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ZusammenfassungSowohl die Motorische Leistungsfähigkeit (MLF) als auch das physische Selbstkonzept (PSK) sind bereits im frühen Kindesalter mit verschiedenen Faktoren gelingender Entwicklung wie beispielsweise der körperlichen Aktivität und dem globalen Selbstwert verbunden. Die Frage nach altersabhängigen wechselseitigen Effekten zwischen der MLF, dem PSK und der physischen Gesundheit, zum Beispiel dem BMI, ist im Kindesalter jedoch bislang unzureichend untersucht. Ziel dieser Studie ist es, zunächst die Stabilität der MLF, des PSK und des BMI sowie das Realitätsmaß zwischen der tatsächlichen motorischen Leistung und der subjektiven Selbsteinschätzung zu untersuchen und anschließend zu prüfen, ob über die Spanne des Kindesalters reziproke Effekte zwischen diesen Faktoren bestehen. In dem BMBF-geförderten Projekt „Gesund aufwachsen“ wurden die motorische Leistung, das PSK sowie der BMI als Faktor der physischen Gesundheit von insgesamt 1378 Kindern aus neun Kindergärten (n = 403) sowie der ersten (n = 456) und dritten Klasse (n = 519, insgesamt acht Grundschulen) am Anfang und Ende eines Schuljahres erfasst. Die Ergebnisse zeigen bereits im frühen bis mittleren Kindesalter erhöhte Prävalenzraten für Übergewicht und Schwächen in der MLF. Der BMI erweist sich in allen drei Altersklassen als sehr stabil (β = 0,81–0,88). Zudem zeigt sich, dass sowohl das Stabilitätsmaß der motorischen Leistung und des PSK als auch das Realitätsmaß im Vergleich verschiedener Altersklassen im Kindergarten geringer ist als in Klasse 1 und Klasse 3 (Kindergarten: β = 0,36–0,82; p p p

The main purpose of the active school communities project was to act as a starting point for more active school communities throughout seven countries across Europe by strengthening the links between community sport organizations and local schools and provide a low-cost solution to improve physical education and physical activity in schools. Further, opportunities for cooperation were fostered by creating new partnerships between stakeholders that already separately work at the community level to encourage children to move more. Therefore, toolkits were created by the active school communities ERASMUS+ project to promote collaborations between the field of education together with grassroots sport sectors and sport clubs. The aim of this study was a pilot evaluation of these toolkits. A total of 38 members of local sport organizations, 34 members of local schools and 5 national coordinators participated in three parts of the evaluation study. In sum, there are ambivalent results regarding the three toolkits, but the majority of participants supported the aim of the project to create and improve more active school communities. Finally, future recommendations are discussed.

Zusammenfassung. Der Physical Self-Description Questionnaire (PSDQ; Marsh, Richards, Johnson, Roche & Tremayne, 1994 ) ist ein international bewährtes Instrument zur Messung des physischen Selbstkonzepts bei Jugendlichen und Erwachsenen. Eine valide deutsche Übersetzung für diese Altersklassen (PSK; Stiller & Alfermann, 2007 ) liegt ebenso vor wie eine englische Kurzfassung ( Marsh, Martin & Jackson, 2010 ). Für die Erfassung des physischen Selbstkonzepts im mittleren bis späten Kindesalter existiert bisher jedoch kein validiertes deutschsprachiges Inventar. In diesem Beitrag wird ein Fragebogen zur Messung des physischen Selbstkonzepts im Kindesalter (PSK-K) vorgestellt, der auf dem PSDQ basiert. Die Struktur des Fragebogens wird zunächst mittels einer explorativen Faktorenanalyse überprüft (N = 257 SchülerInnen der dritten Jahrgangsstufe). Die Ergebnisse einer konfirmatorischen Faktorenanalyse (N = 339) bestätigen die gefundene 7-Faktorlösung. Darüber hinaus wird der Fragebogen hinsichtlich der Gütekriterien Reliabilität und Validität analysiert und diskutiert. Der PSK-K erweist sich dabei als gut geeigneter Fragebogen zur Messung des physischen Selbstkonzepts bei Kindern im Grundschulalter.

In his early writings, Pierre de Coubertin did not use the term ‘Olympic education’. Inspired by his trips to the UK and the USA, Coubertin used the terms ‘l`education sportive’, ‘l`education athletique’ and ‘l`education en angleterre’. In his writings after WWI Coubertin spoke and wrote a booklet on ‘la pedagogie sportive’ that was later retitled ‘Olympic pedagogy’. The real inaugurator of the term ‘Olympic education’ was Norbert Muller. He used the term ‘Olympische Erziehung’ (Olympic education) for the first time in the German language in his article of 1975. It took until the 1990s for the term ‘Olympic education’ to become a well-known conceptual phrase within the Olympic Movement and to be articulated in different national languages.

The aim of this cross-sectional study was to explore the possible relationship between (un)healthy behaviour and (over)weight and physical condition in families with young children (4-7 years), in a village (30,000 inhabitants) in the eastern part of the Netherlands, close to Germany. It is one of two pilot studies as a precursor of a cross-border project including six Dutch and six German villages, to counteract physical inactivity and possible future metabolic problems. In total, 459 children of five elementary schools and their parents were included. Parents were requested to fill in a questionnaire on the nutritional, physical, sedentary, and sleeping behaviour of their child. Relevant background characteristics were obtained and lifestyle classifications were made. At school, the children's height and weight (body mass index (BMI)) were measured, as well as their physical condition (two tests) and basic motor abilities (four physical exercise tests). The relationship between the standardized BMI z-scores and physical condition test scores, and nutritional, physical, sedentary and sleeping habits was analysed using independent sample t-test, bivariate correlation analysis and multiple regression analysis. Latent class analysis was used to identify clusters of people based on their nutritional, physical and sleep habits. Of the parents, 376 (82 %) were willing to fill out the questionnaire. High birth weight and a high BMI of the mother and/or father correlated with a higher BMI of the child (ρ = 0.28, p < 0.001; ρ = 0.13, p = 0.016; and ρ = 0.23, p < 0.001, respectively). Daily playing outside, eating small cookies (compared with large cookies) and no sleeping problems (no waking up during the night) were related to low BMI levels (no overweight) [ρ = - 0.14, p = 0.005; ρ = - 0.12, p =.020; t(364) = 1.81, p = 0.072 (trend), respectively]. Daily playing outside (frequency and duration) and being a member of a sports club were related to positive scores on the physical condition tests [ρ = 0.20, p < 0.001; t(365) = - 2.99, p = 0.003, respectively]. High levels of television (TV) watching and general sleeping problems were related to a less optimal physical condition [ρ = - 0.09, p = 0.076 (trend); and ρ = - 0.10, p = 0.059 (trend), respectively]. A latent class analysis revealed three clusters: 46 % of the sample belonged to the 'healthy group' concerning nutrition, sedentary lifestyle and TV/personal computer (PC) use; 17 % to the 'less healthy' group and 37 % to a group with nutrition and physical activity habits close to the healthy group, but with low conditional probabilities for the sleeping items. Conducting a pilot study before the start of a binational intervention study gives a blueprint for the final questionnaire, and clues for tailored interventions in the schools, as proposed in the approach of 'Gesunde Kinder in gesunden Kommunen' (GKGK). The results of a latent class analysis underscore that interventions should exist of a multi-component strategy, focusing on promoting physical activity, healthy nutrition habits and appropriate sleep. © 2013 Springer-Verlag Berlin Heidelberg.

Hintergrund Der Erhalt bzw. die Steigerung von korperlicher Aktivitat sowie die Reduktion von sitzenden Tatigkeiten stellen zentrale Elemente in der Gesundheitsforderung und Pravention lebensstilbedingter Erkrankungen im Kindes- und Jugendalter dar. Wie viel allerdings fur wen und unter welchen Lebensumstanden notwendig ist, wird bislang (noch) diskutiert.

Increasing physical activity and reduction of sedentary behaviour play important roles in health promotion and prevention of lifestyle-related diseases in children and adolescents. However, the question of how much physical activity is useful for which target group is still a matter of debate. International guidelines (World Health Organization; European Association for the Study of Obesity), which are mainly based on expert opinions, recommend 60 min of physical activity every day. Age- and sex-specific features and regional differences are not taken into account. Therefore, expert consensus recommendations for promoting physical activity of children and adolescents in Germany were developed with special respect to national data, but also with respect to aspects of specific target groups, e.g., children with a lower socio-economic status (SES) or with migration background. They propose 90 min/day of physical activity, or at least 12,000 steps daily. Additionally, lifestyle factors, especially restriction of media consumption, were integrated. The recommendations provide orientation for parents and caregivers, for institutions such as schools and kindergartens as well as for communities and stakeholders. © 2014 S. Karger GmbH, Freiburg.

BACKGROUND In 12 municipalities at the German-Dutch border an integrated approach of a multi-component intervention programme (physical activity, nutrition, public health, improvement of the physical environment) to enhance an active lifestyle has been implemented in 39 primary schools for a 4-year longitudinal intervention and evaluation study. OBJECTIVE A weekly lesson plan, including 3 hours of health enhanced physical education and two additional hours of physical activities offered by sport clubs to balance motor deficits and to reduce overweight and obesity was implemented. Furthermore, another hour of cross-curricular education of health and nutrition education is part of the school curriculum. To achieve 60 to 90 minutes of daily physical activities for 6- to 10-year-old pupils active commuting to school has become a part of school life. METHODS A physical fitness and motor development test is applied each school year including BMI measurements as a part of a socio-ecological concept. Intrapersonal developments of the pupils are measured by different questionnaires focusing on the individual social context of physical activity, nutrition habits and time allocation for electronic media. RESULTS Original values of Motor Ability tests show significant increase in endurance, coordination, velocity and force tasks. Also first changes for BMI distribution are explored in only one year intervention. CONCLUSION First results indicate the possibility to counteract obesity and to increase levels of physical fitness and motor development by a multi-component progamme and a multi-sector approach of intervention. The longitudinal design of the study allows having a look on long-term effects.

Er blijkt een relatie te bestaan tussen de nachtrust van kinderen in het weekend en overgewicht. Dit blijkt uit de eerste resultaten van een longitudinaal onderzoek bij kinderen in de leeftijd van 7 à 8 jaar in 6 Nederlandse (n = 474) en 6 Duitse steden (n = 393) naar de relatie tussen slaap en overgewicht. Met dat de nachtrust in het weekend met 1 uur daalt, stijgt de prevalentie van overgewicht met een factor 1,42 (95%-BI 1,09-1,86; p=o,010). Door de week is dit verband niet significant, hoewel de relatie in dezelfde richting wijst (p=0,2. Deze resultaten bevestigen het belang van het stimuleren van voldoende slaap, naast het bevorderen van bewegen en gezonde voeding bij de preventie van overgewicht.

There exist different linguistically, culturally and politically associated definitions and semantic meanings of the term “internationalism”. Internationalism in Olympic education has a very different meaning compared to Internationalism of Olympic education. As far as internationalism is concerned as a part of Olympic education or as an element in Olympic education, the nature or the body of knowledge of Olympic education is the topic. Internationalism of Olympic education means the geographical wide-spread diffusion and implementation of Olympic education programmes in different cross-cultural settings of learning and education. The topic of this paper is internationalism in Olympic education which means: to investigate how far a certain approach of internationalism has become a part of Olympic education concepts.