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Purpose: To refine a motor competence assessment app prototype, enabling its redesign. Method: Workshops were conducted to inform the prototype development. App's usability was evaluated on its ability to communicate relevant information to the teachers (n = 9). A "think out loud" protocol was applied by the users. Results: Both workshops refined the app, namely: "interface," "background," "acceptability/feasibility," "results," "teachers themselves," and "effectiveness." Competitor analysis revealed recommendations for the "wireframe," "visuals," and "proposed skills to be assessed." The need to include a demonstration for first-time users, video guidance, and links to more information for each skill was also raised. There was a recommendation on the design brief features and experiences. Conclusions: This study will provide guidance in discovering how digital solutions may shape motor competence assessment. The usability testing process with the teachers provides insight on the essential/desirable features required on these apps, enabling the prototype's redesign to meet the users' needs.

Publish or perish is the cautionary aphorism reminding academics to produce academic work for career longevity. For communities historically excluded from tertiary institutions, this aphorism can also signify a responsibility to ensure their voices are heard. Tertiary institutions recognise the importance of fostering productive writing opportunities; and writing retreats are a valuable approach. This article demonstrates the importance of writing retreats from the perspective of Indigenous postgraduate scholars in Australia. Two writing retreats were held off-campus in 2018-2019. To identify the impact of the writing retreats, we (the participants in the retreat) used an active participatory approach to explore our experiences using data collected from Yarning circles and written critical self-reflections. We identified three key themes: (1) writing retreats as supportive spaces for academic writing, (2) the development of an ongoing community of practice and (3) the importance of managing cultural risk in Indigenous programs. The findings demonstrate the importance of providing culturally grounded opportunities that support Indigenous scholarship.

Background: Children can internalise social and parental gender stereotypes and this may influence their perceived motor competence (PMC). This study aimed to examine the association between father and daughter gender-stereotyped attitudes/beliefs and girls' PMC. Methods: Girls (N = 68, M[subscript age]= 8.9 years, SD = 1.7) and their fathers were recruited at baseline from a physical activity intervention. Girls' PMC was assessed using the pictorial scale of Perceived Movement Skill Competence. Gender-stereotyped attitudes/beliefs of girls and fathers were assessed using the Occupation, Activity, and Trait - Attitude/Personal instrument. The girls' questions were interviewer administered to ensure comprehension, whilst fathers completed an online survey. Correlations were calculated, followed by linear regressions adjusted for girls' age and fathers' education. Regression models were used to investigate associations between father-daughter gender-stereotyped attitudes/beliefs, and whether these attitudes/beliefs were associated with girls' perceptions of their object control/locomotor, active play, and overall skill competence. Results: Girls' gender-stereotyped attitudes negatively correlated with overall PMC, r(60) = -0.36, p = 0.004, and object control perception, r(60) = -0.36, p = 0.004. These associations remained evident in linear regression analysis. No other associations were found. Conclusions: Girls with more gender-stereotyped attitudes have lower motor skill perceptions, which may impact negatively on physical activity and sport participation. Future interventions aimed at reducing sociocultural gender stereotypes in children may improve girls' motor skill perception and positively impact physical activity.

Background: Physical literacy (PL) has generated substantial international interest across sport, health and education sectors. Teachers play a crucial role in supporting children's PL growth. Despite PL featuring in several physical education curricular texts, research into teacher understanding and perception of the concept is scarce. This study aimed to explore the understanding and perception of PL among Australian teachers of health and physical education (including generalists and specialists). Methods: Utilizing an explanatory sequential mixed-methods study design, the first phase involved an online survey of 174 Australian teachers. The survey, developed from relevant literature, aimed to elicit an understanding of teachers' awareness, understanding, and perceptions of PL, and comprised a combination of open-ended, yes/no, Likert, and multiple-choice response options. The second phase involved semi-structured telephone interviews with nine survey participants, to build on survey responses. Interviews lasting on average 37 (range 28-58) minutes were digitally recorded and transcribed verbatim. For quantitative data, bivariate comparisons were made using chi-square tests to examine the relationships between teacher training (generalist versus specialist), age group, years of teaching experience, and teacher PL understanding. Interview data were analyzed using an inductive thematic approach to identify emergent theme clusters. Results: Respondents (n = 122, male 48.4%) were mostly specialist trained teachers, with 10-14 years of teaching experience. Quantitative findings revealed that while most teachers were aware of PL, many only partially understood the concept, often interpreting it as an understanding of bodily movements and/or the benefits of physical activity participation. There were no differences in PL understanding by teacher training, age group, or years of teaching experience. Two main themes, identified from qualitative interviews, which provided further explanation of teachers' understanding and perception of PL were: (a) 'physical literacy has been a bit of a buzzword': perceptions of the PL concept and (b) 'It's a concept that needs to be ingrained': implementing PL in schools. Teachers acknowledged the potential importance and applicability of PL, however, expressed scepticism (e.g. buzzword) about the concept. Narrow understanding of the concept persisted during interviews. In terms of its implementation within schools, teachers highlighted the need for curriculum alignment, provision of resources and professional development opportunities, and policy changes. In recognizing these implementation strategies, teachers further noted potential barriers that could hinder PL implementation including time constraints, workload and busyness, and the lack of prioritization of physical education (PE) within schools. Conclusion: Study findings revealed the urgent need to clarify the concept of PL for teachers given their critical role in ensuring effective and successful translation of research into educational practice. Resources, professional dialogue, and continuing professional development opportunities can support teachers' overall understanding and implementation of PL. This is important for potentially maximizing children's PL development across the lifespan.

Objective: To provide a brief biography of Western Australian colonial lunacy superintendent Dr Henry Calvert Barnett.Method: A range of primary sources were consulted.Results: Barnett was a complex man: a caring and forward-thinking practitioner who had a colourful and turbulent private life.Conclusions: Barnett's contribution to mental health service development in Western Australia was genuine and worthwhile, and should be recognised. [ABSTRACT FROM AUTHOR]

Children need rich language learning experiences in school to build language and reading skills. Research suggests that various effective ways to support teacher provision of these experiences. The Classroom Promotion of Oral Language cluster randomized controlled trial (n = 1,360 students; 687 intervention, 673 control) examined whether a teacher professional learning intervention targeting oral language in the first years of school led to improved student outcomes compared to usual teaching practices. The intervention comprised face-to-face professional learning and ongoing support. The primary outcome was student reading ability at Grade 3; secondary outcomes included oral language, reading, and mental health at Grades 1 and 3. No differences were detected between the intervention and control arms. Implications of results and future directions are explored.

Purpose: Teachers are important stakeholders in supporting children's physical literacy (PL), yet teachers' perception of PL assessment is underexplored. Method: Utilizing a mixed-methods design, 122 primary school teachers (of children aged 5-12 years) in Australia completed an online survey, followed by nine interviews. Results: Teachers who favored assessment (58%) tended to report assessing PL in children (X[superscript 2][1, N = 110] = 7.025, p = 0.008). Those who reported assessing PL (also 58%) were more confident to do so (X[superscript 2][2, N = 109] = 10.540, p = 0.005). Teachers considered "movement skills," "engagement and enjoyment," "relationships," and "safety and risk" as the most important elements for assessing PL. Qualitative data showed nonsupport for PL assessment stemmed from skepticism regarding relevance of assessment, appropriateness of assessment, and views that the curriculum and PL framework were implicitly linked. Conclusion: Professional development, resources, and suitable PL teacher assessments can upskill teachers' knowledge, confidence, and reduce barriers in implementing PL assessments.

Background: A dramatic decline in mental health of people worldwide in the early COVID-19 pandemic years has not recovered. In rural and remote Australia, access to appropriate and timely mental health services has been identified as a major barrier to people seeking help for mental ill-health. From 2020 to 2021 a care navigation model, Navicare, was co-designed with rural and remote communities in the Greater Whitsunday Region of Central Queensland in Australia. The Exploration, Preparation, Implementation and Sustainment (EPIS) framework was used to design and guide multiple aspects of a multisite study, The Bridging Study, to evaluate the implementation of Navicare in Australia., Methods: A community-engaged hybrid effectiveness-implementation study design will focus on the tailored implementation of Navicare at three new sites as well as monitoring implementation at an existing site established since 2021. Study outcomes assessed will include sustained access as the co-primary outcome (measured using access to Navicare mental health referral services) and Proctor's Implementation Outcomes of feasibility, acceptability, appropriateness, adoption, fidelity, implementation cost, and sustainability. Data collection for the implementation evaluation will include service usage data, community consultations, interviews, and workshops; analysed using mixed methods and guided by EPIS and other implementation frameworks. Pre-post effectiveness and cost-consequence study components are embedded in the implementation and sustainment phases, with comparison to pre-implementation data and value assessed for each EPIS phase using hospital, service, and resource allocation data. A scaling up strategy will be co-developed using a national roundtable forum in the final year of the study. Qualitative exploration of other aspects of the study (e.g., mechanisms of action and stakeholder engagement) will be conducted., Discussion: Our study will use tailoring to local sites and a community-engaged approach to drive implementation of a mental health care navigation service in rural and remote Australia, with expected benefits to mental healthcare access. This approach is consistent with policy recommendations nationally and internationally as building blocks for rural health including the World Health Organization Framework for Action on Strengthening Health Systems to Improve Health Outcomes., Trial Registration: Prospectively registered on April 2, 2024, on the Australian New Zealand Clinical Trials Registry, no. ACTRN12624000382572. https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=386665&isReview=true ., (© 2024. The Author(s).)

Purpose: Teachers are important stakeholders in supporting children's physical literacy (PL), yet teachers' perception of PL assessment is underexplored. Method: Utilizing a mixed-methods design, 122 primary school teachers (of children aged 5–12 years) in Australia completed an online survey, followed by nine interviews. Results: Teachers who favored assessment (58%) tended to report assessing PL in children (χ2[1, N = 110] = 7.025, p =.008). Those who reported assessing PL (also 58%) were more confident to do so (χ2[2, N = 109] = 10.540, p =.005). Teachers considered movement skills, engagement and enjoyment, relationships, and safety and risk as the most important elements for assessing PL. Qualitative data showed nonsupport for PL assessment stemmed from skepticism regarding relevance of assessment, appropriateness of assessment, and views that the curriculum and PL framework were implicitly linked. Conclusion: Professional development, resources, and suitable PL teacher assessments can upskill teachers' knowledge, confidence, and reduce barriers in implementing PL assessments. [ABSTRACT FROM AUTHOR]

Information on how the trophic ecology of predators shapes their movement patterns and space-use is fundamental to understanding ecological processes across organisational levels. Despite this, studies combining spatial and trophic ecology to determine how prey preference and/or resource availability shape space use are lacking in marine predators as these can occur at low density and are often difficult to track over extended periods. Furthermore, many exhibit behavioural variability within species and among closely related, sympatric species adding further complexity. We applied a context-focused, multimethod approach to the understudied great hammerhead shark (Sphyrna mokarran) to test if movement and home ranges relate to prey preference and availability. Movement data from satellite and acoustic telemetry in Queensland, Australia, were combined with stable-isotope analysis, drone surveys, and videos of hunting behaviour. Limited dispersal, and small home ranges in S. mokarran were linked to trophic specialisation on stingray prey. Drone surveys and videos showed predation events on stingrays and demonstrated high, year-round availability of this prey in shallow, inshore habitats, which may allow the majority of S. mokarran to remain resident. This affinity for inshore habitats suggests that critical life-history requirements are performed over local or regional scales, although some larger movements were evident. These results were interpreted in comparison to the well-studied bull shark (Carcharhinus leucas), which showed reliance on pelagic food webs. Carcharhinus leucas had high individual variability in movement, with both large-scale migrations and residency. This could indicate that only some individuals are locally sustained on dynamic, pelagic food webs, while others undergo large-scale excursions over distant habitats. The specialised foraging of S. mokarran indicates they play an apex predator role in shallow, inshore habitats, potentially shaping space-use, and foraging behaviour of batoids. As inshore habitats are disproportionately affected by anthropogenic stressors, S. mokarran's trophic specialisation and limited demographic connectivity may make the species particularly vulnerable to anthropogenic threats. [ABSTRACT FROM AUTHOR]

Continuing professional development (CPD) is important to ensure teachers continuously maintain and update the best practice knowledge and skills needed for the profession. Limited research into CPD in physical education (PE-CPD) suggests that current provisions are largely ineffective, particularly regarding access, and the specific teaching of motor skills (e.g. throw, catch, run). Improved PE-CPD is clearly needed, and online programmes may provide a promising avenue for more accessible and effective delivery. Digital models of PE-CPD are in the early stages of use, and as yet we know very little about PE teachers' experiences of online CPD. Thus, the present study aimed to (i) explore elementary school PE teachers' perceptions of online PE-CPD; and (ii) provide recommendations on the development and provision of future online PE-CPD, with a particular focus on motor skill instruction and assessment. Twenty-two PE teachers participated in focus group discussions, which were analysed in NVivo 11 using an inductive thematic approach. Three major themes and several subthemes were developed from the data. First, there was significant teacher motivation and perceived need for online PE-CPD, mainly in relation to accessibility. Second, and despite this perceived need, teachers reported considerable caution around its use, especially regarding a perceived lack of a 'community of practice'. Third, teachers provided multiple suggestions for future online PE-CPD design and delivery, including that it: (i) be evidence-based; (ii) provide pedagogical content knowledge and not just content knowledge; (iii) be informed by teachers and translatable to practice; (iv) facilitate communities of practice; (v) be interactive; (vi) be simple to navigate; and (vii) be highly visual. It is clear from teacher feedback that while online PE-CPD provides new opportunities, there are still significant limitations. This research provides novel insights and valuable recommendations that could optimise the success of future online PE-CPD offerings.

Background: The construct of physical literacy is gaining traction internationally and yet measurement of physical literacy is in its infancy. This paper describes the development of a pictorial child report scale of perceived physical literacy based on the comprehensive Australian Physical Literacy Framework, which includes 30 elements within four domains (physical, psychological, cognitive and social). Methods: An expert reference committee with academic and industry representatives from physical education, sport and education was formed to provide input to each stage of the process. Qualitative research methods were used to (a) determine a character that was gender neutral, not representative of a particular race or ethnicity and appealing to children, and (b) the content (i.e. relationship between item images, wording and format with the intended construct) and response processes (i.e. interpretation of items) of the Physical Literacy in Children Questionnaire (PL-C Quest). A total of 17 children aged 4-12 years were interviewed as part of the study. Results: A 'bunny' character was preferred by children. Overall, children interpreted most images as intended by the researchers, and, in many cases, without having to hear the words that went with the images. Some of the image scenarios were amended and redrawn according to the suggestions received from children and the expert reference group. Discussion: This study has provided qualitative evidence based on the content of the PL-C Quest elements and domains, on the ways respondents understand, and interpret the items. This is the first step towards the development and testing of a pictorial instrument to comprehensively measure children's self-perceived physical literacy.

Physical literacy serves as the foundation for several skills or attributes needed for lifelong physical activity participation. Based on its connection to physical activity, physical literacy has been associated with a wide variety of positive health outcomes. While research suggests that teachers play a crucial role in fostering children's physical literacy, however, few psychometrically sound measures have been designed for teachers to assess physical literacy in children. A teacher proxy-report instrument that assesses the four physical literacy domains (i.e., physical, psychological, social, and cognitive), along with the comprehensive set of 30 elements proposed by the Australian Physical Literacy Framework, could provide a useful metric for teachers to assess children's physical literacy levels. Accordingly, this article provides a rationale for developing such a tool for physical literacy assessment, focusing on children aged 5-12 years, using Sport Australia's definition and framework for physical literacy.

Background: Health organisations such as the United Nations continue to place an expectation on school physical education (PE) programmes and wider school strategies to ensure students develop physical literacy and receive the well-established benefits of meeting physical activity guidelines. Barriers to meet this expectation such as lack of trained PE teachers, lack of time and greater emphasis on academic achievement are ongoing challenges to schools. The purpose of this study was to evaluate the impact of the multi-component Physical Education Physical Literacy (PEPL) intervention, designed to improve students' fundamental movement skill, perceived physical abilities and level of physical activity. Method: A qualified PE teacher implemented the PEPL intervention across seven schools, and another seven schools formed a control group as part of a randomised cluster-based trial. Grade 5 students (N = 318, age 10.4 years ± SD 0.4) completed assessments of physical activity, fundamental movement skill, attitudes towards PE, and self-perceptions of physical abilities before and after a 33-week intervention. Intervention effects were examined using general linear mixed models. Post-intervention focus groups with students were used to develop insights into experiences and outcomes. Results: With no significant gender interactions, the PEPL approach led to enhanced object control skills ([beta] = 1.62; SE = 0.61; p = 0.008), with little evidence of any other fundamental movement skill improvements in excess of those in the control group. There was also modest evidence for an effect on accelerometer measured moderate-to-vigorous physical activity (MVPA) during school time ([beta] = 4.50; SE = 2.39; p = 0.058), but this was not accompanied by any significant intervention effect over the entire week. Questionnaires indicated students in the PEPL programme became less satisfied with their own sporting ability ([beta] = -0.20; SE = 0.08; p = 0.013) but qualitative data analyses suggested that they enjoyed the PEPL approach experience, becoming more motivated and confident in their physical abilities. Conclusions: Evidence of enhanced object control skill, increased confidence and motivation to be physically active, and moderate evidence of more MVPA during school time, indicate that the introduction of the PEPL approach contributed to the development of student physical literacy. A decrease in perceived sporting competence warrants greater attention on student's self-perceptions in future iterations of the intervention.

In this study, different factor analysis models were employed to test the Self-Compassion Scale (SCS) in 11 distinct populations (n = 15,266) in different countries. The results strongly suggest that the most appropriate use of the SCS is to measure levels of Self-Compassionate responding (positive items) and Self-Uncompassionate responding (negative items) separately.

Gap reasoning is an inappropriate strategy for comparing fractions. In this article, Patrick Sullivan and Joann Barnett look at the persistence of this misconception amongst students and the insights teachers can draw about students' reasoning.

Children's positive perceived motor competence (PMC) provides motivation for physical activity. Theoretically young children (<8 years) have inflated PMC but as children cognitively develop, perceptions are hypothesized to decrease. This study investigated strength of PMC association over time, whether any change was negative (i.e. PMC decreased) and sex differences. A total of 198 children participated, 88 (44.4%) girls and 110 (55.6%) boys, aged 8.37-11.3 years at time point one (T1). Test--retest reliability using intraclass correlation was moderate for locomotor and moderate-to-good for object control perception. Hierarchical regression analysis showed PMC at T1 positively predicted significant variance one year later (T2) for locomotor (23.1%) and object control skill (5 items: 37.7%; 7 items: 39.9%). Whilst boys and girls differed on perception level there was no interaction between PMC and sex. Incongruent with previous theoretical perspectives this study identified stability in children's PMC across an important developmental period.

Information on how the trophic ecology of predators shapes their movement patterns and space-use is fundamental to understanding ecological processes across organisational levels. Despite this, studies combining spatial and trophic ecology to determine how prey preference and/or resource availability shape space use are lacking in marine predators as these can occur at low density and are often difficult to track over extended periods. Furthermore, many exhibit behavioural variability within species and among closely related, sympatric species adding further complexity. We applied a context-focused, multi-method approach to the understudied great hammerhead shark (Sphyrna mokarran) to test if movement and home ranges relate to prey preference and availability. Movement data from satellite and acoustic telemetry in Queensland, Australia, were combined with stable-isotope analysis, drone surveys, and videos of hunting behaviour. Limited dispersal, and small home ranges in S. mokarran were linked to trophic specialisation on stingray prey. Drone surveys and videos showed predation events on stingrays and demonstrated high, year-round availability of this prey in shallow, inshore habitats, which may allow the majority of S. mokarran to remain resident. This affinity for inshore habitats suggests that critical life-history requirements are performed over local or regional scales, although some larger movements were evident. These results were interpreted in comparison to the well-studied bull shark (Carcharhinus leucas), which showed reliance on pelagic food webs. Carcharhinus leucas had high individual variability in movement, with both large-scale migrations and residency. This could indicate that only some individuals are locally sustained on dynamic, pelagic food webs, while others undergo large-scale excursions over distant habitats. The specialised foraging of S. mokarran indicates they play an apex predator role in shallow, inshore habitats, potentially shaping space-use, and foraging behaviour of batoids. As inshore habitats are disproportionately affected by anthropogenic stressors, S. mokarran’s trophic specialisation and limited demographic connectivity may make the species particularly vulnerable to anthropogenic threats. [ABSTRACT FROM AUTHOR]

Introduction: Physical literacy (the physical, psychological, social and cognitive capacities needed for movement and physical activity) is arguably important to occupational therapy yet is not explicit within current practice. This study aimed to understand how occupational therapists can engage with the physical literacy concept. Method: Eight paediatric occupational therapists were recruited by purposive sampling. Participants completed up to three semi-structured interviews to understand perspectives on physical literacy, introduce a novel pictorial assessment and to seek feedback on the assessment after trialling. Interviews were transcribed verbatim and analysed using reflexive thematic analysis. Results: Sixteen interviews were conducted. Four themes were identified: 'Foreign tongue' (occupational therapists have an understanding of physical literacy but used different terminology); 'Sounds very OT oriented' (illustrating the connection between physical literacy and occupational therapy); 'We need the child's voice' (measure highlights the child's perspective); and 'Contemporary, useful BUT not for all' (measure had utility for some children but was dependant on child's condition). Conclusion: Occupational therapists can apply the physical literacy construct to traditional models and core concepts. The assessment can be used in paediatric occupational therapy practice supported by clinical reasoning, although future tool iterations may need to accommodate some children with disability. [ABSTRACT FROM AUTHOR]

Purpose: The mental and physical health of those residing in Australian rural and remote communities is poorer compared to major cities. Physical health comorbidities contribute to almost 80% of premature mortality for people living with mental illness. Leisure time physical activity (LTPA) is a well-established intervention to improve physical and mental health. To address the physical and mental health of rural and remote communities through LTPA, the community's level of readiness should be first determined. This study aims to use the community readiness model (CRM) to explore community readiness in a remote Australian community to address mental health through LTPA. Design/methodology/approach: Individual semi-structured interviews were conducted using the CRM on LTPA to address mental health. Quantitative outcomes scored the community's stage of readiness for LTPA programmes to address mental health using the CRM categories of one (no awareness) to nine (high level of community ownership). Qualitative outcomes were thematically analysed, guided by Braun and Clark. Findings: The community scored six (initiation) for community efforts and knowledge of LTPA programmes and seven (stabilisation) for leadership. The community's attitude towards LTPA and resources for programmes scored four (pre-planning), and knowledge of LTPA scored three (vague awareness). Originality/value: To the best of the authors' knowledge, this is the first Australian study to use CRM to examine community readiness to use LTPA to improve mental health in a remote community. The CRM was shown to be a useful tool to identify factors for intervention design that might optimise community empowerment in using LTPA to improve mental health at the community level. [ABSTRACT FROM AUTHOR]

Aims: There is well-established data linking the adequacy of nurse staffing to patient outcomes. Evidence-based standards for staffing are therefore critical to drive improvements in clinical care. One such evidence-based approach is the use of patient acuity-based tools. The objective of this study is to determine the performance of a neonatal acuity tool in an Australian tertiary neonatal health-care setting, focusing on the classification of patient acuity and nursing:patient staffing ratios compared to current practice., Methods: Acuity data were collected in a neonatal intensive care unit (NICU) and special care baby unit (SCBU) over a 10-week period in 2023. Patient data were scored in the 16 domains at two time points (prior to morning and evening nursing shift changeover) for all admitted newborns., Results: For ventilated newborns nursed with a nurse:patient staffing ratio of 1:1, 78% of scores were within the L4-high acuity (score ≥ 26) band, with the remaining scores within the L3-high acuity (18-25) band. For newborns on non-invasive respiratory support in NICU staffed 1:1, the proportion scoring within the L4 acuity band was higher in the nasal high-flow group compared to the nasal continuous positive airway pressure group (P = 0.032), an effect not seen for those nursed 1:2 in NICU or for those on nasal high-flow nursed in SCBU either 1:2 or 1:3., Conclusion: This study of how a neonatal acuity classification system compares with current nurse:patient staffing allocations in an Australian tertiary NICU, suggests refinements in staffing ratios for specific patient groups on respiratory support are possible., (© 2024 The Author(s). Journal of Paediatrics and Child Health published by John Wiley & Sons Australia, Ltd on behalf of Paediatrics and Child Health Division (The Royal Australasian College of Physicians).)

Research Integrity Advisors are used in Australia to provide impartial guidance to researchers who have questions about any aspect of responsible research practice. Every Australian institution conducting research must provide access to trained advisors. This national policy could be an important part of creating a safe environment for discussing research integrity issues and thus resolving issues. We conducted the first formal study of advisors, using a census of every Australian advisor to discover their workload and attitudes to their role. We estimated there are 739 advisors nationally. We received responses to our questions from 192. Most advisors had a very light workload, with an median of just 0.5 days per month. Thirteen percent of advisors had not received any training, and some advisors only discovered they were an advisor after our approach. Most advisors were positive about their ability to help colleagues deal with integrity issues. The main desired changes were for greater advertising of their role and a desire to promote good practice rather than just supporting potential issues. Advisors might be a useful policy for supporting research integrity, but some advisors need better institutional support in terms of training and raising awareness.

Background: Urban neighbourhood environments may impact older adults' cognitive health. However, longitudinal studies examining key environmental correlates of cognitive health are lacking. We estimated cross-sectional and longitudinal associations of neighbourhood built and natural environments and ambient air pollution with multiple cognitive health outcomes in Australian urban dwellers aged 60+ years., Methods: The study included 1160 participants of the PATH Through Life study (60+ cohort) who were followed up for 12 years (four assessments; 2001/02 to 2013/15) and with data on socio-demographics, health, cognitive functions and diagnoses, and full residential address. Neighbourhood environmental features encompassed population and street-intersection densities, non-commercial land use mix, transit points, presence of blue space, percentages of commercial land, parkland and tree cover, and annual average PM 2.5 and NO 2 concentrations. All exposures except for tree cover were assessed at two time points. Generalised additive mixed models estimated associations of person-level average, and within-person changes in, exposures with cognitive functions. Multi-state hidden Markov models estimated the associations of neighbourhood attributes with transitions to/from mild cognitive impairment (MCI)., Results: Dense, destination-rich neighbourhoods were associated with a lower likelihood of transition to MCI and reversal to no MCI. Positive cross-sectional and longitudinal associations of non-commercial land use mix, street intersection density and percentage of commercial land were observed especially with global cognition and processing speed. While access to parkland and blue spaces were associated with a lower risk of transition to MCI, the findings related to cognitive functions were mixed and supportive of an effect of parkland on verbal memory only. Higher levels of PM 2.5 and NO 2 were consistently associated with steeper declines and/or decreases in cognitive functions and worse cognitive states across time., Conclusion: To support cognitive health in ageing populations, neighbourhoods need to provide an optimal mix of environmental complexity, destinations and access to the natural environment and, at the same time, minimise ambient air pollution., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Assessment of physical literacy poses a dilemma of what instrument to use. There is currently no guide regarding the suitability of common assessment approaches. The purpose of this brief communication is to provide a user's guide for selecting physical literacy assessment instruments appropriate for use in school physical education and sport settings. Although recommendations regarding specific instruments are not provided, the guide offers information about key attributes and considerations for the use. A decision flow chart has been developed to assist teachers and affiliated school practitioners to select appropriate methods of assessing physical literacy. School physical education and sport scenarios are presented to illustrate this process. It is important that practitioners are empowered to select the most appropriate instrument/s to suit their needs.

Purpose: The development of a physical literacy definition and standards framework suitable for implementation in Australia. Method: Modified Delphi methodology. Results: Consensus was established on four defining statements: Core--Physical literacy is lifelong holistic learning acquired and applied in movement and physical activity contexts; Composition--Physical literacy reflects ongoing changes integrating physical, psychological, cognitive, and social capabilities; Importance--Physical literacy is vital in helping us lead healthy and fulfilling lives through movement and physical activity; and Aspiration--A physically literate person is able to draw on his/her integrated physical, psychological, cognitive, and social capacities to support health promoting and fulfilling movement and physical activity, relative to the situation and context, throughout the lifespan. The standards framework addressed four learning domains (physical, psychological, cognitive, and social), spanning five learning configurations/levels. Conclusion: The development of a bespoke program for a new context has important implications for both existing and future programs.

The relationship between theory and qualitative research has been extensively examined in the literature and has emerged as a problematic matter. This debate has been driven forward mainly in Anglo-Saxon countries and has done scant justice to an understanding of these issues in regions of the South. This paper addresses this matter by drawing on a geopolitical perspective. The study here provides an analysis of 24 papers by Latin-American researchers in higher education, as included in the Web of Science between 2006 and 2015. Theories in Latin America are mainly produced in the North and exhibit two patterns: (i) critical perspectives are used to address local problems -- 'epistemic problematization'; and (ii) a nuancing of Northern theories so as to contextualize them -- 'epistemic nuancing'. Suggestions are also made for a new configuration of knowledge production in higher education studies -- a model of knowledge from and for the South.

To examine associations between perceived destination accessibility within different distances from home and self-reported overall amounts of walking for different purposes among older adults (aged ≥ 65 years) in Brisbane, Australia (N =793) and Hong Kong, China (N =484). Perceived neighborhood destination accessibility types were derived from latent class analysis using comparable measures of perceived distance to 12 destinations from epidemiological studies in the two cities. Associations of perceived destination accessibility with measures of within-neighborhood walking were also estimated in Hong Kong participants. Better perceived destination accessibility was positively associated with the likelihood of walking in Brisbane participants only. Perceived destination accessibility within a short distance from home (5-min walk) was negatively related to the amount of within-neighborhood walking for transport in Hong Kong residents who walked. Our findings suggest that providing moderate-to-high, but not extreme, levels of destination accessibility may be optimal for the promotion of walking in older community dwellers. [ABSTRACT FROM AUTHOR]

Background: Siponimod is approved for use in people with secondary progressive multiple sclerosis (pwSPMS). An integrated digital platform, MSGo, was developed for pwSPMS and clinicians to help navigate the multiple steps of the pre-siponimod work-up. Objective: To explore real-world onboarding experiences of siponimod amongst pwSPMS in Australia. Methods: Retrospective, non-interventional, longitudinal, secondary analysis of data extracted from MSGo (20 April 2022). The primary endpoint was the average time for siponimod onboarding; secondary endpoints were adherence and sub-group analyses of variables influencing onboarding. Results: Mixed-cure modelling estimated that 58% of participants (N = 368, females 71%, median age of 59 years) registered in MSGo would ever initiate siponimod. The median time to initiation was 56 days (95% CI [47–59] days). Half of the participants cited 'waiting for vaccination' as the reason for initiation delay. Cox regression analyses found participants with a nominated care partner had faster onboarding (HR 2.1, 95% CI [1.5–3.0]) and were more likely to continue self-reporting daily siponimod dosing than were those without a care partner (HR 2.2, 95% CI [1.3–3.7]). Conclusions: Despite the limitations of self-reported data and the challenges of the COVID-19 pandemic, this study provides insights into siponimod onboarding in Australia and demonstrates the positive impact of care partner support. [ABSTRACT FROM AUTHOR]

Background: Textbook outcomes is a composite quality assurance tool assessing the ideal perioperative and postoperative course as a unified measure. Currently, its definition and application in the context of oesophagectomy in Australia is unknown. The aim of this study was to assess the textbook outcomes after oesophagectomy in a single referral centre of Australia and investigate the association between textbook outcomes and patient, tumour, and treatment characteristics. Methods: An observational study was retrospectively performed on patients undergoing open, laparoscopic, or hybrid oesophagectomy between January 2010 and December 2019 in a single cancer referral centre. A textbook outcome was defined as the fulfillment of 10 criteria: R0 resection, retrieval of at least 15 lymph nodes, no intraoperative complications, no postoperative complications greater than Clavien-Dindo grade III, no anastomotic leak, no readmission to the ICU, no hospital stay beyond 21 days, no mortality within 90 days, no readmission related to the surgical procedure within 30 days from admission and no reintervention related to the surgical procedure. The proportion of patients who met each criterion for textbook outcome was calculated and compared. Selected patient-related parameters (age, gender, BMI, ASA score, CCI score), tumour-related factors (tumour location, tumour histology, AJCC clinical T and N stage and treatment-related factor [neoadjuvant chemotherapy and surgical approach]) were assessed. Disease recurrence and one year survival were also evaluated. Results: 110 patients who underwent oesophagectomy were included. The overall textbook outcome rate was 24%. The difference in rates across the years was not statistically significant. The most achieved textbook outcome parameters were 'no mortality in 90 days' (96%) and 'R0 resection' (89%). The least frequently met textbook outcome parameter was 'no severe postoperative complications' (58%), followed by 'no hospital stays over 21 days' (61%). No significant association was found between patient, tumour and treatment characteristics and the rate of textbook outcome. Tumour recurrence rate and overall long term survival was similar between textbook outcome and non-textbook outcome groups. Patients with R0 resection, no intraoperative complication and a hospital stay less than 21 days had reduced mortality rates. Conclusions: Textbook outcome is a clinically relevant indicator and was achieved in 24% of patients. Severe complications and a prolonged hospital stay were the key criteria that limited the achievement of a textbook outcome. These findings provide meticulous evaluation of oesophagectomy perioperative care and provide a direction for the utilisation of this concept in identifying and improving surgical and oncological care across multiple healthcare levels. [ABSTRACT FROM AUTHOR]

Background: Failure rates on medical specialist final summative examinations in Australia are high, regardless of speciality. Examination failure can have detrimental psycho-social, financial and job security effects on the trainee, while delays in completion of training adversely impacts workforce growth and health outcomes for the community. The study aimed to explore the preparation factors that contribute to ophthalmology trainee success in their final summative examination. Methods: Semi-structured in-depth interviews were conducted with 29 participants via telephone or Zoom with ophthalmology trainees and Fellows. To be eligible, interviewees had to have sat the Royal Australian and New Zealand College of Ophthalmologists Advanced Clinical Examination (RACE) within the past five years or were providing supervision to trainees preparing for RACE. Interviews were audio-recorded, transcribed and thematically analysed. Results: Examination success was underpinned by six themes relating to preparation: (i) 'Those who fail to plan, plan to fail', which related to development and adherence to a study plan; (ii) 'It takes a village' encompassed trainees establishing and activating personal and professional supports; (iii) 'Get to know your opponent', which encompassed developing an understanding of the examination construct, format and requirements; (iv) 'There is no substitute for hard work', which related to intensive study over a period of 12–18 months; (v) 'Keep pace with the herd', which referred to benchmarking preparation efforts and progress against peers; and (vi) 'Don't jump the gun', which related to ensuring readiness to sit. Conclusions: Maximising medical specialist examination pass rates is in the best interest of trainees, training Colleges, health care systems and communities. Recognising and facilitating preparation approaches that foster success in final summative examinations are the collective responsibility of trainees, specialist training Colleges, training networks and health systems. Trainees need to plan for examination success, be self-determined to commit to intensive study over an extended time period and be realistic about their readiness to sit. [ABSTRACT FROM AUTHOR]

Background: There is a need for scalable clinician education in rational medication prescribing and rational ordering of pathology and imaging to help improve patient safety and enable more efficient utilisation of healthcare resources. Our wider study evaluated the effectiveness of a multifaceted education intervention for general practitioners (GPs) in rational prescribing and ordering of pathology and imaging tests, in the context of Australia's online patient-controlled health record system, My Health Record (MHR), and found evidence for measurable behaviour change in pathology ordering among participants who completed the educational activities. This current study explored the mechanisms of behaviour change brought about by the intervention, with a view to informing the development of similar interventions in the future. Methods: This mixed methods investigation used self-reported questionnaires at baseline and post-education on MHR use and rational prescribing and test ordering. These were analysed using multi-level ordinal logistic regression models. Semi-structured interviews pre- and post-intervention were also conducted and were analysed thematically using the COM-B framework. Results: Of the 106 GPs recruited into the study, 60 completed baseline and 37 completed post-education questionnaires. Nineteen participants were interviewed at baseline and completion. Analysis of questionnaires demonstrated a significant increase in confidence using MHR and in self-reported frequency of MHR use, post-education compared with baseline. There were also similar improvements in confidence across the cohort pre-post education in deprescribing, frequency of review of pathology ordering regimens and evidence-based imaging. The qualitative findings showed an increase in GPs' perceived capability with, and the use of MHR, at post-education compared with baseline. Participants saw the education as an opportunity for learning, for reinforcing what they already knew, and for motivating change of behaviour in increasing their utilisation of MHR, and ordering fewer unnecessary tests and prescriptions. Conclusions: Our education intervention appeared to provide its effects through providing opportunity, increasing capability and enhancing motivation to increase MHR knowledge and usage, as well as rational prescribing and test ordering behaviour. There were overlapping effects of skills acquisition and confidence across intervention arms, which may have contributed to wider changes in behaviour than the specific topic area addressed in the education. Trial registration: Australian New Zealand Clinical Trials Registry (ACTRN12620000010998) (09/01/2020). [ABSTRACT FROM AUTHOR]