Lithuanian Sports University e-Journals
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Project HELLO, SENIORS
Full text linkSince 2023, the HELLO, SENIORS project has been taking place in the city of Kaunas, aimed at preventing falls and injuries.
Residents of Kaunas aged 60 and over who participate in the project have the opportunity to take part in free and various physical activity programmes designed to reduce their risk of falls and injuries. Participants can choose from a variety of activities, including functional training, line dancing, Tai Chi sessions, aquatic exercises, and proper falling techniques training.
In 2024, a study was conducted to evaluate the effectiveness of the physical activity programmes implemented within the HELLO, SENIORS project in Kaunas. The aim of the study was to examine the changes in physical performance indicators as a result of the activities, as well as to explore the relationships between physical performance and physical literacy, health literacy, mental health (signs of depression), and physical health (frailty syndrome).
A total of 214 individuals participated in the study: 207 women and 7 men. Due to the small sample size of male participants, the analysis was based solely on the data from female participants. The average age of participants was 69.6 years. Most of them (56.7%) had a university-level education.
The results showed that the physical activity programmes organised during the project had a significant positive impact on the physical capacity, psychological wellbeing, and health perception of older adults. Tai Chi sessions were found to be particularly effective. The study highlights the importance of physical literacy as a motivating and health-promoting factor
Understanding How to Support Older Adults to Engage in Active and Sustainable Travel in Glasgow, UK
Full text linkPurpose: Active travel (walking, cycling, wheeling) and public transport provide considerable benefits for physical activity, public health, and environmental sustainability. As the population ages, cities such as Glasgow face increasing challenges to ensure that sustainable transport systems are both accessible and inclusive for older adults, who frequently encounter a range of barriers limiting their participation. Given the heterogeneity within this demographic, certain sub-groups may be at risk of exclusion, potentially exacerbating existing inequalities. To address these issues, a comprehensive understanding of older adults’ experiences with active and sustainable travel is essential. This project will undertake a systematic review to identify the enablers and barriers influencing older adults’ use of sustainable transport and will explore the lived experiences of older adults engaging with sustainable travel in Glasgow (United Kingdom).
Methods: A systematic review will be conducted using SCOPUS, TRID, Web of Science, AgeLine, and EMBASE. Studies will be included if they address: (1) active and/or public transport, (2) older adults (aged 60+), and (3) enablers or barriers to use. Only studies from developed countries published in the last 20 years will be considered. Both qualitative and quantitative research will be included. Data will be managed in Covidence, with qualitative data analysed thematically using NVivo and quantitative findings synthesised narratively. The review will inform a qualitative study with approximately 20 older adults in Glasgow, using photo elicitation interviews, demographic surveys, and assessments to explore the diversity of their needs.
Results: Database searches are underway, with interviews to be conducted in Summer 2025. Findings from the review and interviews will inform co-design workshops with older adults, policymakers, practitioners, and researchers. These workshops will generate practical, community-led recommendations to enhance sustainable transport access in Glasgow.
Conclusion: Creating inclusive sustainable transport systems that reflect the diverse needs of older adults is essential for promoting physical activity, improving health, reducing inequalities, and responding to the climate emergency. This project will support practitioners and policymakers in designing targeted, evidence-based interventions that embed older adults’ needs in future transport planning.
Support/Funding Source: Carnegie Trust for the Universities of Scotland
S03-2: Challenges and Opportunities for the Co-Creation of Supportive Spatial Outdoor Conditions for HEPA
Full text linkPurpose: Comprehensive and inclusive spatial planning is important for the long-term, equitable provision of supportive environments that enable health-enhancing physical activity (HEPA), especially in public outdoor spaces and green areas that contribute to the public good. The success of these efforts relies heavily on understanding the needs, attitudes, values, and preferences of residents, as well as the effective coordination of policies and actions across sectors that influence both spatial and social conditions. Co-creation enhances this process by fostering inclusivity, enabling local communities and a diverse range of stakeholders to actively engage in urban planning and design.
Project Description: The JPI Urban Europe project C3Places – Using ICT for Co-Creation of Inclusive Public Places (https://myc3place.di.unimi.it/; 2017–2020) focused on exploring the potential and challenges of stakeholder engagement and co-creation to enhance the quality of public open spaces. The project aimed to improve these spaces by fostering co-creation and social cohesion through the use of digital technologies. The evaluation of the suitability of digital tools was based on the Digital Co-Creation Index, which assesses and compares digital co-creation initiatives. The evaluation framework addressed three key aspects: spatial quality, focusing on accessibility, safety, and the variety of activities; user-related factors, including interactivity, usability, and user safety; and technological requirements, covering the functionality, installation, and accessibility of ICT tools. Living Labs in Belgium, Italy, Lithuania, and Portugal tested the impact of ICT tools across diverse user groups and urban spaces, guided by a unified methodological framework for structured evaluation. The project addressed key challenges and opportunities in involving various stakeholders across the sequential phases of public outdoor space development. These phases include identifying needs, problems, and opportunities; shaping initiatives, goals, and visions; developing and evaluating proposals and solutions; decision-making; implementation; and, finally, use and management. A methodological model was created, including a visual scheme that illustrates the interconnection and sequence of these stages. It highlights the necessary activities for each phase, the roles and responsibilities of involved actors, and the expected outcomes at each step of the process.
Conclusion: Innovative co-creation model that is closely related to the spatial planning process helps to engage the public and various sectors in developing supportive environments for HEPA in a way that is beneficial for everyone. This model provides a strong foundation for involving the public and multiple sectors in the comprehensive and mutually beneficial development of supportive spatial and other conditions for HEPA.
Keywords: Co-creation, public space improvement, stakeholder collaboration, ICT-enabled participation, health-enhancing physical activity (HEPA
S07-2: Promoting Health Through Physical Education: The Impact of Kahoot! on 5th Grade Students’ Knowledge and Understanding
Full text linkPurpose: Physical Education (PE) plays a crucial role in fostering physical literacy (PL) among youth. Specifically, enhancing the Knowledge and Understanding (K&U) domain is fundamental to developing the broader aspects of PL. This study investigates the effectiveness of a game-based approach utilising the Kahoot! platform to improve K&U within a 5th-grade PE curriculum. This research aims to evaluate the impact of a gamified PE lesson strategy, implemented through Kahoot!, on students’ acquisition of theoretical knowledge. We hypothesised that this approach would increase student engagement and improve learning outcomes.
Methods: An experimental design was employed, involving two groups: an experimental group (n = 27) and a control group (n = 27). Over one academic year, the experimental group received 14 theoretical PE lessons integrated with Kahoot! activities. Both groups were assessed for K&U using a validated test at the beginning and end of the study. Additionally, a focus group interview was conducted with the experimental group to gather qualitative insights into their learning experience.
Results: The experimental group demonstrated significant improvements in K&U scores from pre-test to post-test (t(25) = −8.66, p < 0.001, d = 1.7). Furthermore, the experimental group’s post-test scores were significantly higher than those of the control group (t(45) = −4.75, p < 0.001, d = 1.39). The control group exhibited no significant change in K&U scores (t(20) = −0.48, p = 0.63). Qualitative data from the focus group indicated that students found the Kahoot! activities engaging and expressed a desire for continued use.
Conclusions: This study provides evidence that game-based approaches, such as the integration of Kahoot!, can effectively enhance the assimilation of theoretical concepts in PE. This method holds potential for teaching complex theoretical topics, including heart rate thresholds for aerobic endurance and metabolic processes related to weight management. Future research should explore the long-term retention of this method, and implementations into varied age groups.
Keywords: Physical education, physical literacy, Kahoot!, game-based learning, knowledge and understandin
S07-4: The Impact of Physical Fitness Levels on Student Engagement in Physical Education: Study Across Different Age Groups
Full text linkPurpose: To analyse the engagement and participation of students with varying levels of overall physical fitness in physical education and health classes in different age groups. How does students’ overall physical fitness level influence their engagement and participation in physical education and health classes over the course in different age groups? The study provides insights into how physical fitness and engagement evolve over time and it differs from other studies that focus solely on physical performance.
Methods: Quasi-experimental research design was used. A total of 76 students participated in the study. The combination of scientific literature analysis, surveys, fitness assessments, pedagogical observations, and statistical analysis (descriptive statistics and the inferential statistics) offers a multi-dimensional perspective on the relationship between physical fitness and engagement. The respondents provided data anonymously, the study was conducted with the permission of the Research Ethics Committee of Latvian Academy of Sport Education.
Results: The results indicated that students’ overall physical fitness improved over the semester, which correlated with increased engagement in physical education classes (rs = –.575; p < 0.05). Fitness assessment data showed that better-conditioned students participated more actively and exhibited more positive emotions (rs = .380; p < 0.01). In contrast, students with lower physical fitness levels were more likely to miss classes, showed lower motivation (rs = –.554; p < 0.01), and demonstrated less emotional involvement (rs = –.473; p < 0.01).
Conclusions: Mostly in all ages, students with higher general physical fitness scores are more actively engaged in physical education and health lessons, which indicates that more inclusive pedagogical approaches are needed to promote the development of physical literacy in students. The findings highlight the need for tailored physical education approaches to support students with lower fitness levels, offering actionable insights for teachers to foster greater inclusivity and motivation of the engagement in physical education classes.
Keywords: Student engagement, student participation, physical education and health class, student physical fitnes
S08-3: Closing a Gap in Physical Activity Policy Monitoring: The Development of a Tool for the Early Childhood Education and Care Setting
Full text linkPurpose: A recently published systematic review has shown that public policies have the potential to change the physical activity (PA) environment in the early childhood education and care (ECEC) setting and to positively influence the PA behaviour of preschool children. However, established PA policy monitoring tools primarily focus on the school setting and usually do not collect data on ECEC policies. At the same time, in Germany a working group of the Supreme Health Authorities of the Federal States agreed upon a set of health indicators, which includes the policy of promoting PA in ECEC. To address this gap, a monitoring tool was developed to assess the content of ECEC policies at the subnational level, thus supporting intersectoral monitoring across the health and education sectors.
Methods: The tool was developed in a five-step process: (1) a content analysis of the educational framework plans of all 16 German states, (2) a systematic review of the effectiveness of PA promotion policies in the ECEC setting, (3) an analysis of national and international policy recommendations on PA promotion in the ECEC setting, (4) a two-stage Delphi survey with 26 policymakers, researchers, and practitioners, and (5) pilot testing conducted by the health reporting departments from three State Ministries of Health in Germany.
Results: The prefinal version of the tool consists of 28 items to assess the policy content of state-level educational framework plans. The items are structured around eight themes: (1) intersectoral development of educational framework plans, (2) dedicated chapter on PA, (3) pedagogical concept, (4) education-related objectives, (5) outdoor PA opportunities, (6) indoor PA opportunities, (7) stakeholder involvement, and (8) implementation of measures. Following pilot testing, adaptations were made to improve the tool’s usability. The tool includes a point scoring system to facilitate an assessment of educational framework plans within the German public health reporting system.
Conclusions: The tool closes a gap in the PA policy monitoring landscape by focusing on the ECEC setting. While it has the potential to support intersectoral collaboration between the health and education sectors in Germany, its applicability and transferability to other countries need to be further explored
S12-2: Assistive Robotics for Assessment of Motor Performance and Promotion of Physical Activity in Older Adults
Full text linkPurpose: As persons get older, their motor performance/fitness and levels of physical activity/mobility decline. However, maintenance of motor performance and sufficient levels of physical activity are critical for physical health, cognitive function, and quality of life, amongst other health outcomes. In recent years, assistive robotics, such as wearable or social robots, are increasingly being developed and examined as tools not only to provide assistance and support to older adults, but also to assess motor performance and promote physical activity.
Methods: We followed a multi-method approach by conducting literature-based research to examine the use of wearable robotics such as exoskeletons for lower limb motor performance assessment, and of social robots such as humanoid robots for motor (and cognitive) performance assessment and physical activity promotion/training. In addition, we also carry out small scale, laboratory-based studies to examine feasibility, acceptability, and effectiveness of robotic tools for the assessment and training of motor performance and physical activity in older adults.
Results: A growing number of studies provides evidence of a successful use of exoskeletons to assess motor performance in older adults, although many questions regarding design of the robot and the optimal assessment process remain unsolved. We postulate that exoskeleton-integrated sensors may be used to measure lower limb motor performance related to gait, posture, muscle strength, and proprioception, which are known to decline during ageing, and could augment widely-implemented standard clinical tests in the future. Several studies have also examined social robot-assisted physical activity in older adults, albeit mainly in seated positions and focused on the upper body, and reported promising findings on psychological outcomes such as participants’ engagement and interaction with or acceptance towards the robots. Preliminary findings from laboratory-based research show that a lower limb exoskeleton does not appear to have a negative impact on static balance which is an important prerequisite for potential future application as motor performance assessment tool.
Conclusions: The presentation will provide practical insights into literature-based and experimental assistive robotics research projects related to active ageing, and discuss methodological considerations, as well as challenges and opportunities for the future.
Support/Funding Source: Research activities presented in this abstract are conducted as part of the JuBot and KATE projects at KIT. JuBot is funded by the Carl Zeiss foundation. KATE is funded by the Landesgraduiertenförderung (LGF programme) Baden-Württemberg.
Keywords: Exoskeleton, social robot, movement, fitnes
S13-1: The Development of a Global Physical Literacy (GloPL) Action Framework: Process and Outcome
Full text linkPurpose: Physical literacy (PL) emphasises the integration of physical, affective, cognitive, and social elements to promote health-enhancing physical activity. Although the concept has gained significant attention in research, practice, and policy over the last two decades, the field is characterised by segmented actor networks, narrow country foci, and a lack of prospective orientation. Therefore, the goal of this study was to: (a) define goals, principles, actions, and pathways that advance the PL field, and (b) subsequently derive a ‘Global Physical Literacy (GloPL) Action Framework’.
Methods: Leveraging the benefits of collective intelligence, we conducted a group Delphi study with individuals representing: geographical regions (59 individuals on behalf of 46 countries), themes of special interest (seven themes/individuals), and 19 academic societies/organisations, including the HEPA Europe network. The representatives independently generated ideas through online surveys (Qualtrics) with the potential to significantly advance the PL field. The ideas were subjected to four-eye reflexive thematic analysis (NVivo v14.23.3), informing the subsequent discussions in three online meetings split into two hemispheres. All decisions were supported by formal voting with pre-defined agreement thresholds for the first (≥67%) and second (≥50%) voting rounds.
Results: The reflexive thematic analysis resulted in 857 codes hierarchically bundled to five meta-themes: advocacy, practice, education, assessment, research. The members discussed 15 central topics, of which six reached agreement in the first and nine in the second voting round. Combined, the most important recommendations include (sorted by discussion time): instead of forcing a global PL definition, the field requires an obligatory core set of elements/principles, allowing for national or regional specificities (89.7%); physical education curricula worldwide should align with the principles of PL (93.9%); PL should be highlighted on the global sport agenda (92.0%); and the field of PL can benefit from strengthening links to the sustainable development goals (66.0%).
Conclusion: The results of the 15 topics inform the content of the first ‘Global Physical Literacy (GloPL) Action Framework’. Its release will guide actions in the fields of ‘advocacy’, ‘practice’, ‘education’, ‘assessment’, and ‘research’.
Funding/Support Source: This study is supported by the first author’s postdoctoral research fellowship.
Keywords: Health promotion, holistic, lifespan, physical activit
S18-1: Bikepool – Evaluating and Enhancing a Practice-Based School Cycling Project for Sustainable Health Promotion
Full text linkPurpose: Cycling is a highly sustainable mode of transport with well-documented physical and psychosocial health benefits. In school settings, promoting cycling can foster healthy behaviours and environmentally friendly mobility choices among children and adolescents, while also addressing social inequalities in access to active transport. The Bikepool Project, led by the non-profit association Bikepool Hessen e.V., trains teachers to implement safe cycling activities in schools and to integrate the bicycle as a regular means of transport. To investigate the project’s public health impact and its potential to contribute to sustainability goals, the project was evaluated regarding: (1) the development of cycling competencies among students, (2) effects on school practices and mobility preferences, and (3) barriers and facilitators for sustainable implementation and growth of the project – especially in socioeconomically and culturally diverse populations.
Methods: A mixed-methods approach was applied to capture both individual and institutional outcomes. The evaluation includes: standardised questionnaires for bikepool coordinators (n = 160), teachers trained within the project (n = 40), and students (n = 900), a motor skills cycling test in a pre-post design (n = 225), guided interviews with teachers (n = 15), and focus group discussions with students (n = 25). Data collection was conducted from February to September 2025.
Results: First insights from the evaluation indicate high acceptance among educators and a strong demand for structural support to embed cycling sustainably in school life. At the same time, schools struggle with competing demands and bikepool activities tend to be carried out less rigorously, if other urgent demands have to be met. On the individual level, students seem to benefit from the activities and show improved skills in biking.
Conclusion: Bikepool demonstrates how a practice-based school intervention can effectively address both health and climate goals by promoting safe, active, and sustainable mobility among children and adolescents. It particularly holds potential for reducing mobility-related health inequalities. The evaluation of the project further highlights key lessons for scaling up such initiatives and integrating sustainability more systematically into school-based health promotion
S18-3: Cycle for Better Health: Incorporating Physical Activity Into Children’s Daily Routine
Full text linkPurpose: Globally, 4 in 5 children do not engage in sufficient physical activity, leading to increases in related diseases. Establishing healthy physical activity habits like cycling during childhood can have immediate and long-term benefits on children’s health. To this end, Cycle for Better Health focuses on increasing cycling amongst children (6–12) in vulnerable communities. This partnership between Cities for Better Health and BYCS also seeks to bridge the gap between the health and mobility sectors, leading to greater collaboration towards shared goals and showcasing the vital role of cycling in promoting physical activity and wellbeing within the health sector, and to highlight the numerous health benefits of cycling that are often overlooked within the mobility sector.
Project or Policy Description: BYCS is the global coordinating partner responsible for developing the methodology, M&E and Comms, and the programme is being implemented in Bogota, Bratislava, and Bari with local, on-the-ground partners: Mamacitas en Bici, Cyklokoalícia, and Terreno. The project is divided into three phases: developing the methodology, implementing the methodology, and disseminating the results. To increase the use of cycling amongst children in each city, the programme addresses key barriers that prevent people from accessing the benefits of this mode of transportation. This approach – known as the ‘human infrastructure of cycling’ – focuses on the building blocks of awareness, education, access, and stimulation. Specific activities were co-designed in each context to fit the local needs. The project measures increases in awareness, education, access, and stimulation, as well as increases in cycling and general physical activity using participant and parent surveys as well as individual activity logs. The results and approach will be released as a report and guide, and launched at Velo-city. The implementation will be deepened in each pilot city and expanded to new cities in 2026.
Conclusion: Incorporating physical activity via cycling into daily mobility habits increases the likelihood that the behaviour will be maintained. Greater collaboration between the health and mobility sectors will increase the likelihood of this system-level shift in focus