First, there was an almost perfect correlation between the values of time for each split of the 40-m sprint measured with MySprint and the timing photocells (r?=?0.989–0.999, standard error of estimate?=?0.007–0.015?s, intraclass correlation coefficient (ICC)?=?1.0). Second, almost perfect associations were observed for the maximal theoretical horizontal force (F₀), the maximal theoretical velocity (V₀), the maximal power (P_max) and the mechanical effectiveness (DRF – decrease in the ratio of force over acceleration) measured with the app and the radar gun (r?=?0.974–0.999, ICC?=?0.987–1.00). Finally, when analysing the performance outputs of the six different sprints of each athlete, almost identical levels of reliability were observed as revealed by the coefficient of variation (MySprint: CV?=?0.027–0.14%; reference systems: CV?=?0.028–0.11%). Results on the present study showed that sprint performance can be evaluated in a valid and reliable way using a novel iPhone app.     

Activity-related typologies and longitudinal change in physical activity and sedentary time in children and adolescents: The UP&DOWN Study

Background: Children and adolescents can be distinguished by different typologies (clusters) of physical activity and sedentary behavior. How physical activity ...     

The Effect of Stereoscopic Augmented Reality Visualization on Learning Anatomy and the Modifying Effect of Visual-Spatial Abilities: A Double-Center Randomized Controlled Trial

Monoscopically projected three-dimensional (3D) visualization technology may have significant disadvantages for students with lower visual-spatial abilities despite its overall effectiveness in teaching anatomy. Previous research suggests that stereopsis may facilitate a better comprehension of anatomical knowledge. This study evaluated the educational effectiveness of stereoscopic augmented reality (AR) visualization and the modifying effect of visual-spatial abilities on learning. In a double-center randomized controlled trial, first- and second-year (bio)medical undergraduates studied lower limb anatomy with stereoscopic 3D AR model (n = 20), monoscopic 3D desktop model (n = 20), or two-dimensional (2D) anatomical atlas (n = 18). Visual-spatial abilities were tested with Mental Rotation Test (MRT), Paper Folding Test (PFT), and Mechanical Reasoning (MR) Test. Anatomical knowledge was assessed by the validated 30-item paper posttest. The overall posttest scores in the stereoscopic 3D AR group (47.8%) were similar to those in the monoscopic 3D desktop group (38.5%; P = 0.240) and the 2D anatomical atlas group (50.9%; P = 1.00). When stratified by visual-spatial abilities test scores, students with lower MRT scores achieved higher posttest scores in the stereoscopic 3D AR group (49.2%) as compared to the monoscopic 3D desktop group (33.4%; P = 0.015) and similar to the scores in the 2D group (46.4%; P = 0.99). Participants with higher MRT scores performed equally well in all conditions. It is instrumental to consider an aptitude–treatment interaction caused by visual-spatial abilities when designing research into 3D learning. Further research is needed to identify contributing features and the most effective way of introducing this technology into current educational programs.     

Influence of gender on ventilatory efficiency during exercise in young children

In this study, we assessed the ventilatory response in 84 children (46 males: age 8.1 +/- 1.0 years, body mass 34.2 +/- 7.9 kg, height 1.32 +/- 0.16 m; 38 females: age 8.0 +/- 0.8 years, body mass 31.7 +/- 8.7 kg, height 1.31 +/- 0.08 m) during a cycle ergometer test to determine if there was an influence of gender on ventilatory efficiency. The test commenced at 25 W and increased by 10 W every minute. Expired air was collected through a face mask and analysed breath by breath. The ventilatory anaerobic threshold was determined according to gas exchange methods and we focused our attention on the analysis of carbon dioxide production (VCO(2)), ventilation (V(E)), the ratio V(E)/VCO(2) and its slope. Differences between the sexes at maximal power output were strongly significant for V(E) and VCO(2) (P = 0.0001 and P = 0.0004 respectively) and moderately significant for the V(E)/VCO(2) ratio (P = 0.05). The slope of V(E) versus VCO(2) was 30.8 +/- 4.2 for males and 29.4 +/- 3.2 for females, with no difference between the sexes (P = 0.1). In conclusion, although the peak values of V(E) and VCO(2) were significantly different between the sexes, there were no such differences in ventilatory efficiency during a maximal incremental test expressed as the slope of V(E)/VCO(2), at least in young children.     

Jump height loss as an indicator of fatigue during sprint training

This study analysed the acute mechanical and metabolic responses to a sprint training session focused on maintaining maximal speed until a given speed loss was reached. Nine male high-level sprinters performed 60 m running sprints up to a 3% in speed loss with 6 min rests between sets. Mechanical responses (countermovement jump (CMJ) height and speed loss) and metabolic responses (blood lactate and ammonia concentrations) were measured pre-exercise and after each set was performed. Jump height loss showed almost perfect relationships with both lactate (r = 0.91) and ammonia (r = 0.91) concentrations. In addition, nearly perfect relationships were observed for each athlete between CMJ height loss and lactate (r = 0.93–0.99) and ammonia (r = 0.94–0.99). Very large correlations were found between speed loss and lactate (r = 0.83), and ammonia (r = 0.86) concentrations. Furthermore, close relationships were observed for each athlete between speed loss and lactate (r = 0.86–0.99), and ammonia (r = 0.88–0.98). These results suggest that the CMJ test may allow more accurate setting of training loads in sprint training sessions, by using an individualised sprint dose based on mechanical and physiological responses rather than a standard fixed number of sprints for all athletes.     

Youth perceptions of violence against women through a sexist chant in the football stadium: an exploratory analysis

Gender-based violence and violence against women (VAW) refers to any violation of fundamental rights. However, some forms of VAW are viewed as unproblematic, acceptable and deserved. Taking into account that sexist chants in football stadiums reinforce VAW, the purpose of the study is to determine how a group of adolescents can normalize or challenge an example of sexist chants. Semi-structured qualitative interviews were conducted and the participants were asked to discuss to what extent the actions could be considered as gender-based violence. Most of the youth were highly unconscious of the sexist nature of the video and only a few recognized it as gender-based violence. Such awareness is essential in order to recognize the discrimination and prejudices, but especially, characteristic of VAW in football stadiums. Therefore, the implementation of a new pedagogy in order to reduce VAW in and outside the school is absolutely mandatory.