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Purpose: Studying physical activity in toddlers using accelerometers is challenging due to noncompliance with wear time (WT) and activity log (AL) instructions. The aims of this study are to examine relationships between WT and AL completion and (1) demographic and socioeconomic variables, (2) parenting style, and (3) whether sedentary time differs by AL completion. Methods: Secondary analysis was performed using baseline data from a community wellness program randomized controlled trial for parents with toddlers (12–35 mo). Parents had toddlers wear ActiGraph wGT3x accelerometers and completed ALs. Valid days included ≥600-minute WT. Analysis of variance and chi-square analyses were used. Results: The sample (n = 50) comprised racial and ethnically diverse toddlers (mean age = 27 mo, 58% male) and parents (mean age = 31.7 y, 84% female). Twenty-eight families (56%) returned valid accelerometer data with ALs. Participants in relationships were more likely to complete ALs (P <.05). Toddler sedentary time did not differ between those with ALs and those without. Conclusions: We found varied compliance with WT instructions and AL completion. Returned AL quality was poor, presenting challenges in correctly characterizing low-activity counts to improve internal validity of WT and physical activity measures. Support from marital partners may be important for adherence to study protocols. [ABSTRACT FROM AUTHOR]

This article draws on data from a small qualitative study of men on care-based degree pathways in one university in England. There is little research that specifically considers the experiences of working-class men on these courses. The article explores aspects of men's experiences and responses to so-called 'active learning'. It considers knowledge in care-pathway pedagogy and how students on these programmes are enabled to draw on both disciplinary and practice-knowledge. The article argues that active learning must go beyond a dominant preoccupation with self-development to initiate students into disciplinary knowledge appropriately recontextualised for their practice careers. Classed and gendered classrooms are an example of where this might occur. Implications for access and participation and for teaching and learning on care pathways are identified.

The psychological literature has re-awakened its interest in shame. Research demonstrates that shame is negatively linked with intimacy through direct and indirect associations with intimacy fear and intimacy levels. This study explored the pathways between trait shame and perceived risk in intimacy. We hypothesised there would be an indirect relationship between shame and risk in intimacy via associations with introjective (self-definition) and anaclitic (dependent) personality orientation, identity impairment and abandonment concerns. University students (N = 501) from New Zealand and Northern Ireland completed an online survey, and path analysis was used to analyse data. Some support for the hypotheses was found, with shame being positively associated with risk in intimacy and half the magnitude of the effect operating indirectly through introjective orientation. Shame was positively associated with anaclitic personality, abandonment concerns and identity impairment, but these latter variables were not associated with risk in intimacy. Moreover, anaclitic orientation was associated with abandonment concerns and introjective orientation was associated with identity impairment. These findings extend the literature by demonstrating that shame may impact on feelings of intimacy risk directly and indirectly via introjective personality orientation. The results are consistent with research that shame has negative associations with intimacy, while also demonstrating that shame can be linked to approach behaviours via anaclitic personality orientation. This study provides further evidence of the complex nature and multifaceted effects of shame., Author(s): Chris Wu [sup.1] , Martin J. Dorahy [sup.1] , Craig M. Johnston [sup.2] , Katharina Näswall [sup.1] , Donncha Hanna [sup.3] Author Affiliations: (1) grid.21006.35, 0000 0001 2179 4063, [...]

Background: Moderate-to-vigorous physical activity (MVPA) declines during adolescence, particularly among girls. In this randomized control trial, we examined MVPA in a physical activity intervention compared to physical education (PE) class as usual (TAU), stratified by sex and weight classification. Standardized BMI (zBMI) overtime was also examined. Methods: Hispanic-American middle school students (N = 193) were recruited from a school district in Houston, Texas. Participants were randomized to either a circuit-based physical activity intervention or TAU (PE class as usual). MVPA was assessed using accelerometry at baseline and 6 months. Repeated measures ANCOVA were conducted to examine changes in MVPA, overall and stratified by sex and weight classification. This procedure was repeated for zBMI. Results: Participants were 12.10 [plus or minus] 0.63 years old and 53% were girls. Overall those in intervention increased weekday MVPA more than TAU (F(1,190) = 7.03, p < 0.01). Intervention girls increased weekday MVPA; whereas TAU girls decreased weekday MVPA (F(1,99) = 7.36, p < 0.01). Among those with obesity, there was no difference in MVPA between conditions (F(1, 56) = 0.33, p = 0.57), but Intervention decreased zBMI significantly more than TAU (F(1, 56) = 6.16, p < 0.05). Conclusions: Structured PE classes grounded in behavioral theory may be an important strategy to prevent typical decreases in MVPA during adolescence, particularly among girls and for youth with obesity.

This article draws on a qualitative data analysis of the experiences of a small group of so-called 'hard-to-reach' disabled young men in Alternative Provisions (APs). Supporting young people has largely focused on the use of professional interventions. We contrast the young men's experiences of professional service interventions with the complementary functions of social and psychological capital embedded in their own friendship networks. The young men rarely used the professional support offered, often finding professional practices and institutional systems unhelpful. This contrasted with the support gained in their own friendship networks which offered opportunities for enhancing well-being and agency. There are implications here for how young people facing risks associated with school exclusion and marginalisation can best be supported. We suggest that young people themselves are important agents in providing mutuality and solidarity, which can enhance various and varied life-course transitions. Points of interest: Disabled, working-class male students are increasingly placed into Alternative Provisions intended for students who would otherwise not receive suitable education. Supporting young people has often focused on professional interventions and the value of young people's friendship networks has received little research attention. This article is based on research with young disabled men on the margins of Alternative Provisions, located within a medium sized local authority. The research found that these young people are important agents in providing mutuality and solidarity. This can enhance life-course transitions. Research on young disabled men rarely mentions emotion and intimacy. Our data identified instances of friendship offering young people the support necessary to endure problems related to exclusion and to collectively develop effective coping strategies. The article emphasises that the value of friendship networks should be acknowledged as part of work undertaken by professionals and agencies with marginalised young people. [ABSTRACT FROM AUTHOR]

Importance: There is a need for a pediatric hand function test that can be used to objectively assess movement quality. We have developed a toy-based test, the Bead Maze Hand Function (BMHF) test, to quantify how well a child performs an activity. This is achieved by assessing the control of forces applied while drawing a bead over wires of different complexity. Objective: To study the psychometric properties of the BMHF test and understand the influence of age and task complexity on test measures. Design: A cross-sectional, observational study performed in a single visit. Setting: Clinical research laboratory. Participants: Twenty-three participants (ages 4–15 yr) were recruited locally. They were typically developing children with no illness or conditions that affected their movement. Interventions/Assessments: Participants performed the BMHF test and the Box and Block test with both hands. Outcomes and Measures: Total force and completion time were examined according to age and task complexity using a linear mixed-effects model. We calculated intraclass correlation coefficients to measure interrater reliability of the method and estimated concurrent validity using the Box and Block test. Results: Total force and completion time decreased with age and depended on task complexity. The total force was more sensitive to task complexity. The Box and Block score was associated with BMHF completion time but not with total force. We found excellent interrater reliability. Conclusions and Relevance: A familiar toy equipped with hidden sensors provides a sensitive tool to assess a child's typical hand function. Plain-Language Summary: We developed the Bead Maze Hand Function (BMHF) test to determine how well a child performs an activity with their hands. The BMHF test is a toy equipped with hidden sensors. Twenty-three typically developing children with no illnesses or conditions that affected their hand movement participated in the study. We asked the children to perform the BMHF test with both hands. Our study found that occupational therapists can reliably use the BMHF test to assess a child's hand function. The study results show that occupational therapists can reliably use the Bead Maze Hand Function test to assess a child's hand function. [ABSTRACT FROM AUTHOR]

Objective: To examine the impact of adherence to a healthy snacking component of a 6 month school-based intervention program for overweight and obese children. Design: Randomized controlled intervention trial Methods: Mexican American children who were = 85th percentile for body mass index (BMI) were recruited between 2005-2012 from three Houston schools. Children participated in a 12-week instructor led intensive intervention program that included nutrition education, physical activity, and a snacking component which consisted of a daily choice of peanuts and/or peanut butter snacks. Children (12±0.6 years) (n= 257) were divided into either low or high snacking adherence groups based on their responses on a peanut food frequency questionnaire. The low adherence group reported consuming peanuts or peanut butter = once per week and the high adherence group > once per week over 6 months. Change of BMI, standardized BMI (zBMI), triceps skinfold, and weight were compared at six months of children reporting high and low levels of adherence to the snacking component. Analysis: T-tests were performed with SPSS version 22 with level of significance set at P <0.05. Results: Children in the high snacking adherence group demonstrated significantly greater decreases in BMI (P = 0.021) and zBMI (P = 0.005) at six months compared to the children in the low snacking adherence group. Although triceps skinfold did not significantly decrease, anthropometric measures trended towards significance. Conclusions and Implications: Peanuts provided an acceptable, healthy snack for children. Although peanuts were relatively high in fat, the weight loss intervention of replacing energy-dense and unhealthy snacks with peanuts and peanut butter helped children maintain a healthy body weight.

Objective: The current study examines the relationship between obesity and academic performance among second grade students. We hypothesized that students who were overweight or obese would have poorer grades than students who were normal weight. Design: Cross-sectional. Setting: Seven elementary schools from a southeast Texas Independent School District. Participants: The sample was composed of 798 ethnically and racially diverse elementary school children. Students were classified as normal weight, overweight, and obese. Main Outcome Measures: Differences in cumulative grades (math, science, and reading) across weight classifications were examined using sex, race/ethnicity, and school socioeconomic level as covariates. Additionally, all subject areas were analyzed independently. Analysis: Linear mixed models and follow-up pairwise comparisons. Results:The linear mixed model revealed significant differences in grades across weight classifications (p<0.05). Conclusions and Implications: This study suggests that weight status is an important marker of scholastic success. Addressing overweight may bolster efforts to improve academic performance.

Background: Research shows that elementary students gain weight over the summer. It is unknown if these findings apply to Hispanic adolescents. We evaluated school and summer standardized body mass index (zBMI) changes in Hispanic middle school students. Methods: Hispanic middle school students were randomly assigned to a weight management program (N = 230) or control condition (N = 195). Paired sample t-tests compared zBMI change scores during the school year versus summer when not enrolled in a weight management program (eg, control group). We used 2 × 2 repeated measures analysis of variances to determine program group differences in zBMI scores across school versus summer periods separately for normal and overweight/obese students. Results: In the control group, students' zBMI change scores decreased during the school year, but increased during summer for both normal weight and overweight/obese students. Program effects on zBMI indicated school year decreases and summer increases for both normal and overweight/obese students. However, zBMI scores did not differ by program status for normal weight students. Overweight/obese students in the program compared to the control group increased zBMI to a lesser extent over the summer. Conclusion: For all students, zBMI increased during the summer. A school-based weight management program protected overweight/obese students against potentially greater summer weight gain.

This article examines how theory features in the research literatures concerning the English alternative (education) provision (AP) sector. Despite increasing interest over the past decade in how AP can (re)engage school-aged young people in learning, there has been no comprehensive review of the theoretical ideas used to understand, analyse, and inform practice in the sector. This article presents a framework for categorising the literature on AP, which refer to theory. This framework is of international relevance and can be used by researchers who are seeking to understand the state-of-knowledge on AP in their own contexts. Applied to the English context, this framework demonstrates trends and gaps in the ways theory is used to frame and understand the sector by researchers and practitioners. The framework highlights a shortage of published research which seeks to understand how practitioners in English APs understand, and use, theoretical ideas, concepts, and frameworks to inform their work with young people. We also find that theories drawn from psychological and therapeutic orientations are more common than those drawing on socio-political framings. We reflect on the causes and implications of these trends and gaps and conclude with suggestions for future research to better understand them. [ABSTRACT FROM AUTHOR]