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Despite calls for injury prevention exercise programmes (IPEPs) to move to school settings for the general adolescent population, current research has had mixed outcomes regarding their efficacy in schools as many of the traditional barriers to IPEP implementation still exist, for example, lack of engagement with the programme. A games-based approach may negate some of these barriers as it has been shown to increase participation and adherence to activity. The aim of this study was to achieve consensus on the fundamental framework for the development of a games-based IPEP for physical education (PE) class. Nineteen academic and practitioner experts in the areas of PE, injury prevention and adolescent coaching took part in a four-round Delphi poll, consisting of an opening exploration round followed by three subsequent rounds of questions. Agreement of at least 67% was required for consensus to be deemed achieved on outcomes. Agreement was reached on the key components of an IPEP and potential layouts of the programme. Requirements for an activity/exercise to be deemed games-based and key outcome measures for a games-based IPEP for PE class were established. Finally, PE teacher supports and resources required for implementing a games-based IPEP in PE class were determined, including supports for PE teachers and IPEP location within the class. The recommendations of this study provide a fundamental framework for the development of future games-based IPEPs that could be applied internationally as it provides the flexibility to be adapted to suit various constraints of PE classes across the globe.

This study aims to develop a valid and reliable assessment tool for the assessment of safety skills of individuals with intellectual disabilities, examine the effectiveness of the Safety Skills Instruction Program (SSIP) in teaching safety skills to these individuals, determine the preservation of skills after instruction by observation, and determine the views of parents and students respecting the teaching of safety skills. This research is designed in an explanatory sequential design, which is one of the mixed research methods. The examination of the construct validity process has indicated that the Safety Skills Test (SST) has a structure of four factors. 540 individuals with intellectual disabilities participated in the development of the measurement tool, and 32 individuals with intellectual disabilities participated in the implementation of the curriculum. It is determined that the level of safety skills of the students with mild intellectual disabilities who have attended the instruction is higher than the ones who have not attended, according to the mean ranks. It is found that the safety skills of students are preserved at a rate of 85-85%, according to the observation data gathered one week later. According to the result of the interview data, students and parents feel pleased about the instruction and think that the skills have been learned to a large extent.

Road safety training programs are commonly used to raise awareness of risky attitudes and behaviours. The evaluation of road safety education courses aimed at children is carried out with some assiduity. However, this does not usually occur in courses aimed at young people and adults. The present systematic review aims to identify studies that evaluate the effectiveness of road safety training programs in this population group. This systematic review followed the PRISMA methodology, by which the relevant articles based on the research term were identified. A total number of 1,336 indexed articles were filtered, and a final selection of 22 articles directly addressing the issue was obtained. Search strategies were developed and conducted in WOS, Scopus, NCBI, Google Scholar and APA databases. The selected articles indicate that the effects of road safety training programs in adults are mild to moderate. Their effectiveness is substantially increased when they are aimed at improving risk perception and decision making rather than training in driving skills. In any case, more evaluations of these courses are needed to identify which tools are effective and which should be replaced by new behaviour modification methods in the design of future driver education programs.

This paper outlines the outcomes from three rounds of action learning sets with a charity that supports vulnerable adults and those with learning disabilities in supported living and residential care. The action learning sets focused on safeguarding cases and how they had been managed by 11 leaders at various levels of the charity (the team). The findings demonstrate that using a reflective process and the 'fishbowl' model of action learning sets in this context is effective in evaluating the actions taken by the team in the safeguarding case, but also the awareness of the perspectives -- or lenses -- the team had used when reflecting on the roles of the various stakeholders included. We outline the development and application of the Multiple Lens View Model (Table 1) which was designed during the research and which helps to analyse the perspectives the participants were taking when focusing on the issues in each case. We conclude with an exploration of how this charity can more critically engage in debate around assumptions made in safeguarding incidents. We discuss how The Multiple Lens View Model can be developed further as a conceptual framework for this charity and for critical action learning in other institutions.

Objective: The aim of this study is to determine the frequency of bicycle helmet use among college students and health beliefs about bicycle helmet attitude. Participants: Turkish university students (n = 799). Methods: This descriptive and cross-sectional study was conducted over the period 2019. A sociodemographic and cycling related questionnaire form and the Bicycle Helmet Attitudes Scale were used in the data collection. Descriptive statistics, t-test, Anova and Kruskal Wallis tests were used in the statistical analysis. Results: Only 10.4% of students wear a bicycle helmet. Students who using bicycle helmets had higher benefit health belief scores compared to those who didn't, while barrier health belief scores were lower. There is a significant relationship between health belief scores for bicycle helmet attitude and gender, obeying traffic rules, thinking about helmet (unnecessary/disturbing/expensive/ridiculous) and helmet use. Conclusion: In this study, the frequency of using bicycle helmets is very low.

This is part II of a two-part series on integrating a physical activity component in delivering health lessons to elementary and middle school students. The purpose of this series is to illustrate how health content can be implemented with hands-on activities, physical experiments, visual illustrations that are associated with a specific lesson focus, or physical tasks that require students to repeatedly practice memory recall. Two physical activities in the following five health education topics are provided in this article: (1) alcohol, tobacco and other drugs; (2) communicable and chronic diseases; (3) consumer and community health; (4) environmental health; and (5) injury prevention and safety. Corresponding National Health Education Standards and twenty-first-century skills for each activity are also provided. Similar to part I of the series, a few of the designs can be implemented with a different lesson focus or health topic. Examples are discussed at the end of the article.

People often fail to notice unexpected stimuli when their attention is directed elsewhere. Most studies of this "inattentional blindness" have been conducted using laboratory tasks with little connection to real-world performance. Medical case reports document examples of missed findings in radiographs and CT images, unintentionally retained guidewires following surgery, and additional conditions being overlooked after making initial diagnoses. These cases suggest that inattentional blindness might contribute to medical errors, but relatively few studies have directly examined inattentional blindness in realistic medical contexts. We review the existing literature, much of which focuses on the use of augmented reality aids or inspection of medical images. Although these studies suggest a role for inattentional blindness in errors, most of the studies do not provide clear evidence that these errors result from inattentional blindness as opposed to other mechanisms. We discuss the design, analysis, and reporting practices that can make the contributions of inattentional blindness unclear, and we describe guidelines for future research in medicine and similar contexts that could provide clearer evidence for the role of inattentional blindness.

This investigation examined whether the mode of locomotion matters in how 8-, 10-, 12-, and 14-year-old children (N = 91) judge dynamic affordances in a complex perception-action task with significant safety risks. The primarily European American children in the sample came from the area of Iowa City, Iowa and were balanced for gender. The same children crossed a single lane of continuous traffic on foot and on bike (order counterbalanced) in identical immersive virtual environments. We found that although 8-year-olds chose significantly larger gaps when crossing on bike than on foot, these gaps were not large enough to compensate for their delay in entering the gap and their slowness in crossing the road. As a result, they ended up with less time to spare when exiting the roadway on bike than on foot. In contrast, 14-year-olds exhibited no difference in their gap choices on bike than on foot, nor did they exhibit a difference in their timing of entry into the gap. However, they crossed the road much more quickly on bike, resulting in significantly more time to spare when crossing on bike than on foot. The 10- and 12-year-olds' performance fit neatly between that of the 8- and 14-year-olds. We conclude that as children gained better control over the bike with age, they were better able to match their gap decisions with their crossing movements such that bicycling afforded even safer road-crossing than walking for 14-year-olds.

The aim of this research is to design a system that will raise awareness among vocational education students about occupational health and safety and the integration of Augmented Reality (AR) systems into the application/concept. Simply, projected on the work force surface, the AR system warns the students as they perform actions that pose a risk, need caution and may result in accidents. Therefore, by repetitive warnings, students learn the faultiness of actions in a faster pace and develop and insightful awareness. The research involves a literature review and two experiments studies in Çinarli Vocational and Technical High School (CVHS) with high school and Dokuz Eylül University Mechanical Engineering (DEU ME) students. A system is designed according to the findings from these studies. As a result, students learnt to be more cautious, and the number of mistakes they make decreased. This will result in decrease in the number of occupational accidents, deaths and financial loss. The project presents an innovative method applicable both to the industry and the training a qualified work force. [This paper was presented orally at the 9th International Congress on Occupational Safety and Health (TIOSH 2018) Istanbul, Turkey.]

Escalator-related injuries are common among metro passengers in urban cities. In this study, a motion graphic promoting escalator safety principles was developed and used to investigate college students' behavioural intentions regarding escalator safety. The unified theory of acceptance and use of technology (UTAUT) model was adopted as the study framework. A behavioural intention questionnaire and a motion graphic based on the UTAUT model were developed in this study. The UTAUT model was examined using a stepwise regression approach. In total, 146 college students participated in this study. The students' performance expectancy, effort expectancy, social influence and facilitating conditions predicted their behavioural intentions regarding escalator safety. Gender moderated the effect of performance expectancy on behavioural intention, and motion graphics learning experience moderated the effects of performance expectancy, effort expectancy, social influence and facilitating conditions on behavioural intention. This study attempted to empirically identify the main factors affecting passengers' attitudes toward escalator safety-related behaviour. The results have implications for the design of motion graphics for escalator safety education as part of the public service announcements of metro systems.

While firearm-related injuries are the leading cause of death among US children between 1-18, and account for nearly half of suicides among young people, public health experts continue to struggle in identifying efficacious mechanisms to reduce and prevent firearm access for children. Currently 4.8 million children live in a home with a loaded and unlocked firearm and more than a third of adolescents nationwide say that they can access a loaded firearm within five minutes. However, the risk of unintentional or self-inflicted firearm injury is lower if all household firearms are stored locked. It is imperative for parents to be counseled on safe firearm storage practices, and this has been studied within various healthcare settings. Yet, little is known about the impact on the education of safe firearm storage counseling within the community. Also, temporary emergency storage can be a vital option for families in crisis. We identified 130 firearm retailers and 31 firearm ranges in the Greater Houston Area and were able to successfully contact 66 retailers (51%) and 19 ranges (61%). Only 9% (n=8) of retailers and ranges contacted reported offering temporary emergency firearm storage. At point-of-sale, there was wide variation in the communication mechanisms employed in educating individuals on safe firearm storage practices including informational handouts, videos, posters, training classes, and verbal counseling. Collaborating with firearm retailers and ranges to introduce more consistent messaging on firearm safe storage at point-of-sale represents a novel approach to community-based interventions to firearm counseling and potentially suicide prevention.

Statement of Purpose: Pediatric firearm access is a significant risk factor for unintentional injury and suicide. This study investigated parents' perspectives on an adapted firearm safety program, "S.A.F.E. Firearm," to ensure acceptability and optimize effectiveness prior to the launch of an upcoming hybrid effectiveness-implementation trial. Methods/Approach: We administered a cross-sectional survey with a convenience sample of U.S. parents to measure the acceptability of "S.A.F.E. Firearm" and other key variables (e.g., relationship with pediatrician) that may impact our implementation approach. The sample included 97 participants (52 firearm-owning and 45 non-owning) from across the country. We also conducted semi-structured interviews using a Think Aloud exercise with 11 survey participants that were analyzed with directed content analysis. Results: The mean acceptability score was 4.35 [SD 0.52] on a 1-5 Likert scale, indicating that participants viewed S.A.F.E. Firearm as highly acceptable. Most participants (84%) either agreed or completely agreed with recommending that a friend receive "S.A.F.E. Firearm." No significant differences in acceptability scores were found by firearm ownership status, gender, race and ethnicity, or region of residence. Parent-pediatrician depth of relationship was associated with acceptability (r= 0.21, p=0.038). Interviews indicated that a collaborative approach to decision-making, neutral messaging, and provision of tangible resources were key factors that contributed to the program's overall high acceptability scores. Conclusion & Significance: The present study served as the final check in our process of adapting an evidence-based safe firearm storage program to increase reach and effectiveness as a universal suicide prevention strategy in pediatric primary care. Convergent parent feedback confirms that "S.A.F.E. Firearm" is highly acceptable and ready for implementation. Moreover, our findings suggest that family-centeredness may be enhanced through explicit integration of parents' needs and preferences into program refinements. Use of qualitative Think Aloud exercises with end user groups can add value when actual implementation of firearm safety programs can only be approximated.

The safety culture plays an important role in reducing deaths and injuries in many sectors and educational institutions in developing countries. In this study, it was aimed to determine the occupational health and safety (OHS) course, which is taught as a compulsory course in Istanbul Aydin University before taking the course at the beginning of the term and after taking the course at the end of the term, the difference in occupational safety knowledge level and the level of perception of occupational safety culture. A total of 281 questionnaires were deemed valid. For the research, two different surveys were used to measure. Considering the results, there are positive differences in the knowledge level of the students before and after taking the OHS lesson. It has been determined that the safety culture does not change according to demographic information. OHS should be taught to every student in the universities.

The current safety education and training system has a number of problems, namely that the actual risks in the field are not reflected and that workers cannot be engaged in safety education. Therefore, we conducted a study to build a VR-based safety education system that reflects the problems actually occurring in the field. The risk points of the electrical construction sites were derived through in-depth interviews with various stakeholders such as field workers, safety managers, and management. A risk scenario was also constructed by analyzing the causes and effects of existing accident cases. A safety education system was constructed to which the established risk scenario was applied. In the virtual construction site, the site's own model, safety equipment, and members were implemented in a 3D model to form a virtual reality environment. This environment is intended to provide an educational environment wherein workers can immerse themselves in safety, specifically because this VR-based environment can induce active participation by providing safety information through various experiences. In addition, in this study, a VR-based safety education system that reflects the field conditions was designed to prepare basic data for the modernization and activation of safety education.

The objective of the research was to analyze the scientific production regarding accident prevention in early child rearing institutions. An integrative literature review, referring to the years between 2011 and 2021, whose research was carried out in May 2021 in seven information resources, raised the following issue: it was found that not all educators considered their knowledge about accident prevention satisfactory. However, most of them had already witnessed cases of injuries of this nature at schools. The first aid actions of these professionals were sometimes inefficient and many of them were not able to perform it due to the lack of appropriate materials and/or training to handle them, showing a need for qualification. The findings show weaknesses related to the knowledge and training of professionals from day care centres and preschools about accident prevention and first aid in early child rearing institutions, which makes a health-education interface crucial.

Background: The role of physical activity (PA) in mitigating fall risk among adults with cardiovascular disease (CVD) is unclear. Purpose: We examined the associations of CVD-PA phenotypes with falls. Methods: Adults [greater than or equal to] 45 years (n = 295,282; N = 130,103,093) from the 2018 Behavioral Risk Factor Surveillance System who self-reported CVD, leisure-time PA, and falls were examined. The weighted prevalence ratio (PR) of any, recurrent, and injurious falls across CVD-PA phenotypes (no CVD-PA, no CVD-no PA, CVD-PA, CVD-no PA) was estimated. Results: The likelihood of any, recurrent, and injurious falls was higher across unhealthier CVD-PA phenotypes in fully adjusted models. In the total sample, no CVD-no PA (PR: 1.30; 95% CI: 1.10, 1.50), CVD-PA (PR: 1.35; 95% CI: 1.10, 1.60), and CVD-no PA (PR: 1.39; 95% CI: 1.11, 1.67) phenotypes were more likely to report injurious falls than no CVD-PA phenotype. Discussion: Engaging in leisure-time PA may be an important lifestyle strategy for fall prevention in midlife and older adults who are at risk of CVD. Translations to Health Education Practice: Our findings could be useful for health education in providing evidence on future fall prevention programs in adults who are at risk for CVD and falls.

Background: Musculoskeletal injuries are common in adolescents, and recently schools have been suggested as an opportune location for injury prevention strategies. This study aimed to identify the current practices and perceptions of post-primary PE teachers in Ireland on injury prevention exercise programs (IPEP), which are key to informing potential implementation strategies. Methods: Post-primary PE teachers (n = 287) completed an online anonymous survey. Outcome measures included current IPEP practices in PE class, teachers' attitudes toward IPEPs, willingness to implement, and perceived ability to implement an IPEP in PE class. Descriptive statistics were calculated, and Mann-Whitney "U" tests were used to compare differences between groups. Results Results: indicated that only 1 in 5 PE teachers currently used an IPEP in class. Of these, no teacher used an existing IPEP exactly as intended, while most teachers were willing to implement an IPEP (80.5%). Those who previously received formal IPEP education or were aware of an existing IPEP had significantly higher perceived ability to implement an IPEP in class (p < 0.001). Conclusions: This study demonstrates that despite a willingness among PE teachers to implement IPEPs in class, few currently do. Thus, post-primary PE class may be an under-utilized setting for adolescent injury prevention and warrants further investigation.

This study compares two different methods of headstand practice. One is a practice progression inspired by breaking (dance) that can be practiced on hard ground and the other is a common trial-and-error method as practiced on gymnastics mats. This study includes analyses of data gathered from field observation, one randomized control trial, and one intervention treatment. All three analyses reveal that the breaking headstand practice progression on hard ground results in significantly less occurrences of crashing when compared to the trial-and-error-based headstand practice on gymnastic mats (p < 0.5). This could mean that this method is the safer of the two, and also support the claim that use of good method is more important than the presence of safety equipment when assessing the risk of a physical activity. Further investigation should be done on breaking training methods, as well as other material-independent athletic skill training methods, so to increase and perfect physical education and dance-related pedagogical content knowledge.

Children with autism spectrum disorder (ASD) are known to experience emotional hypo/hypersensitivity, aside from exhibiting restricted and repetitive behaviors. These behaviors prevent them from perceiving and simultaneously responding to environmental stimuli, meaning that they may not notice potential hazards. Children with ASD are in the risk group for home accidents, being unaware of the hazards, and are therefore open to environmental risks. The aim of this study is to determine the needs of families that have children with ASD for home safety skills and to test the effectiveness of the training program prepared. Qualitative, quantitative, and quantitative levels were carried out sequentially in this study conducted with a multilevel mixed design. The findings of the qualitative and quantitative levels revealed that the families were content with taking measures regarding only home accidents, and they were insufficient in providing education. In the last level, the program was effective in the experimental group, and the awareness of the families increased in the interviews. The program, which also aims to prevent home accidents to which children with special needs are exposed, can be applied to children with and without developmental disability through instructive booklets, animations, and videos.

In this study, it was aimed to examine the effect of training given to mothers about home accidents and safety measures. The study, which was planned with the convergent parallel mixed method model, was carried out with mothers residing in Mamak District of Ankara Province. In the quantitative dimension of the study, a single group pre-test-post-test design model was used, and in the qualitative part, phenomenological case design was used. As a result of the study, it was determined that the post-test mean scores of the mothers were significantly higher than the pre-test mean scores, and the knowledge of the mothers about home accidents increased at a high rate after the training. Based on the results obtained from the study, suggestions were made for carrying out dissemination studies for home accidents, training fathers for home accidents, and making home visits in training.

Water safety programs to protect children from water-related accidents and increase their awareness of the risk factor crucial to maintaining safety. This study examined the behavior of 48 junior high school students after an intervention program on water safety in a river using the Rohrmann's Risk Communication Model and the Analysis, Design, Development, and Evaluation (ADDIE) model. A self-administered questionnaire was designed to collect responses about the children's perception of danger at three-time points: pre-post-post (5 months) after the program's implementation. We hypothesized that water safety education can increase children's awareness of appropriate behavior around water and raise their awareness of danger. The evaluation indicators consisted of an increase in the awareness of the water area risk perception, general risk acceptance, and risk-taking behavior. The results suggest that practical water safety program may have a positive effect on the students' awareness of water safety and help prevent water accidents. This study is unique in that it was conducted in a natural body of water.

Cross country has grown in popularity and provides youth with the ability to put into practice both physical capability and mental strength and preparedness. However, such preparedness can also lead to physical injuries such as shin splints, or mental fatigue, which can lead to dropout and/or burnout. Yoga is an activity that has become increasingly popular and has been shown to present both physical and mental benefits to its participants. This article aims to provide foundational information for coaches and young cross country and distance athletes to put yoga into action for physical and mental practice. Specific postures are provided with special benefits, stretches, and strengthening information to ensure the basic understanding of the why behind each pose and how that pose tackles a particular challenge for runners.

Objective: Partnering with patients and staff to develop and evaluate falls prevention education could better enable patient learning and engagement. This study aimed to create a revised version of the Safe Recovery falls prevention education programme in partnership with older patients and hospital staff, to improve patient engagement in undertaking falls preventive strategies in hospital. Design: Two-phase sequential mixed methods participatory design. Setting: Hospital rehabilitation wards in Western Australia. Method: Phase 1--older patients (n = 10) and staff (n = 10) were surveyed before and after original programme delivery to ascertain their reaction and learning. Consumer-focused discussions were undertaken with staff and patients online to inform programme revision. A patient video and workbook were co-produced, and staff were trained to deliver the revised programme. Phase 2: older patients (n = 10) and staff (n = 10) were surveyed before and after receiving the revised programme to gain reactions and learning. Deductive content analysis and Wilcoxon signed-rank tests were used to analyse the qualitative and quantitative data. Results: Patients and staff perceived the original programme to be outdated and expressed low levels of satisfaction with the original resources. In contrast, both patients and staff were highly satisfied with the revised programme. Both original and revised Safe Recovery programme patient groups demonstrated significant improvements in knowledge and awareness to reduce their risk of falling after receiving the education (p = 0.008, p = 0.005, respectively). However, patients receiving the revised programme were significantly more likely to intend to take action (p = 0.024) and have a clear action plan (p = 0.010). Staff perceived that the revised resources showed significant improvements in aesthetic appeal (p = 0.007) and ability to engage patients in learning (p = 0.007). Conclusion: Patients and staff contributed to successfully revising the Safe Recovery programme with positive reactions to the co-produced resources. Participating in falls education significantly improved older patients' knowledge and attitudes regarding falls prevention.

Objective: To identify factors that contribute to near-miss collisions between pedestrians and personal transportation devices (PTDs) in a university campus using a novel data collection method, unmanned aerial vehicle (UAV). Participants: A total of 3,349 pedestrians and 173 PTD riders were detected through UAV observations. Methods: The researchers employed UAV technology to capture and geocode the interactions and behavior of pedestrians and PTD riders. Then, a multilevel logistic regression model examined factors that contribute to near-miss collisions between pedestrians and PTDs. Results: The model outputs indicate that higher speed, non-bicycle PTDs (eg, skateboard and scooter), and some preventive actions, like reducing speed, deviating, and weaving, increase the probability of a PTD rider getting involved in a near-miss collision. Conclusions: Findings can guide campus planners to redesign the streets as a safe environment for all transportation modes and implement appropriate regulations and education programs, especially for non-bicycle PTD riders.

The main attention in the publication is paid to the competencies of physical education teachers for sport injuries and their prevention. The scientific newness is characterized by the felt lack of scientific works for the analysis of these issues. The sample of the research consisted of 126 physical education teachers (54 women (43 per cent) and 72 men (57 per cent). The teachers were also divided into groups according to the experience of pedagogical work: 57 teachers (45 per cent) had the pedagogical experience of up to 10 years and the pedagogical experience of 69 teachers (55 per cent) exceeded 10 years. For the revelation of this issue, the Questionnaire of the competencies of physical education teachers for injury prevention was used that had been compiled on the basis of scientific literature (Raižiene, 2014; Vercruysse et al., 2016). The data of the research showed most competencies of physical education teachers for sport injuries of students and their prevention differed statistically significantly depending on the gender among teachers and their pedagogical experience. Teachers with the pedagogical experience of up to 10 years state that students encounter injuries during their lessons more often. The direction of further research should be modelling of programs about the competencies in the field of injury prevention.

Work in industrial contexts is confronted with various risks, which are further amplified by the trend toward Industry 4.0. Approaches are needed to examine safety communication (SC) in such changing environments. Existing studies focus on individual SC means and quantitative evaluation measures. This article proposes a qualitative approach for analyzing SC with which a process chain in a metal-working company is investigated. The results reveal that SC is implemented as a complex system of communicative means. Weaknesses in this system entail several problems at the level of both workplaces and process chains. Due to a lack of digitalization, SC does not meet the requirements of Industry 4.0. Several task areas for communication professionals are identified in optimizing SC. These include content preparation for existing SC means according to work contexts and related tasks, creating digital SC content, and increasing the companies' resilience to novel risks.

Despite the fact that crisis management is essential for school's smooth operation and crises occur at schools and education institutions around the world, Greek school is characterized by limited readiness to manage its potential crises. This study investigates the attitudes and perceptions of teachers concerning crisis events in school units bearing in mind that such events occur in a unique context in every school and every situation. The study's findings are based on data collected through an empirical, qualitative research. The results show that that school premises in Greece are not considered safe sites not only due to students' aggressive behaviour but also to the feebly support provided by the Ministry of Education and the Local Authorities as well as teachers' feelings of inadequacy and inappropriateness. Since the problem of school safety is proved to be multifaceted, it requires collectivity and a dedication to strong collaboration in order to be solved.

Instructors of introductory college physics courses are in a unique position to explain the physics of skateboarding and its associated risks. A field trip to a skate park to explore the law of conservation of energy and measure the impact forces can enhance student analytical thinking skills and their appreciation of physics in everyday life. Through the measurement of the impact forces and student discussions of their own skateboarding experiences, students are better prepared to protect themselves from skateboarding-related physical injuries.

Educational interventions can help people acquire knowledge of the anatomy of the back, how to lift and carry objects effectively, and potential risk factors of low back pain (Sowah et al., 2018). Health promotion is essential in improving disability, pain, as well as the overall quality of life (Albaladejo et al., 2010). Young adults have not been largely targeted by health promotion programmes (Lee et al., 2017). In fact, most of the educational interventions directed for young adults focused on healthy eating and physical activity (Brown et al., 2015; Floegel et al., 2014). Moreover, lack of adulthood health promotion programmes may limit the success of childhood health education interventions (Allman-Farinelli et al., 2016). To date, there is no consensus on the educational programme for improving knowledge of back health, ergonomics and postural behaviour in University students. Such programmes can vary widely in the literature (Steele et al., 2006). Previous studies in this area may vary in the aims, the ways of delivery, the duration, the intensity and the content of the educational programmes. The objectives of the programmes can include the following: to reduce the prevalence of MSDs (Hoe et al., 2018); to prevent the occurrence of low back pain, to teach acceptable sitting posture, safe lifting techniques, sports injury prevention, to train students to make appropriate and safe decisions regarding the use of their body to prevent the onset of back pain, and to improve their knowledge of back care principles (Steele et al., 2006). Quantitative studies including RCTs, Cluster randomised controlled trials, quasi-randomised control trials (QRCTs) and prospective cohort studies with control groups will be included. Single group designs, retrospective case-control studies and qualitative studies will be excluded.

Coaches serve in a unique role to oversee health and safety with their athletes especially when traveling with the team to sporting events. If there is no athletic trainer to take charge in prevention or management of injuries, the coach will need to assume that role. Coaches should understand the importance of their role and know how to implement five key items when working and traveling with athletes. The five key items will be discussed in this column to provide coach's applicable tips to promote overall health and safety of athletes.

Purpose: The purpose of this study was to co-design a falls prevention education programme with aged care home residents and staff and evaluate its feasibility. The intention of providing the education programme was to assist residents to stay safe and mobile whilst reducing their risk of falling. Design/methodology/approach: A two-phase mixed methods participatory design using a resident (n = 6) and care staff (n = 5) consumer engagement panel, pre- and post-programme resident (n = 35) survey and semi-structured care staff interviews (n = 8) was undertaken in two countries. Findings: A poster, brochure, video and staff education guide featuring 12 safety messages depicting fall prevention behaviours were co-designed. Residents, supported by staff, perceived the falls prevention education programme as enjoyable and informative, but there were no significant differences in capability, opportunity or motivation. However, several residents were observed enacting fall prevention behaviours such as "If I feel unwell, I'll ring the bell" and waiting for staff assistance. Challenges to programme demand, acceptability and implementation which may have impacted residents' exposure and engagement with the programme were identified, along with recommendations to improve feasibility. Practical implications: When developing falls prevention education programmes partnering with residents and staff, providing choices to meet personal and aesthetic preferences along with frequent, shorter duration learning opportunities are important for translating education messages into actions. Originality/value: The use of bespoke resources, novel rhymes, positive messages emphasising safety and co-designing with residents themselves was a welcomed point of programme difference.

Adults (N = 54, 80.78 ± 6.08 years) who reported falling during the previous 12 months participated in a 12-week wobble board training program with internal focus or external focus (EF) instructions. Verbal manipulation checks were performed after training sessions as a self-report of the attentional foci used. The percentage of sessions in which participants reported using an EF (EF[subscript SR]) was subsequently calculated. Mean velocity and mean power frequency in the anterior-posterior (MVELO[subscript AP] and MPF[subscript AP]) and medial-lateral (MVELO[subscript ML] and MPF[subscript ML]) direction were assessed during a 35-s wobble board task at Weeks 0, 6, 12, 13, 16, and 20, with the latter three as retention tests. Piecewise linear growth models estimated treatment effects on individual growth trajectories of MVELO[subscript AP] and [subscript ML] and MPF[subscript AP] and [subscript ML] during intervention and retention periods. Regardless of condition, MVELOML significantly decreased ([pi] = -0.0019, p = 0.005) and MPF[subscript ML] increased ([pi] = 0.025, p < 0.02) during the intervention period. In analyses including interaction terms, participants in the EF group who reported greater EF[subscript SR] had superior progression of MPF[subscript AP] during the intervention ([pi] = 0.0013, p = 0.025). Verbal manipulation checks suggest a preference for and advantage of EF for facilitating postural control performance and automaticity.

Objective: Falls are a significant problem for many older patients after hospital discharge. The purpose of this study was to evaluate the fidelity and impact of a tailored patient fall prevention education programme from the perspective of the educators who delivered the programme. Design: Qualitative sequential design. Setting: Three rehabilitation hospitals in Western Australia. Method: Three experienced physiotherapists trained as 'educators' to deliver a tailored fall prevention education programme to 195 older patients prior to hospital discharge, together with monthly telephone follow-up for 3 months after discharge. Educator-patient interactions were recorded in a standardised educator diary. Post-intervention, educators participated in a mini-focus group, providing their perspectives regarding education delivery and its impact on patient abilities to engage in fall prevention strategies. Data were analysed using deductive content analysis. Results: Educators followed up 184 (94%) patients, identifying multiple barriers and enablers affecting patient engagement in planned fall prevention strategies. Key barriers included unresolved medical conditions, reluctance to accept assistance on discharge, delays in assistive service provision, patient beliefs and perceptions about falls and, in some cases, patients' absolving responsibility for recovery. Enablers were related to programme design, the completion of hospital discharge processes and support networks following discharge. Conclusion: Educators identified several barriers and enablers to programme delivery, receipt and enactment by older patients that contributed to the fidelity of the education programme. The consistent need for more patient support to enable improved enactment of plans and assist with safe recovery long after discharge warrants further attention at policy and health system levels.

Background: Outdoor falls present a significant challenge to the health and well-being of older adults. Safe strategy use is an important component of falls prevention, yet little is known regarding use of outdoor falls prevention strategies. Aims: To examine outdoor falls prevention strategy use among naturally occurring retirement community residents at risk for falls, and to examine associations with neighborhood walkability. Methods: Descriptive analyses of pretest data from an intervention study (N = 97) were conducted to examine frequency of outdoor falls prevention strategy use. Walk Score® data were added to the dataset, and chi-square tests of independence were used to examine associations between walkability categories and outdoor falls prevention strategy use. Results: Some strategies, such as visual scanning and holding rails on stairs, were used by 70% or more of participants while others, such as route planning, were infrequently or inconsistently used. With the exception of avoiding cell phone use while walking outdoors, no significant associations were found between walkability categories and outdoor falls prevention strategy use. Conclusion: Study findings serve as a needs assessment for health education and behavioral training.

The purpose of this study was to investigate elementary PE specialist teachers' assessments of safety risk factors in PE class, risk management, and difficulties in risk management. Five elementary PE specialist teachers who had at least five years of teaching experience participated in this study. Data were collected from non-participant class observations, in-depth interviews, and documents. Data were analyzed through the inductive categorical analysis. The results of this study are as follows: First, PE specialist teachers perceived that safe PE classes can be achieved by dealing with risks embedded within PE classes such as subject-innate, facility, environmental, and managerial components. Second, PE specialist teachers implemented safety classes by: (a) intentional class activities with detailed lesson plans, (b) reconstructing curriculum, and (c) making safety as a habit not as information acquisition. Third, participants had difficulty in teaching safety in PE classes due to: (a) outcome-oriented safety-first policy, (b) breach of safety codes between teacher and administrator, (c) limited contact with students, and (d) different level of sensitivity to safety issues. The findings suggest that teaching safety in PE classes are complex pedagogical activities that goes beyond teaching CPR or first aids and teacher education program should conceptualize safety issues from a pedagogical perspective.

The role of vision impairment (blindness and low vision) related to the risk of falling has been well documented. Reduced visual acuity, as well as poor contrast sensitivity, field restriction, and loss of depth perception are established contributors to falls (Lamoureux et al., 2010). People with vision impairments fall as much as two to three times more often than those without impaired vision (Duquette, 2013; La Grow, Robertson, Campbell, Clarke, & Kerse, 2006). Many studies have examined the relationship between aging and falls, and fall assessments have been developed to determine fall risk for older adults. Other than vision rehabilitation services, there is no standard fall risk intervention for people with vision impairments, despite the higher rates of falls and the fear of falling within this population. The Western Blind Rehabilitation Center (WBRC), part of the Department of Veterans Affairs Palo Alto Health Care System, provides comprehensive vision services to veterans while they are in residence at the facility. For fall prevention, WBRC uses a Matter of Balance (MOB), a nationally recognized, evidence-based fall prevention program that has been adapted for people with vision impairments through a project funded by the National Eye Institute. This article is about a study on the effectiveness of MOB using two assessments: (1) the Timed Up and Go (TUG) fall assessment; and (2) the Tinetti Performance-Oriented Mobility Assessment (POMA), a balance and gait assessment.

Many persons with intellectual and developmental disabilities are at risk for injury and physical harm due to unsafe environmental conditions. The present study addressed safety practices among care providers responsible for preventing access to hazardous materials among residential students living in two group homes. In a multiple baseline across settings design, the care providers were first exposed to visual cues intended to prompt access-prevention followed by visual cuing combined with graphic feedback. Care providers in one of the group homes demonstrated a high level of safety practices during baseline which continued throughout both intervention phases. In the second group home, a lower level of safety practices in baseline increased during the visual cuing intervention and remained stable with the addition of graphic feedback. The study demonstrates the contribution of behavioral assessment and intervention toward training and performance management of safety practices by residential care providers.

In-person safety programs for pre-kindergarten children were not able to go on in their usual way during the summer of 2020 due to the COVID-19 pandemic. While some communities opted to cancel the programs, one organization in Northwest Ohio chose to reformat it, knowing that this education is a critical introduction to lifelong safety habits. Through social media, video-taped education from community safety professionals, and activity packets given to registrants, "Safety City" was able to go on. The new format incorporated all of the childhood safety topics normally presented in the live version of the program. The efforts described here indicate that it is feasible to alter presentation formats from in-person to virtual to connect even young children with important education. As such, similar programs needing to make this transition while the world continues to adjust to pandemic precautions may benefit from understanding the strengths, limitations, and insights from the process.

This study evaluated the injury prevention program, Skills for Preventing Injury in Youth (SPIY) for Year 9 students (aged 13-14 years). The aim of SPIY was to reduce adolescent injury by reducing engagement in risk-taking behaviors. A randomized controlled trial was conducted and data analyzed with 32 schools, N = 2,739 students at baseline. Students' self-reported injury prior to the commencement of SPIY and at 6 and 12 months after the program concluded. For those with few protective factors at baseline, there was less increase in alcohol-related injuries and a decline in violence-related injuries for intervention compared with control students. Findings showed the SPIY program can be effective in reducing adolescent injury for those with few promotive factors.

Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10-12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students (n = 73) and parents (n = 69), school teachers and principals (n = 14), swim teachers and swim school managers (n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.

Community engagement provides kinesiology undergraduate students with valuable experience and allows for personal and professional growth. Kinesiology students often seek out opportunities that pertain to their future career goals. As many of them aspire to allied health professions, working with special populations is of interest, including individuals with movement impairments. As a result of their knowledge of movement and physical activity, kinesiology students are uniquely qualified to quantify and prevent adverse events due to movement impairment, including falls. The purpose of this article is to overview undergraduate students' involvement in a community-based fall risk assessment and prevention clinic through the lens of experiential learning theory. Collectively, this type of program has the potential to enhance the undergraduates' educational experience and preparation for their future careers while also enriching the community with fall prevention resources.

Driving is a high-risk and cognitively demanding activity that requires the efficient use of cognitive resources to inhibit responses when necessary to avoid accidents. Cue utilization, via an inherent capacity for pattern recognition, is one strategy that may be applied while driving to reduce cognitive load allowing for the allocation of resources to other demanding tasks. The present study was designed to measure the contribution of cue utilization in a driving context on performance in a response inhibition task. Undergraduate students (N = 105) completed the driving edition of EXPERTise 2.0 as an online assessment of cue utilization and a measure of response inhibition, the Stop-Signal Task. The results indicated that participants with relatively higher cue utilization were more accurate at inhibiting responses, but there was no difference in their response times. These findings provide support for cue utilization as one strategy that may improve response inhibition through the acquisition and recognition of patterns, thereby decreasing cognitive load. The practical implications for drivers will be discussed.

Chemical spillage has been measured for undergraduate students undertaking a laboratory practical designed to help develop their chemical handling skills. There was a low correlation found between the amount of chemical spilled and the ability to accurately carry out the primary goal of the experiment, which was to measure the concentrations of samples of unknown dilution. There was also a low correlation between the amount spilled by individual students carrying out consecutive experiments, which is consistent with the proportion of spillage incidents due to personal factors (e.g., accident-prone individuals) being low. Quantitatively, only [approximately equal to]6% of the spillages could be accounted for by factors relating to the individual, with a (95%) confidence interval of 0.2-23%. These observations therefore indicate that a blame culture should be avoided when dealing with chemical spillages, and also that a more effective focus for efforts to improve laboratory safety should be on organizational or workplace factors, through, for example, improving teaching methods for all students, rather than targeting specific individuals for retraining who may have had a noticeable chemical mishap. These observations also suggest that the volume of chemical spilled by a student should not be used as a measure for summative assessment, as it is a poor predictor of future spillage.