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Analysis of positive body image, leisure-time physical activity and health-related lifestyle characteristics among student-aged adolescents.
No full textProblem of the research: In recent years, much attention has been given to healthy lifestyles, dietary habits, and physical activity. With the increasing pace of life, individuals find it challenging to focus on adopting appropriate lifestyle habits (Halbeisen, Brandt & Paslakis, 2022). A study conducted in 2014, which surveyed over 14,000 respondents, found that inadequate physical activity and poor dietary habits contribute to negative body image and poor health status (Oliveira, Lopes, Rostila, Werneck, Griep, Leon & Faerstein, 2014). The lifestyle of students is also problematic; lack of movement, poor nutrition, and irregular sleep patterns contribute to negative body image perceptions and associated unhealthy behaviors. The object of the research: the relationships between positive body image, leisure-time physical activity and health-related lifestyle characteristics among student-age adolescents. Aim of the research: to explore the relationships between positive body image, leisure-time physical activity, and health-related lifestyle characteristics among student-age adolescents. Objectives of the research: 1. To determine the expression of positive body image, leisure-time physical activity, self-esteem, body mass index, and risk of eating disorders among student-aged adolescents, and to compare these aspects by gender. 2. To identify and compare the positive body image, self-esteem, body mass index, and risk of eating disorders among student-aged adolescents across different levels of leisure-time physical activity. 3. To reveal the relationships between positive body image, leisure-time physical activity, self-esteem, body mass index, and risk of eating disorders among student-aged adolescents by gender. 4. To identify the most significant factors related to gender, leisure-time physical activity, self-esteem, body mass index, and risk of eating disorders that influence positive body image within the study sample. Hypothesis of the research: A more positive body image will be more noticeable among student-aged males and students who are physically more active during leisure time. These individuals are expected to have higher levels of self-esteem, lower body mass index (BMI), and a lower risk of eating disorders. Research methods. A specific questionnaire consisting of socio-demographic data and 5 scales was used to collect data: positive body image was measured using the Body Appreciation Scale-2 (Tylka & Wood-Barcalow, 2015b; Baceviciene & Jankauskiene, 2020), leisure-time physical activity was measured using the modified Godin and Shepard Leisure-time Physical Activity Questionnaire (Godin, 2011; Godin & Shepard, 1985), self-esteem was measured using the Selfesteem Scale-2 (Godin & Shepard, 2011; Godin & Shepard, 1985), and self-concept was measured using the M. Rosenberg Self-Esteem Scale (Rosenberg, 1979), body mass index (BMI) was calculated using the height and weight reported by young people of university age, using the WHO calculation formula: BMI = body weight (kg) / height (m2 ) (WHO Consultation, 2000), risk of eating disorders was determined using The Eating Disorder Examination Questionnaire 6.0 (Fairburn & Beglin, 2008; Baceviciene & Jankauskiene, 2020). Research Participants: The study was conducted from April to December 2023 and involved 323 students from the Lithuanian Sports University, comprising 224 females and 102 males. Research Results and Conclusions: 1. Among student-aged adolescents, boys have a more positive body image and higher levels of leisure-time physical activity. Self-esteem, body mass index and risk of eating disorders did not differ significantly between gender groups. 2. Among student-aged adolescents, positive body image, self-esteem, body mass index and risk of eating disorders did not differ statistically significantly between leisure-time physical activity groups. 3. Among student-aged adolescents, positive body image, higher self-esteem and lower body mass index were associated with a lower risk of eating disorders. In the student sample, positive body image is associated with higher self-esteem. A more positive body image is associated with a lower body mass index for girls, while a more positive body image is associated with more leisuretime physical activity for boys. 4. In a sample of among student-aged adolescents, the strongest factors associated with more positive body image are higher self-esteem and lower risk of eating disorders. Lower body mass index and higher leisure-time physical activity are also associated with higher levels of positive body image
Do the effects last? A comparison between internal and external focus of attention instructions on golf putting accuracy over multiple days /
No full textBACKGROUND: The role of attentional focus is a well-explored topic in exercise sciences. Studies generally indicate that external focus (EF) enhances motor performance and learning compared with internal focus (IF). However, most studies only included one or two experimental days which limits participants' exposure to the focus conditions. This raises the question of whether the superiority of EF varies over time. METHODS: Accordingly, in this pre-registered within-subject study, we examined the effects of focus instructions on golf-putting performance over four days, with 48-72 h between them. On each day, participants performed 15 putts under three instructional conditions: (1) EF, (2) IF, and (3) control, in a randomized and counterbalanced order. RESULTS: We observed trivial differences in performance between conditions but considerable improvements from day 1 to day 4. When using an exploratory analysis, we found that participants performed better under EF and control conditions compared with the IF condition on day 1, but not on subsequent days. CONCLUSIONS: Since IF instructions are more commonly used in practice, we speculate that the two other focus conditions were experienced as more novel, potentially accounting for their superiority on Day 1. Nevertheless, our results question the significance of employing EF to enhance performance
Inclusive physical education - experiences of students with disabilities.
No full textThe aim of the study: to investigate the experiences of students with disabilities in inclusive physical education. Objectives of the study: 1. To determine how students with disabilities feel in physical education, what are the best and worst parts of physical education lessons; 2. To assess the experiences of students with disabilities in socializing with their classmates; 3. To assess physical education teachers‘ efforts to create an inclusive educational environment for students with disabilities. Hypothesis: Students with disabilties encounter both positive and negative experiences in inclusive physical education. Methods: In the study, semi-structured interviews were conducted. 6 participants took part in the study. The participants were students with disabilities aged 13 to 16. Results: 1) It has been determined that students in physical education classes experience different emotions: happiness, joy and laughter, but they also mentioned negative emotions such as anger, sadness, and loneliness. The physical education lesson is liked the least when students with disabilities struggle to complete tasks and when classmates do not want to participate in sports together. Students enjoy the lessons because of team games, the opportunity to communicate and play with classmates. 2) The results show that students with disabilities encounter classmates with different levels of tolerance – some are friendly and willing to help, while others reject students with disabilities and mock them. 3) Teachers often do not make an effort to encourage students with disabilities to participate in the lesson. When students face difficulties performing tasks, teachers rarely adjust the lesson content to their special needs. Conclusions: Students with disabilities encounter both positive and negative experiences in various contexts during physical education classes. Negative experiences are associated with being rejected by classmates, bullying, and failures due to the lesson content not being adapted to their special needs. Positive experiences are related to teachers' efforts to create a friendly physical education environment, communication with classmates, and team games
DE-PASS Best Evidence Statement (BESt): Determinants of self-report physical activity and sedentary behaviours in children in settings: A systematic review and meta-analyses /
No full textPrevious physical activity interventions for children (5-12yrs) have aimed to change determinants associated with self-report physical activity behaviour (PAB) and/or sedentary behaviour (SB), however, the associations between these determinants and PAB/SB in different settings are uncertain. The present study aimed to identify modifiable determinants targeted in previous PAB/SB interventions for children. Intervention effects on the determinants and their associations with self-report PAB/SB were assessed across settings. Search of relevant interventions from pre-defined databases was conducted up to July 2023. Randomized and non-randomized controlled trials with modifiable determinants were included. Data extraction and risk of bias assessments were conducted by two independent researchers. Where data could be pooled, we performed Robust Bayesian meta-analyses. Heterogeneity, publication bias and certainty of evidence were assessed. Fifteen studies were deemed eligible to be included. Thirty-seven unique determinants within four settings were identified-school, family, school with family/home, and community with(out) other settings. Ninety-eight percent of determinants belonged to individual/interpersonal determinant categories. Narratively, intervention effects on student perception of teachers' behaviour (school), self-management, perceived barriers, external motivation, exercise intention, parental modeling on SB (school with family/home) and MVPA expectations (community) were weak to strong, however, corresponding PAB/SB change was not evident. There were negligible effects for all other determinants and the corresponding PAB/SB. Meta-analyses on self-efficacy, attitude, subjective norm and parental practice and PAB/SB in two settings showed weak to strong evidence against intervention effect, while the effect on knowledge could not be determined. Similarly, publication bias and heterogeneity for most analyses could not be ascertained. We found no concrete evidence of association between the modifiable determinants and self-report PAB/SB in any settings. This is presumably due to intervention ineffectiveness. Design of future interventions should consider to follow the systems-based approach and identify determinants unique to the context of a setting, including policy and environmental determinants
Virtualization in tourism: the practice of use /
No full textThis article examines the transformative impact of the phenomenon of virtualization on tourism, in particular, its role in popularizing innovative tourism for cultural and natural tourist attractions. Advantages and disadvantages of tourism virtualization in the modern world are considered. Examples of benefits include preserving the environment, supporting local communities, and enabling people with disabilities to visit historical sites. This process helps to expand tourism opportunities, increase the accessibility and attractiveness of tourist sites, helps to improve communication between tourists and local communities, and innovates the field of travel. Also preserving cultural heritage through digital archives, promoting inclusivity through accessibility of monuments and promoting environmental protection. The concept of virtualization of tourism from various sources, which allows you to deepen your knowledge, and the analysis of the practice of using 3D technologies, VR-virtual reality and AR-augmented reality, these technologies allow users to explore destinations virtually, offering a realistic and interactive experience without physical presence. Also, VR and AR are designed to recreate an exciting virtual tour, shoot high-quality VR video and 360-photo, digitize real objects or make a historical reconstruction in 3D
Jaunųjų sportininkų pozityvaus elgesio ir psichologinio tvirtumo įgūdžių ugdymas.
No full textThe relevance of the dissertation topic. Due to its specificity, sport is a social phenomenon that offers numerous opportunities for individuals engaged in sports to exhibit positive behavior (Kavussanu, 2012; Kavussanu & Al-Yaaribi, 2021). Various scientific studies (Brookes & Wiggan, 2009; Coalter, 2007; Gilchrist & Wheaton, 2017; Li & Shao, 2022; Oughton & Tacon, 2007) have examined how sports contribute to broader social benefits, such as reducing crime, enhancing community cohesion, and fostering youth development. However, sport is also a phenomenon that creates conditions for individuals to engage in negative behavior, which can have adverse consequences not only for the athlete but also for others (Hansen, Larson, & Dworkin, 2003; Kavussanu & Stanger, 2017; Kavussanu & Al-Yaaribi, 2021). Therefore, while sport is one of the best environments for developing positive behavior, this does not mean that individuals automatically acquire skills associated with positive behavior (Holt et al., 2020). In recent years, the problem of aggression and mutual disrespect among both athletic and non-athletic adolescents and young people, whether they become professional athletes or not, has increasingly been highlighted not only in public discourse but also in scientific studies. This has become an undeniably relevant scientific issue (Cristello, Trucco, & Zucker, 2020; Jewett, Kerr, MacPherson, & Stirling, 2020; Mays & Thompson, 2009; Whitley et al., 2019). Research findings indicate that aggression and unethical behavior in sports, which negatively affect individual well-being, are driven by a “win-at-all-costs” philosophy (Nucci & Kim, 2005; Rutten et al., 2011). The competitive nature inherent in sports fosters social exclusion (Cote & Hancock, 2014), disrupts close relationships, promotes social division, and even leads to social delinquency, particularly among youth and adolescents (Ferreira et al., 2007; Pabayo, Molnar, Cradock, & Kawachi, 2014; Whitley et al., 2019). Adolescents are generally more prone to risky behavior than children or adults (Duell & Steinberg, 2019). This is because logical thinking matures around the age of 16, but more advanced social relationship skills and executive control continue to develop for at least another decade (Crone & Dahl, 2012; Goddings et al., 2014; Gogtay et al., 2004; Simmonds, Hallquist, Asato, & Luna, 2014). During adolescence, teenagers tend to engage in risky, aggressive, and antisocial behavior, experience heightened stress due to poor social relationships and social evaluation, lack confidence in their ability to cope with external stressors, and may begin to cheat (Bergin et al., 2018; Eisenberg et al., 2014; Frydenberg & Lewis, 1993; Gerber et al., 2013; Grunbaum et al., 2002; Nansel et al., 2001). Unfortunately, half of all offenders commit their first crime between the ages of 14 and 17 (Bergin et al., 2018). It is also noteworthy that risky and socially unacceptable behavior is more prevalent among male adolescents (Lipowski et al., 2016; Schuster, Mermelstein, & Wakschlag, 2013; Veselska et al., 2009; Zuckerman et al., 2021). The ages of 15–18 are particularly critical for the development of social and psychological skills, as this period involves the most intense processes of personality development. It is argued that behavior developed during childhood does not guarantee the same behavior during adolescence (Bergin et al., 2018). Therefore, skill development remains an important factor during adolescence, even if these skills were cultivated during childhood. Waid and Uhrich (2020) identify biological, psychological, and social factors associated with adolescent risky behavior. Biological factors include physical growth, puberty-related changes, and sexual maturation, while social factors emphasize social and emotional aspects. On the individual level, changes in cognitive and self-control systems are highlighted (Chick, 2015; Waid & Uhrich, 2020). Considering these systemic changes during adolescence, it is essential to focus on educational programs that promote physical, emotional, social, and cognitive development (Bailey, 2006; Whitley et al., 2019). It is evident that sports-based educational programs emphasize physical development. In terms of social development, considerable attention is also given to social and emotional growth. For instance, the focus of positive behavior skill development programs through sports could include social, personal, and emotional skills essential for adolescents to function effectively in society (Akelaitis, 2017; Hemphill et al., 2019; Holt et al., 2020; Kochanek & Erickson, 2020; Napolitano et al., 2021; Soto et al., 2021). However, the discussion about developing mental toughness skills through sports has only recently gained traction. The scientific community increasingly explores the impact of mental toughness skill development programs in the sports context (Cowden, Crust, Tibbert, & Jackman, 2020; Gerber et al., 2012; Gucciardi & Gordon, 2011; Stamatis, Morgan, Cowden, & Koutakis, 2023). It is suggested that mental toughness development programs can help athletes acquire skills that enable them not only to respond rationally to challenges but also to manage emotions and control behavior (Eubank, Nesti, & Littlewood, 2017). Mental toughness is defined as a personal ability to consistently achieve high levels of subjective (personal goals or aspirations) or objective outcomes (best performance) despite daily challenges, stressors, or significant obstacles (Gucciardi et al., 2015). As early as 2011, it was proposed that mental toughness skills could become a subject of research within the paradigm of positive youth behavior development (Gould, Griffes, & Carson, 2011). This idea continues to be explored by various researchers (Chauke & Malatji, 2022; Gould, Griffes, & Carson, 2011; Gucciardi & Jones, 2012; Slack et al., 2015), who examine the possibilities of developing mental toughness skills and discuss the integration of positive behavior and mental toughness skills in educational programs. Noteworthy is Chauke and Malatji’s (2022) argument that mental toughness should be developed alongside any behavioral development program. This is because well-developed mental toughness skills ensure that an individual continues to pursue various social goals (e.g., acting positively) and integration even when facing failures or lacking social support (Chauke & Malatji, 2022). Thus, it can be hypothesized that the success of positive behavior skill development is more likely when positive behavior and mental toughness skills are developed in an integrated manner. Sport is considered a primary activity for fostering positive behavior (Bruner et al., 2022; Johnston et al., 2013; Larson et al., 2006) and mental toughness skills (Stamatis et al., 2020). The sports environment enables the implementation of seven key factors that facilitate the development of positive behavior skills: 1) physical and psychological safety, 2) structured activities, 3) supportive relationships, 4) a sense of belonging to a group, 5) positive social norms, 6) support for effectiveness and significance, and 7) opportunities to develop transferable skills applicable in other environments – such as family, school, and community (Strachan et al., 2011). Additionally, sports provide a favorable environment for developing mental toughness skills, as they allow for the implementation of essential factors required for mental toughness development: 1) a motivational climate, 2) external support, and 3) growth-enabling experiences (Connaughton et al., 2008; Connaughton et al., 2010). The environment characteristic of team sports, in particular, is well-suited for integrating components of positive behavior and mental toughness skill development (Zuckerman et al., 2021). Research indicates that when various skills are developed through sports practice, adolescents can apply them not only in sports but also transfer these life skills to other contexts (Bean, Kramers, Forneris, & Camire, 2018; Hemphill, Gordon, & Wright, 2019). Since not all adolescents who engage in sports will continue participating in sports in the future, the ability to transfer acquired skills to different life contexts is a crucial reason for developing these skills in adolescent athletes, even if they do not pursue sports later in life. The United Nations General Assembly’s 2015 resolution, which adopted the Sustainable Development Agenda for 2030, states that “Sport is ... an important enabler of sustainable development. Recognized for promoting tolerance and respect, sport increasingly contributes to development and peace implementation ...”. Therefore, the development of positive behavior and mental toughness skills in young athletes is a relevant scientific issue. The scientific community is currently focused on research examining preventive factors (programs) for youth risky behavior, often targeting narrow variables. A lack of holistic approaches in these studies is evident, with insufficient data on preventive education programs addressing risky behavior in the context of sports, particularly among young athletes. The scientific problem is framed considering three main components: Narrow scope of research on positive behavior and mental toughness skills. Research on positive behavior and mental toughness skills often exhibits a one-sided focus. Studies tend to concentrate on specific aspects of biological, social, or psychological variables, resulting in a lack of comprehensive data on positive behavior and mental toughness skills. Lack of data on the integrated development of positive behavior and mental toughness skills in young athletes. The scientific community currently lacks sufficient knowledge about the integrated development of mental toughness and positive behavior in young athletes. Studies evaluating the impact of sports-based integrated (holistic) educational programs on the positive behavior and mental toughness of young athletes are virtually non-existent. Furthermore, existing educational programs are typically designed to develop either positive behavior or mental toughness skills, but not both (Bruner et al., 2023; Lange-Smith et al., 2023; de Mooij et al., 2020; Stamatis et al., 2020; Whitley et al., 2019). Additionally, most scientific information, research, and educational programs on this topic are predominantly focused on high-performance athletes (Dohme et al., 2020; Gerber et al., 2012; Kiens & Larsen, 2021). Implementation of an integrated model for the development of positive behavior and mental toughness skills in the education process of young athletes. Currently, neither Lithuanian nor international scientific literature presents an integrated model for the development of positive behavior and mental toughness skills. Moreover, such a model has not been applied to the education of young athletes. This enables the formulation of a key research question: How could an educational program based on a complex model for positive behavior and mental toughness skills contribute to the development of positive behavior and mental toughness skills in young athletes? The object of the research is the development of positive behavior skills and mental toughness skills in young athletes. The research hypothesis: the development of positive behavior skills and mental toughness skills in young athletes within sports schools will be effective if an integrated model for the development of positive behavior and mental toughness skills is utilized. The research aim is to reveal the peculiarities of developing positive behavior skills and mental toughness skills in young athletes. The research objectives: 1. To conduct a theoretical analysis of positive behavior skills and mental toughness skills, revealing and substantiating the structure of the construct (model) of positive behavior skills and mental toughness skills. 2. To theoretically substantiate an integrated model for the development of positive behavior skills and mental toughness skills in young athletes, and to prepare a program for the integrated development of these skills based on this model. 3. To determine the specific features of the expression of positive behavior skills and mental toughness skills in young athletes. 4. To evaluate, through an educational experiment, the positive behavior skills and mental toughness skills of young basketball athletes before and after the implementation of the development program to determine its effectiveness. The methods for collecting data in the dissertation research: analysis of scientific literature, survey through self-completed questionnaires, semi-structured interviews, and an educational experiment. Scientific novelty of the dissertation. This dissertation presents a theoretically substantiated comprehensive model of positive behavior skills and mental toughness skills, along with an integrated development model for positive behavior skills and mental toughness skills based on this comprehensive model. The dissertation provides an original methodology for studying the development of positive behavior skills and mental toughness skills. Based on the integrated development model, a program for the development of positive behavior skills and mental toughness skills in young athletes was created and validated. The dissertation includes empirically valuable research data, revealing the specific features of the expression of positive behavior skills and mental toughness skills in different age groups (cadets and juniors). Additionally, an educational experiment evaluated the impact of the development program on the cultivation of positive behavior skills and mental toughness skills in young athletes. Practical significance of the dissertation. The dissertation offers a methodology for investigating the skills included in the integrated model for the development of positive behavior skills and mental toughness skills in young athletes. This methodology allows for the evaluation of skill levels in adolescent athletes from the cadet and junior age groups, as well as the development of these skills. The dissertation also presents a created and validated program for the development of positive behavior skills and mental toughness skills in young athletes, which can be integrated into the educational programs of sports schools and the content of informal sports activities. The empirical research data from this dissertation are valuable for future researchers, providing a basis for further investigation into the issue of integrated development of positive behavior skills and mental toughness skills in young athletes or other contexts of sports activities. Furthermore, the conclusions and recommendations of the dissertation are beneficial to higher education institutions implementing sports coaching training programs, sports school administrations, organizations conducting sports programs or projects, sports coaches, and other stakeholders interested in the development of positive behavior skills and mental toughness skills in young athletes and their practical implementation. CONCLUSIONS 1. After theoretically grounding the premises for the development of positive behavior and mental toughness skills in young athletes, it was revealed that the structure of the construct (model) of these skills is based on the following skill groups: positive personal skills, positive social skills, positive emotional skills, general mental toughness skills, and athletic mental toughness skills. 2. After theoretically grounding the integrated model for the development of positive behavior and mental toughness skills in young athletes and designing a program for developing these skills based on this model, the following key components for skill development emerged: • The development program for positive behavior and mental toughness skills in young athletes is based on a theoretically grounded integrated model of positive behavior and mental toughness skills. • The following stages of skill development were employed: skill description, skill demonstration, skill practice, and reinforcement of the acquired skill. The following methods were applied: explanation and description, discussion, feedback, case analysis, active games, small group activities, role-playing, mindfulness, visualization, breathing techniques, stopping and changing negative thoughts, and completing homework. 3. The study identifying the specific features of positive behavior and mental toughness skills in young athletes revealed the following: • Junior basketball players demonstrated higher levels of skills within the group of positive personal skills compared to cadet players, including taking personal responsibility, self-esteem, and prosocial behavior with teammates. They also exhibited higher levels of positive social skills, such as taking social responsibility, cooperation, assertiveness, and self-control. Furthermore, juniors surpassed cadets in emotional control skills, which are part of the positive emotional skills group. • Junior basketball players showed higher levels of general mental toughness skills compared to cadets, such as commitment, challenge, life control, emotional control, self-confidence in interpersonal interactions, and self-confidence in their abilities. Additionally, juniors excelled in athletic mental toughness skills, such as determination and positive visualization. 4. The developmental experimental study identified the impact of a program based on an integrated model for the development of positive behavior and mental toughness skills in young athletes: • After applying the program based on the integrated model, experimental group basketball players demonstrated statistically significant improvement in skills such as taking personal responsibility, self-esteem, prosocial behavior with teammates and opponents, taking social responsibility, cooperation, assertiveness, empathy, self-control, and the ability to evaluate and express emotions, utilize positive emotional experiences, comprehend, analyze, and manage their emotions. They also showed greater commitment, challenge, emotional and life control, self-confidence in interpersonal interactions, confidence in their abilities, as well as higher levels of positive cognition and self-belief compared to the control group. • Interviews with parents of the experimental and control groups revealed that parents of the experimental group noticed greater manifestations of positive behavior and mental toughness skills not only in the sports environment but also in other contexts, such as family, school, and interactions with friends, relatives, and others. These findings suggest that the skills developed during the program were successfully transferred to other life contexts
Pick and Roll efektyvumas 2022 m. FIBA 3x3 Europos taurės varžybose.
No full textThe aim of this study was to examine the efficiency of the Pick and Roll in relation to different factors, as well as its overall impact on game outcomes during 3x3 basketball games randomly selected from the 2022 FIBA 3x3 Games in Graz. Research method: After analyzing 7 games of FIBA 3x3 Europe Cup 2022, the game result, side of execution of the pick and roll, P&R offensive and defensive types and the offensive outcome were observed. Main finding: The study found a significant statistical difference in the effectiveness of the Pick and Roll in relation to the game result and side of execution (P<0.001). Additionally, attacks ending with a ball handler's Drive and Drive of screener after a pass from the ball handler were more successful, while Shots had a lower success rate. The study also provides data on the effectiveness of each defensive play and the overall effectiveness of offensive outcomes. Overall, the findings suggest that the Pick and Roll is a crucial factor in basketball, and the statistical information presented in this study could be beneficial for coaches and players seeking to optimize their offensive strategies. Conclusion: According to the game result in relation with the pick and roll efficiency, it was found that P&R plays were more dominant by the winning team. By analyzing the side of execution of each P&R it was found that the side can affect the efficiency of the play but many other factors can also affect it. The top of the key was the most used and successful side for the P&R during the 3x3 games. By comparing the offensive outcome after each P&R it was found that it was more successful when the finish of the play was between the 2 players executing the play but it was found that we have more successful P&R when they drive to a lay up finish and not when taking a pull up shot
Development of physical characteristics and cognitive functions of children with mild intellectual disabilities through interactive physical activities.
No full textProblem of the research. There have been no researche in Lithuania about the benefits of interactive floors for the development of children with mild intellectual disabilities in recent years. Interactive floor technology provides greater motivation for children with intellectual disabilities to develop physical abilities and cognitive functions, since children are more interested in visual technologies allowing them to process the necessary information more easily. Purpose of the thesis – to examine the changes of physical characteristics and cognitive functions of children with mild intellectual disabilities through interactive physical activities. Tasks: 1. To assess the physical characteristics of children with mild intellectual disability prior to interactive physical activity. 2. To assess the cognitive functions of children with mild intellectual disability prior to interactive physical activity. 3. To identify the changes in physical characteristics and cognitive functions of children with mild intellectual disability after interactive physical activity. 4. To reveal the strengths and main difficulties of children with mild intellectual disabilities during interactive physical activities. Research methods. The research uses a qualitative research strategy with the inclusion of quantitative research elements. The Berg balance scale (Berg, 1989) and Schmitz non-equilibrium coordination sample (Schmitz, 1988) were used to assess children’s physical characteristics. The cognitive research tasks were used to assess the cognitive functions (Grigaitė, 2004). Conclusion. The use of interactive floors is a promising tool for the development of children’s physical and cognitive skills since children with intellectual disabilities process visual information more easily
Walking and playing with the dog to improve the physical activity level of adolescents: a scoping review /
No full textBackground: In recent years, new technologies such as the introduction of the smartphone and the tablet in everyday life and habits have often made adolescents sedentary. It is becoming a serious problem in society. It is important to propose, as soon as possible, proper and feasible programs to modify this trend. A solution should be to increase physical activity, reducing sedentary behaviors. Adopting dogs and walking and playing with them could be a solution, and the population should be sensitized about this aspect. Consequently, the objective of this scoping revision of the literature is to analyze the association between physical activity in adolescents and the presence of a dog in the family. Methods: Three electronic databases were screened until 21 February 2024. The detected articles were screened against the eligibility criteria. The results were narratively discussed. Results: After the screening process, a total of four studies were included. The studies presented heterogeneity in the physical activity assessment. This made it hard to synthesize the results. Indicatively, there is a positive association between physical activity and dog ownership. Conclusions: walking and playing with the dog increase the physical activity level of adolescents. Therefore, a sensibilization campaign should highlight the importance of having dogs in families, especially in adolescence. It is fundamental to daily walk and play with them
Discipline-specific torque-velocity profiles and musculotendinous morphology in athletes /
No full textObjectives: The aim of this study was to compare torque-velocity profiles, muscle architecture, tendon dimensions, and bilateral-symmetry between competitive cyclists (CY), competitive runners (RN), ice-hockey players (IH), basketball players (BP), and physically-active individuals (CN) (n=10 for each group). Methods: Vastus lateralis (VL) muscle and patellar tendon (PT) structures were determined with B-mode ultrasonography, and maximal knee extensor isokinetic torque was assessed at three different velocities. Results: Optimal torque and velocity were lower in runners than CY, BP and IH (p<0.05). Maximal power was similar between the athlete groups but greater than CN (p<0.05). Furthermore, RN and BP reached their peak-torque at longer muscle lengths compared to IH and CY (p<0.05). RN had the lowest VL muscle thickness and the greatest fascicle length, while CY had the greatest pennation angle (p<0.05). CY had the greatest PT thickness, particularly at the proximal and medial sites, while BP at the distal point (p<0.05), with similar trends observed for PT cross-sectional-area. Conclusions: Our findings show that even if power generating capacity is similar between athletic disciplines, there are discipline-specific muscle adaptations, where particularly runners appear to have muscles adapted for speed rather than torque development, while in cyclists, velocity is sacrificed for torque development