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This position statement follows to the thematic round table organized by S.I.E.M.eS. (Italian Society of Movement and Sport Education) as final event of the international congress on "Outdoor movement education" held in Bozen, Italy, december 3-5, 2020.Today's lifestyle with interesting electronic devices attracts young children to spend time inside instead going out to play in a physically active manner. At the same time, recent research evidencehasshownthat outdoor active play (outdoor play) offers multiple advantages to children's development and health. In December 2020, the University of Bozen organized an international congress on the relevance of outdoor movement education and outdoorplay. The Congress ended with a round table discussionof the different approaches to outdoor movement education practiced in Europe, and theneed for a common position statement was agreed on that would involve other scientists who participated in the Congress. The position statement is based on comparison of the different practices in European countries and is aimed at defining a consensus in terms of approaches and terminology for outdoor movement education that may be shared between European educators. The comparative analysis was conducted between different regions of Europe: south (Italy), middle (Wales and Belgium, Wallonia), and north (Finland, Iceland and Norway). Comparisons of the different regions were based on official national documents, including laws, educational curriculums, andresearch findings. Results revealed that some regions, mostly the Nordic Countries, have a strong outdoor culture on which the official national documents are based. In these countries, the outdoor environment is included in teacher education programmes and national curriculums for early education and elementary school. This is not the case everywhere in Europe, where other countries are now starting to spread the outdoor culture in the school environment. On the other hand, there is a need for more research-based knowledge about the amount and types of children's outdoor movement in all regions, including the most advanced ones. With this position statement, the Congress participants and organizers underscore the need to increase the knowledge of the importance of outdoor play in supporting children's motor development and holistic development. There is a compelling need to change official documents to guarantee adequate possibilities for outdoor movement education and outdoor active play. The outdoor environment should become part of the daily pedagogical routineof children, and special care should be given to active movement. The aim of this position statement is to help to reach a consensus in the educational community that must act in collaboration with multiple sociocultural players and stakeholders (at local, national and European levels) and be driven by scientific research. [ABSTRACT FROM AUTHOR]

Abstract: Introduction: The purpose of this study was to investigate the validity and reliability of an inertial dynamometer using accelerometry. Methods: Fourteen subjects were tested during three successive sessions at four increasing loads (30, 50, 70 and 95% of the 1RM). Maximal force, velocity and power performances were simultaneously assessed by the Myotest (Myotest S.A., Switzerland), an inertial dynamometer using accelerometry, and by another control valid dynamometer witch combine accelerometer and linear position transducer. At three first loads, only minor differences appeared in between both dynamometers, correlations were excellent and coefficients of variation were good and similar. However, at 95% of the 1RM, Myotest validity and reliability became insufficient. Conclusion: Bench press inertial assessment with accelerometer appeared valid and reliable at 30, 50 and 70% of the 1RM, but not at 95% of the 1RM. [Copyright &y& Elsevier]

Abstract: Introduction: This study used an iso-inertial dynamometer to investigate the influence of counter-movement and barbell throwing during bench press exercise. A critical analysis of these modalities during muscular evaluation was also performed. Methods: The action of muscle stretch during the counter-movement induced an increase in average velocity and a shortening of the time to reach the peak power and peak velocity. The barbell throwing did not alter the initial part of the movement yet lengthened the propulsive phase and delayed the braking phase. Consequently, maximal power and maximal velocity performances were improved. However, the throwing of the barbell requires its catch when falling down, which could be potentially harmful. Conclusion: The counter-movement and the throwing of the barbell significantly change the iso-inertial performances through a bench press exercise. The modalities of bench press assessment execution would have to be rigorously standardised. [Copyright &y& Elsevier]

The purpose of this study was to investigate the reproducibility of findings derived from a new iso-inertial dynamometer during bench press (BP) and squat (SQ) and to provide descriptive data for recreational athletes. A position transducer and accelerometer were combined to assess velocity and power during free weight lifting exercises. Simulated movement with a pulley system revealed the excellent technical consistency of the dynamometer. Sixteen male subjects participated in the study. Iso-inertial tests consisted of lifting as fast as possible four different relative loads (35, 50, 70, 90% 1RM in BP and 45, 60, 75, 90% 1RM in SQ). The test was repeated one week later. Analysis of variance revealed no significant variation between sessions or trials. Reproducibility was better in velocity than in power, although it remained fairly good in both exercises (coefficients of variation [CV] never exceeding 10%) except for the time to peak power parameter. Descriptive data confirmed the classical force-velocity and force-power relationships for BP and SQ. In conclusion, this study demonstrated reliable measurements in BP and SQ iso-inertial exercises. Monitoring force-velocity and force-power relationships offers an original functional approach in strength training supervision. [ABSTRACT FROM AUTHOR]

Abstract: Introduction. – This study explored concentric and eccentric profile of knee musculature in a jumpers population. Relationships between isokinetic assessment and field tests performances have also been explored. Materials. – Jumpers population presented higher knee flexors performances in concentric and eccentric mode and superior knee extensors strength in eccentric. Significant correlations between isokinetics and field tests results were exclusively observed with athletes quadriceps performances. A very high correlation (r =0.93) was found between the second bound relative performance of the ten multijumps test and eccentric quadriceps relative peak torque. Conclusion. – Jumpers training may favour a specific muscular development. The knee extensors eccentric strength may be a major factor in the athletic performance. [Copyright &y& Elsevier]

Objective. To establish the inter-session reproducibility of isokinetic concentric strength and fatigue profile of the elbow flexors and extensors in sedentary women.Methods. Forty healthy women who were physically inactive or engaged in recreational sports were included in the study. Strength was evaluated at 60 and 180 degrees/s. The fatigue protocol consisted of 30 maximal-intensity elbow flexion and extension at 180 degrees/s.Results. The extensors were stronger than flexors while no dominance effect was apparent. In addition the work output of the extensors during the fatigue protocol was larger than the flexors', the previous being more fatigue resistant. A dominance effect was observed for the extensors in the fatiguing protocol. Reproducibility expressed by the coefficient of variation was less or equal to 11%.Conclusions. This study highlights satisfactory reproducibility of isokinetic strength and fatigue parameters. The values derived may be useful for interpretation of clinical tests or characterization of pathological states in women with similar characteristics. [ABSTRACT FROM AUTHOR]

Introduction From 3 to 6-years-old, it is very important to offer children an adapted physical education intervention in which they are playing and at the same time develop perceptual and basic fundamental movement skills. In Belgium, most teachers are meeting recurrent problems like big classes, insufficient infrastructures and equipment that have not been appropriately adapted. All these reasons have encouraged the CEReKi to organize sport classes in its sport centrum in order to offer an adapted physical education to 3- to 6-years-old children. Implemented project In the last twenty years, preschool children have attended our sports centre for whole day sport classes. Most classes occur once or twice a month. According to Harrow's taxonomy, it is important to focus on fundamental motor skills and on perceptual abilities. The day at CEReKi starts at 9:30 am and ends at 3 pm. There are five activities lasting 30 to 45 minutes throughout the day and include water-based learning and gymnastic circuits. We select a range of different activities with nine categories of games (gymnastics, track and field, balls, small equipment, water based learning, etc.) Activities are organized either as free game, game with rules or as circuits. Our teaching is adapted to the children and encourages fun and enjoyment. Through the use of appropriate games and stories, we try to engage with the children also on an emotional level so that they join in the game and are as active as possible. Critical analysis Sport classes at the CEReKi are really appreciated by children. The keys to our success are: (a) good knowledge of child development; (b) knowledge of the equipment; (c) adaptation to level of the child; (d) using stories and imagination; (e) safety; (f) enthusiastic and communicative instructors. However, such an approach is only viable with financial support. Conclusion Sport classes at the CEReKi are a successful and useful concept that deserve to be disseminated. Similar organizations should emerge to support children's fundamental motor development but they will require financial support. [ABSTRACT FROM AUTHOR]

Introduction Premature infants are more susceptible to motor development impairment when compared to full term infants [1] . The effects of these impairments that are manifested in the long-term can be prevented through adapted psychomotor stimulation and early parental guidance. From this perspective a psychomotor program has been implemented for very pre-term children aged from 18 to 36 months. The aim of the present study was to validate the project. Methods Before the project started instance several experts were consulted. Ten children took part in this project from January to April 2011. The staff consisted of a psychomotor specialist and a physiotherapist. The activity was structured as follows: – welcome and familiarization (5–10 min); – undirected activity stimulating fine and gross motor skills (45 min); – return to calm (5 min). During the activity, the staff suggested different games and exercises in order to stimulate the children. The children were never forced to do the exercises. Interviews were conducted with parents, instructors and experts in order to validate the implemented project. They were asked to they give their opinion on the project, to confirm or deny our choices and to make suggestions about the activity. Results The initial project has been well designed. The objectives, the activity model and its structure, the staff and pedagogy have been validated by the experts. In order to stimulate infant autonomy it has been decided that no parent will be present during the activity although this particular point is controversial. Financial aspects have also to be considered as the activity is not subsidized. Conclusion Most elements of the implemented psychomotor activity were validated by the experts and the parents. However, financial support is needed for this work to be sustained. [ABSTRACT FROM AUTHOR]

Introduction En Belgique, les compétitions proposées aux enfants de moins de 10 ans sont des modèles réduits des compétitions adultes et sont axées sur la performance, avec peu d’engagement moteur, favorisant une spécialisation et un élitisme précoce. Pourtant, à l’échelle internationale, l’IAAF recommande depuis plus de dix ans un modèle de compétition adapté aux enfants avec des activités motivantes, accessibles et formatrices : le Kids’Athletics © [1] . Face au constat de retard, la Ligue Francophone Belge d’Athlétisme a mis sur pied un groupe de réflexion qui a décidé d’organiser une première compétition Kids’Athletics © . Structure mise en place Tous les clubs régionaux ont été invités à former des équipes d’enfants âgés entre 5 et 8 ans afin de participer au Kids’Athletics. Sept épreuves de courses, de sauts et de lancers, largement inspirées des fiches proposées par l’IAAF [1] , étaient réalisées par toutes les équipes. La compétition était organisée de façon à se dérouler en 3 heures, échauffement et remise des diplômes compris. Analyse critique Seulement trois clubs ont répondu présents. Cette déception s’explique par le manque de connaissance des clubs, des réticences, un désintérêt, la concurrence avec d’autres évènements ou encore une promotion limitée. Des questionnaires distribués aux parents et aux entraîneurs présents ont permis de discerner leurs connaissances et leur avis sur le Kids’Athletics © . Bien que le concept s’avère mal connu, les avis apparaissent très positifs après la compétition. Les questionnaires révèlent que les enfants se sont amusés et 96 % des intervenants sont favorables au développement et à la promotion du concept. Seulement 7 % préfèrent le modèle de compétition traditionnel. Conclusion Le développement des Kids’Athletics © en Belgique devrait contribuer à une pratique de l’athlétisme mieux adaptée chez les enfants. Les nombreuses réticences existantes nécessitent la mise sur pied d’une promotion bien réfléchie et convaincante. [ABSTRACT FROM AUTHOR]

Introduction L’accoutumance à l’eau apparaît comme un pré-requis indispensable à l’apprentissage des techniques de nages [1] . Les difficultés pédagogiques rencontrées dans certaines piscines pour l’accoutumance à l’eau (pas de pataugeoire, profondeur excessive, taux d’encadrement) ont poussé le CEReKI à développer un circuit d’accoutumance original basé sur un assemblage de matériel [2] . L’objectif de l’étude est de vérifier l’efficacité de l’approche CEReKI comparativement à une approche traditionnelle réalisée dans un contexte idéal. Méthodes Une batterie de tests [3] a permis d’évaluer le niveau d’accoutumance à l’eau de 77 enfants préscolaires avant et après une période d’intervention de 5 mois. Vingt-cinq enfants bénéficiaient d’une piscine optimale (3 bassins) et d’une approche pédagogique traditionnelle (tradition). Vingt-cinq autres bénéficiaient de l’approche pédagogique CEReKi dans une piscine peu adaptée (CEReKI). Les 27 derniers ne bénéficiaient d’aucun cours d’acclimatation (témoin). L’approche pédagogique et le comportement des enfants ont été analysés dans les 2 écoles à partir d’enregistrements vidéo. Résultats Le niveau d’accoutumance à l’eau, qui évolue naturellement avec l’âge, s’améliore significativement du pré-test au post-test quel que soit le groupe. Les résultats démontrent cependant des gains plus importants dans les deux écoles d’accoutumance à l’eau comparativement au groupe témoin (respectivement 16,5 %, 19,2 % et 11,8 %). L’Anova révèle que cette supériorité est statistiquement significative ( p < 0,05) pour les qualités « flottaison-équilibration » et « propulsion ». L’analyse statistique ne démontre pas la supériorité d’une approche par rapport à une autre. Cependant, le nombre de séances et la durée de celles-ci étaient plus faibles dans le groupe CEReKI, ceci tend à indiquer une meilleure rentabilité de l’approche CEReKI. Cette dernière apparaît donc particulièrement efficace dans une piscine peu adaptée aux activités d’accoutumance à l’eau. Conclusion L’étude confirme l’efficacité de l’accoutumance à l’eau chez l’enfant préscolaire. L’approche CEReKI se montre particulièrement intéressante pour les piscines peu adaptées à l’accoutumance à l’eau. [ABSTRACT FROM AUTHOR]

Introduction Au CEReKi, les activités d’accoutumance à l’eau se déroulent dans un bassin dont la profondeur minimale est de 80 cm. Seuls certains enfants de maternelle sont capables de s’y tenir debout. Dès lors, comment proposer une activité adaptée à ces enfants dans un bassin inadapté tout en respectant les importantes différences de niveau observées dans cette tranche d’âge ? Le CEReKi a développé une solution pour relever le défi. Expérience Afin de permettre l’évolution en toute autonomie des enfants en l’absence de « petite profondeur », le CEReKi a mis en place un « jardin d’accoutumance à l’eau ». Il s’agit d’un circuit qui associe différentes sortes de matériel, permettant aux enfants de se déplacer dans l’eau « sans avoir pied ». Barres parallèles, tapis flottants, toboggan sont reliés à un filet flottant tendu à fleur d’eau. Dans le « jardin d’accoutumance », chaque enfant évolue à son propre rythme. Le circuit permet de stimuler les différents composants de l’accoutumance à l’eau : entrée à l’eau, maîtrise de la position horizontale, immersion, respiration et propulsion. Ce dispositif peut accueillir simultanément 25 à 30 élèves de niveaux d’aisance aquatique différents. Analyse critique Le succès de cette activité et les progrès observés chez les enfants confirment l’efficacité du « jardin d’accoutumance ». Ce dernier nécessite cependant l’acquisition d’un équipement aquatique de qualité qui, par ailleurs, doit être stocké à proximité du lieu de l’activité. Un temps de montage/démontage de quinze minutes est à prévoir avant et après chaque activité. La formation des animateurs, très importante, insistera sur le montage du circuit, la sécurité et l’approche pédagogique. Conclusions Le jardin d’accoutumance à l’eau CEReKi semble offrir une solution pour toutes les piscines, particulièrement pour celles qui ne disposent que d’un grand bassin. [ABSTRACT FROM AUTHOR]