Search

Paralympic School Day is designed to increase student understanding of Paralympic sport and the experiences of individuals with disabilities. The purpose of this study was to examine elementary school students' Paralympic School Day experiences. This study utilized a qualitative descriptive approach. Participants included 76 third through fifth graders who completed reflective writing prompts after Paralympic School Day. A thematic analysis revealed three themes: (1) understanding the necessary skill development for the Parasports, (2) navigating their negative thoughts associated with seeing individuals with disabilities, and (3) changing their perspective through the Paralympic School Day experience. The findings of this study revealed that Paralympic School Day positively influenced student perceptions about Paralympic sport and increased knowledge and understanding related to individuals with disabilities. Keywords: Disability, awareness, Paralympics, Paralympic School Day, When examining the impact of integrating students with disabilities into general physical education, research has identified both positive (Butler & Hodge, 2004; Li et al., 2021; Slininger et al., 2000), [...]

Smartphones have many characteristics that make them attractive to adolescents. Recent work, however, has established a link between smartphone-related problems and self-esteem (self-worth) and social anxiety (fear of social relations). To date, little is known about the characteristics underpinning these relationships in combination. Driven by theory, the present study examined the association between self-esteem, social anxiety, and nomophobia (fear of being without access to a smartphone) and problem smartphone use (PSU) in a sample of early adolescents (N = 254). Self-esteem (Rosenberg Self Esteem Scale), social anxiety (Social Avoidance and Distress Scale) and their combined contribution (self-esteem x social anxiety) served as predictor variables of nomophobia (Nomophobia Questionnaire) and PSU (Mobile Phone Problem Usage Scale -- Adolescent version) in separate moderated regression analyses. We found that lower self-esteem was associated with higher nomophobia and PSU, and that higher self-esteem may be a protective factor in those lower in social anxiety, such that they are not prone to excessive smartphone use. Our findings offer preliminary markers for psychologists addressing the challenges related to excessive smartphone use in this age group.

In comparison to children, adolescents achieve significantly less physical activity (PA). Additionally, activity differences exist among genders and race/ethnicities. One means of influencing the PA habits of adolescents is high school physical education. Although PE class reaches students of all ages, genders, and races, motivation and experiences across these groups appear to differ. The purpose of this study was to determine if PE descriptors, motivators, and experiences in ninth- and 10th-grade students differed across gender, race/ethnicity, and grade. Ninth- and 10th-grade students (n = 698) completed a questionnaire about the factors that influence their motivation and experiences in PE class. Responses were compared across gender, race/ethnicity, and grade. Primary findings show that males and freshmen had more positive experiences in PE class than females and sophomores, respectively. Additionally, Caucasian students had more negative experiences in PE class in comparison to students of any other race/ethnicity. These findings illustrate the necessity for PE teacher sensitivity when they teach students of different genders, grades, and ethnic backgrounds. Special attention should be given to the social aspect of PE classes among females, student transition from middle school to high school, and the varying experiences in PE of students of different races/ethnicities. The results demonstrate the need for future research in this area.

Research has attested to the importance of three lower-order executive functions (EFs; inhibition, shifting, and updating) and visual attention (VA) for sport performance. However, there is limited research examining the association between EF and VA in sport. The present study systematically reviewed literature from Web of Science, Scopus, MEDLINE, APA PsycInfo, PubMed, SPORTDiscus, CINAHL, and Discover EBSCO that examined both EF and VA in sport following PRISMA guidelines. Experiments that were full-texts published in English, contained original data, quantitatively measured EF and VA, and allowed for direct or inferred comments on the relationship between EF and VA were eligible for inclusion. Twenty-two experiments met the inclusion criteria. Results showed large discrepancies in the labelling of sporting expertise, that EF outcomes typically focus on response accuracy over response time, and that quiet eye and number and duration of fixations are popular VA variables. Though limited, studies comparing EF and VA directly indicated a positive relationship suggesting an important link between the two. In sum, more direct assessments of the association between EF and VA are needed to understand their respective and joint contribution to sport performance. [ABSTRACT FROM AUTHOR]

Multimodal pedagogy is increasingly accepted among composition scholars. However, putting such pedagogy into practice presents significant challenges. In this profile of Washington State University's first-year composition program, we suggest a multi-vocal and multi-theoretical approach to addressing the challenges of multimodal pedagogy. Patricia Ericsson, the director of composition, illustrates how theories of agency are central to the integration of multimodality. Elizabeth Sue Edwards, a graduate teaching assistant, explores negotiating departmental standards and implementing multimodal assignments. Tialitha Michelle Macklin, also a graduate teaching assistant, discusses her journey from rejecting multimodal assignments to embracing them as an integral element of her pedagogy. And Leeann Downing Hunter, a non-tenure-track faculty member, approaches the challenge through the lens of adaptability. We believe that this multi-vocal approach to building a multimodal composition program offers: (1) a foundation for other writing programs to adapt and build upon; (2) an alternative to traditional approaches that rely on single theories and single leaders; and (3) a reconstitution of how the university works, integrating stakeholder voices from administrators to students themselves.

Smartphones can increase productivity and ease accessing information, however the possible negative implications for high smartphone use or problematic smartphone use (PSU) are not fully understood. The current study examined anxiety-linked memory and attention deficits to determine whether PSU moderates these relationships. Cross-sectional data from 506 young adults aged 18–29 years (68% female) were analysed in separate regression models to investigate whether PSU (Mobile Phone Problem Use scale) moderated the relationship between state and trait anxiety (State-Cognitive and Trait-Cognitive subscales of State Trait Inventory for Cognitive and Somatic Anxiety) and everyday memory and attentional failures (the False Triggering, Forgetfulness and Distractibility subscales of the Cognitive Failures Questionnaire). Our results showed that PSU moderated the combined influence of state and trait anxiety for distractibility, such that those who reported higher PSU and higher trait anxiety reported greater errors of distractibility during higher, but not lower state anxiety. However, our predictions for false triggering and forgetfulness were not supported; the only significant finding was a trend for higher trait anxiety to be related to increased failures of false triggering and forgetfulness. Real-world implications of findings are discussed. [ABSTRACT FROM AUTHOR]

Public opinions are divided on the relative benefits versus harms of allowing mobile phones in schools. When debating the consequences of mobile phones in schools, politicians often argue that students' use of mobile phones distract from their learning, increase cyberbullying and lead to poor mental health outcomes. We conducted a scoping review of the global literature, followed the Preferred Reporting Items for Systematic reviews and meta-Analyses extension for scoping reviews (PRISMA-ScR) and pre-registered our protocol with the Open Science Framework (OSF). Our search and screening process identified 22 studies that met our inclusion criteria and shed light on our research questions: whether mobile phone use in schools impacts academic outcomes, mental health and wellbeing and cyberbullying. We found an absence of randomized controlled trials with evidence resting on a small number of studies with different designs, samples, operational definitions of mobile phone bans (i.e. partial, or complete bans) and outcome measures, making reconciliation of findings challenging. Nonetheless, we provide a synthesis of the latest evidence for decision-makers tasked with deciding for or against mobile phone bans in schools. Directions for future research are provided and practical implications for schools are discussed. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, the Province of Ontario, Canada, launched a wastewater surveillance program to monitor SARS-CoV-2, inspired by the early work and successful forecasts of COVID-19 waves in the city of Ottawa, Ontario. This manuscript presents a dataset from January 1, 2021, to March 31, 2023, with RT-qPCR results for SARS-CoV-2 genes and PMMoV from 107 sites across all 34 public health units in Ontario, covering 72% of the province's and 26.2% of Canada's population. Sampling occurred 2–7 times weekly, including geographical coordinates, serviced populations, physico-chemical water characteristics, and flowrates. In doing so, this manuscript ensures data availability and metadata preservation to support future research and epidemic preparedness through detailed analyses and modeling. The dataset has been crucial for public health in tracking disease locally, especially with the rise of the Omicron variant and the decline in clinical testing, highlighting wastewater-based surveillance's role in estimating disease incidence in Ontario. [ABSTRACT FROM AUTHOR]