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In prior research, Irish youth displayed poor motor competence across fundamental movement skills (FMS) and functional movements (FM). Our purpose in this study was to compare FMS and FM across male and female Irish adolescents and to determine whether there are associations between these movement domains. We collected data on 373 adolescents (178 females; M age = 14.38, SD = 0.87 years) from six Irish secondary schools, including motor competence testing of 10 FMS, and 7 FM. Overall levels of motor competence of both FMS and FM were low, and certain levels of dysfunctional movement were high. We observed significant sex-based differences in both FMS and FM, and there was a moderate association between FMS and FM that warrants further investigation. There is a need for societal intervention and policy changes to address low levels of motor competence among adolescent youth.

Community sports play an important role in maintaining sporting participation across all ages, from childhood to adulthood. Maintaining participation for females, however, can be a challenge. Injuries can negatively impact sporting participation, both in the short and long term. Thus, reducing the risk of injuries in community sports is essential. While there are developed injury prevention programs available, the uptake of such programs in community sports can be limited. Here, we outline how a female community sport in Ireland, namely, the Camogie Association, has developed and implemented an evidence-based strategy to improve the uptake of an injury prevention program nationally across all ages of their membership. We use the RE-AIM (Reach, Effectiveness, Adoption, Implementation and Maintenance) sports setting matrix as a guiding tool for evaluating this strategy. Varying settings and levels were targeted in this six-step implementation sequence, including the national sporting organisation, regional sporting organisations, alongside the individual coaches and players. The main outcomes of the strategy were that the Camogie Association formally adopted the developed injury prevention program (the Camogie Injury Prevention Program) and the adapted age appropriate programs from 8 years of age and upward. The Camogie Association also embedded this program within their coaching training course. The developed education workshop successfully improved coaches’ attitudes and perceived ability to implement the Camogie Injury Prevention Program. The majority (72.5%) of coaches, 4 weeks after conducting the workshop, had implemented the program, and 95% felt the program could be maintained over multiple seasons. This program may provide guidance to similar national or regional sporting bodies that want to embed injury prevention programs within their respective governing body and maximise the implementation of an injury prevention program by their coaches and players.

The coronavirus 2019 (Covid-19) pandemic has given rise to significant global challenges across education, and specifically in the physical education teacher education (PETE) community. Students attending teacher education programmes during the Covid-19 pandemic have experienced an abrupt and unprecedented pedagogical transition from a face-to-face capacity to remote teaching, learning, and assessment environments. Crucially, student teachers’ school placement experiences faced increased challenges and practical implications from additional environmental and social changes. In the context of continued global and national challenges for initial teacher education (ITE) programmes, the present qualitative study, using a representative sample of 24 student physical education (PE) teachers from a PETE programme, investigates the perceived implications of the Covid-19 pandemic on student teachers’ practice and wellbeing during their final 2020/2021 academic year. Results indicate that student teachers maintain that exercise, connections with the university and school placement communities, alongside personal and professional organisation skills serve as resilience resources protecting their wellbeing. Conversely, student teachers express that school placement isolation, restricted PE delivery, increased workload, low teacher efficacy, and the responsibility to implement Covid-19 behaviour regulations presented as challenges that negatively affect their wellbeing. The paper concludes with practices that may further support PETE and ITE programmes and their student teachers to maintain a stable level of wellbeing throughout their careers.

The meaningful assessment of motor competence is well positioned for school-based curricular emphasis, through the integration of motor skills and movement patterns in both primary, and second leve...

This paper aimed to investigate different dimensions of motor competence (MC) by using four commonly administered MC assessment tools (Test of Gross Motor Development-3, Bruininks-Oseretsky Test of Motor Proficiency-2 Short Form, Körperkoordinationtest Für Kinder, and Movement Assessment Battery for Children-2) in a sample of 184 girls (Mage = 8.61 years;SD = 1.21 years). This is the first study of its kind to shed light on different dimensions of MC, identifying them through rigorous and robust statistical analysis. The Delphi method was used to select the dimensions of MC. Confirmatory factor analysis was used to assess whether the dimensions loaded onto the same construct (i.e., MC). Face and content validity identified three dimensions of MC: fundamental motor skills, gross motor coordination, and motor abilities. Confirmatory factor analysis indicated an adequate fit for the final MC model with three dimensions. In this model, fundamental motor skills, gross motor coordination, and motor abilities loaded on the MC construct. The data reported present a revised definition of holistic MC, which comprises the level of motor abilities (physical proficiency and perceptual motor abilities) as well as gross motor coordination and fundamental motor skills proficiency, which underlie the performance of a wide range of tasks, including fine and gross motor activities in daily life.

Background A considerable number of Danish children and adolescents do not currently meet the national physical activity (PA) recommendations. In recent years, the concept of physical literacy (PL), has gained popularity worldwide, and it is considered as a proximal measure for lifelong PA. However, only a few interventions targeting PL exist on a global scale. In Denmark, the development of theoretically driven and evidence-based PL interventions that aim to increase PL among children and adolescents has not begun. Yet, a promising, theory-based, and internationally tested intervention, the Youth Physical Activity Towards Health (Y-PATH), has proven to be effective on children and adolescents’ PA levels and motor skills. This presentation introduces the Promoting Pupils’ Physical Literacy (3PL) project which aims to test the feasibility and acceptability of the Y-PATH intervention in a Danish context among pupils 9-11 years of age. Methods and Results The hypothesis is that a revised and adapted 3PL intervention protocol that aims to increase pupils’ PL is ready for effectiveness testing by the end of this project. Two public schools will be recruited and randomly assigned to intervention or control condition following a waitlist design. The primary outcomes include the feasibility and acceptability of the intervention. The feasibility of the practicality and the recruitment process will be assessed within a document log administered by research assistants. The acceptability, including demand and experiences, and the intervention implementation degree will be evaluated by short bimonthly questionnaires to teachers, and interviews with pupils, teachers, parents, and school managers. The preliminary effectiveness will be tested by comparing changes in pupils’ PL over time, assessed with the validated Danish Assessment of Physical Literacy tool. Discussion A revised PL intervention, a Template for Intervention Description and Replication TIDieR checklist, and a protocol that offers a solid empirical and theoretical foundation for a future upscaled effectiveness study. Additionally, the development of such protocol and checklist provides a national as well as an international opportunity for researchers to use and compare effectiveness of the intervention across countries.

This paper examines Irish volunteer coaches’ experiences of the content and delivery of the “Gaelic4Teens” coach education initiative, and further seeks to evaluate if participants coaching behavior changed as a result. The Gaelic4Teens program aims to help coaches better understand the female teenage participant through enhancing the coach–athlete relationship, which in turn, seeks to help retain young females in the sport. Qualitative data were gathered over a 16-week period from August to November 2020 and comprised of pre and post online focus groups with eight (three females and five males) volunteer coaches; one from each of the eight rural community sport settings (n = 8) in Ireland. Findings revealed that the coach education program had a meaningful impact on coaches’ abilities to competently work with female adolescents. Specifically, the Gaelic4Teens program is effective as a blended learning coach education program that encouraged a coaching environment that empowered the female athletes. Further analysis, with additional stakeholder input, is warranted to ascertain its long-term effectiveness.

Trustees are fortunate to have available a process where they can seek the Court’s blessing as to proposed actions and decisions, a remedy not widely available to decision-makers outside of a trusts context. However, with blessing applications becoming increasingly common (particularly in offshore jurisdictions), it is questionable whether trustees are being overly cautious in their approach. Are professional trustees who are paid for the performance of their duties too readily rushing to Court (often at great expense to the Trust Fund) in order to safeguard against remote hypothetical risks? Reviewing recent cases, this article will consider whether the industry has gone too far in its adoption of “blessing” applications, and whether Courts may seek to restrict the “momentous” circumstances that justify an application. We will consider the types of matters which may justify a “blessing” application, both from a legal and commercial perspective, and the alternative options which may be available to trustees when making significant decisions.

peer-reviewed The full text of this article will not be available in ULIR until the embargo expires on the 19/02/2022 Major curriculum changes have recently occurred in Ireland, including redeveloping the primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive and negative experiences affect the attitudes which contribute to determining the quality of curricular experiences. Framed in the work of Fullan, M. (1991. The New Meaning of Educational Change. Toronto: Teachers College Press) and Dewey, J. (1997. Experience and Education. New York, NY: Touchstone), this study aims to understand how young people’s experiences of collective physical activity can inform physical education curriculum development and enactment. Focus group interviews were conducted in three primary and three post-primary schools. The young people’s experiences reflected the features of meaningful physical education: fun opportunities, preferably outside; to socially interact with friends; provision of activities that are both competitive and non-competitive; activities focused on team sport and alternative forms of movement such as yoga; differentiated activities and teams and choice, beyond choosing between team sports only. We argue that the young person’s voice has the potential to inform policy and practice, as well as enforce and advocate for policy and practice that positions young people at the centre of the learning experience. ACCEPTED peer-reviewed

The United Kingdom and Ireland have a well-established research base in motor competence (MC) research, ranging from reporting and monitoring levels of MC, developing assessment tools for MC, providing innovative curriculum and intervention design to support learning and development, as well as providing advocacy for particular groups, such as those with motor impairments. This expert statement, on behalf of the International Motor Development Research Consortium, draws together what is currently known about levels of MC in the United Kingdom and Ireland as well as current approaches to intervention in both countries. Subsequently presented are recommendations for researchers and practitioners to advance the field of MC for the benefit of children and youth in the United Kingdom, Ireland, and worldwide.

In Ireland, physical education (PE) in the first three years of second level (12–15 years) is taught within the broader program area of Wellbeing, which necessarily influences the aims and objectives which need to be achieved. Within this context, Y-PATH PE4Me is proposed as an underpinning curriculum model to serve as an appropriate and valuable guide to aid delivery of second-level PE. Y-PATH PE4Me aims to enable every student to lead a sustained physically active life. This proposed curriculum model is facilitated by (i) utilising pedagogical strategies to foster an autonomous motivational climate, and (ii) maintaining a consistent focus on core learning outcomes, which emphasise the development of positive attitudes and motivation towards physical activity, health-related knowledge and awareness, and core movement skills. Y-PATH PE4Me offers a structured model to guide well-aligned pedagogical decisions towards the goals and philosophy of wellbeing-aligned PE.

Fundamental movement skills (FMS) are frequently referred to as the “building blocks” of movement for children and adolescents in their lifelong physical activity journey. It is critical, however, that FMS are developed within Physical Education learning environments and other sport-related settings, specifically as these building blocks of movement require appropriate teaching and practice opportunities. While FMS are well-established as an “important focus” for children and adolescents, to the authors’ knowledge, there appears to be no standardized FMS development guidelines existent within the literature. This paper will examine whether the frequency, intensity, time, and type (FITT) principle could be transferable to interventions focusing on FMS development, and if so, whether sufficient consistency of findings exists to guide practitioners in their session design. Applying the FITT principle in this way may help to facilitate the comparison of FMS-related intervention studies, which may contribute to the future development of practical FMS-related guidelines for children and adolescents.

This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6–9 Years old (245 boys, 247 girls) from school Years Two ( n = 130), Three ( n = 154) and Four ( n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development – 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% ( n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6–9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health.

This study examined the effectiveness of a physical activity (Year 1) and a multicomponent fundamental movement skill (FMS) (Year 2) intervention on primary school children’s FMS proficiency. Data were collected from 6- and 10-year-old cohorts from two intervention schools and age-matched groups from one control school, in south Ireland. In Year 1 (N = 187), intervention (n = 96) and control (n = 91) groups were children from senior infant (6-year-old cohort) and 4th class (10-year-old cohort). In Year 2 (N = 357), intervention (n = 195) and control (n = 162) groups were children from senior infant and 1st class (6-year-old cohort) and 4th and 5th classes (10-year-old cohort). FMS assessment was conducted across both academic years, using the Test of Gross Motor Development-2. Linear mixed models were used to investigate the effectiveness of each intervention, adjusting for age group. Following Year 1, the intervention group significantly improved locomotor proficiency (p p p

The concept of physical literacy (PL) has been suggested as one that can offer a catalyst for a new emphasis in physical education (PE). In the broadest sense, a physically literate child is confid...

High levels of perceived motor competence and low levels of actual motor competence in youth populations have been reported world-wide. Both perceived and actual motor competence have been deemed independent correlates of health and physical activity (PA) behavior, and past research has indicated that their alignment may be linked to more consistent PA. Moreover, there is potential for a movement-based intervention to strengthen the alignment between perceived and actual motor competence, perhaps then guiding future health, PA, and community sport engagement globally. Thus, the objective of this study was to investigate the effectiveness of an 8-week movement-based intervention on increasing the alignment (i.e., veridicality) between PMC and AMC among Irish adolescent youth. We collected data on adolescents ( n = 324; females = 149; M age = 14.5, SD = 0.88 years) across six second-level schools in Ireland, including measurements of actual and perceived, motor competence at pre- and post-intervention. We observed low levels of actual in contrast to high levels of perceived motor competence. We found a small but significant veridical alignment between perceived and actual motor competence, but there was no intervention effect on alignment. Future research should prioritize a longer intervention duration that targets student learning and understanding in order to develop veridical perceptions in adolescents that might sustain their participation in PA.

Research has shown that childhood physical activity participation has a positive relationship with markers of wellbeing, such as self-esteem and quality of life, and physical activity participation may serve as protective mechanism against some mental illnesses including depression. The aim of the current study was to examine the relationship between gender, physical activity, screen time, body mass index and wellbeing in Irish school children (N = 705; mean age: 8.74 ± 0.52 years) from social disadvantage. In Northern Ireland, schools included in the 2010 Multiple Deprivation Measure (NIMDM) were invited to participate. Schools included for participation in the Republic of Ireland were from the Delivering Equality of Opportunity in Schools (DEIS) index. Data gathered included accelerometry (physical activity), self-report (screen time and wellbeing), and anthropometric measurements. Physical activity was objectively measured during eight consecutive days using Actigraph GT1M and GT3X devices, using stringent accelerometer protocol. Screen time activities were derived using questions adapted from the Health Promotion Agencies National Children’s Survey in Northern Ireland. The KIDSCREEN-27 is a health-related quality of life measurement, and this tool was used by participants to self-report their health and wellbeing. Results suggest that boys accumulated more minutes of daily screen time than girls, however, boys were more physically active when compared to girls. Wellbeing scores for gender showed inverse associations with daily screen time. Standard multiple regression revealed that gender, physical activity, screen time and body mass index (combined) explained little variance in the prediction of wellbeing. Results indicate the importance of gender-based considerations for physical activity and screen time with children from social disadvantage. The inverse relationship found between overall screen time and wellbeing will help guide future healthy lifestyle interventions for Irish children of low-income communities.

Competence in fundamental motor skills (FMS) facilitates physical activity participation and is important for children’s holistic development. This study aimed to systematically review the FMS levels of children worldwide, using the Test of Gross Motor Development-2 (TGMD-2). In accordance with PRISMA guidelines, studies were identified from searches across 7 databases. Studies were required to: (i) include typically developing children (3–10 years), (ii) be published in English, (iii) have been published between 2004 and 2019 and, (iv) report ≥1 TGMD-2 outcome scores. Extracted data were evaluated based on importance of determinants, strength of evidence, and methodological quality. Data from 64 articles were included. Weighted mean (and standard deviation) scores were calculated for each FMS outcome score. Analyses revealed FMS competence increases across age during childhood, with greater proficiency in locomotor skills than object control skills. Additionally, boys exhibit higher object control skill proficiency than girls. Compared to TGMD-2 normative data, children demonstrate “below average” to “average” FMS levels. This review highlights the scope for FMS development among children worldwide. These findings reinforce the necessity for FMS interventions in early educational settings, as FMS competence is positively associated with physical activity and other health outcomes.

The present study, using a sample of Physical Education Teacher Education (PETE) representatives from five Higher Education European institutions (England, Finland, Greece, Ireland, and Portugal) sought to investigate the proposed measures of change required for programme delivery during the academic year of 2020–21. Each team completed a SWOT (strengths, weaknesses, opportunities and threats) examination through inductive cross-analysis, using a deductive structure, following the dimensions of: PETE Programme; PETE Staff; PETE Students. The findings presented at a case level show how each PETE programme is seeking to manage an important tension between the experiential nature of Physical Education (PE) as a subject, in light of the institutional and external constraints towards online and blended approaches. Having identified the thematic variables for PETE at an overall programme, staff and student level, the SWOT analysis heightened PETE pedagogue understanding of the subject beyond ‘physical’ contact spaces, for meaningful third-level teacher education delivery.

peer-reviewed Internationally, insufficient physical activity (PA) is a major health concern. Children in Northern Ireland (NI) are recorded as having the lowest levels of PA in the United Kingdom (UK). To date, validated and representative data on the PA levels of NI school children are limited. The aim of this study was to provide surveillance data on self-reported PA, sport and physical education (PE) participation of school children in NI. Differences between genders and factors associated with PA were also examined. A representative sample of primary (n = 446) and post-primary (n = 1508) children was surveyed in school using validated self-report measures. Findings suggest that PA levels are low, with a minority of children (13%) meeting the PA guidelines (primary pupils 20%, post-primary pupils 11%). NI school children have lower levels of PA, PE and sports participation than UK and European peers. A trend of age-related decline across all the domains of PA was apparent. The data presented highlighted that females are less likely to achieve PA guidelines, children from lower socio-economic background participate in school and community sport less often, and that enjoyment and social support are important variables in PA adherence. Policy solutions that would support implementation e.g., mandatory minimum PE time, whole school approaches to PA promotion and targeted investment in schools, particularly in areas of deprivation and for females, are suggested.

Irish adolescents have been found to possess high perceptions of motor competence. However, there is an evidential value to investigating the strength of the relationship between adolescent perceptions of motor competence and their low levels of actual motor competence. The purpose of this research was to gather data on the fundamental, functional, and perceived motor competence in adolescents, differentiated by year group, to discern if participants could assess their perceptions of ability. Data were collected on adolescents (N = 373, mean age: 14.38 &plusmn, 0.87 years, 47.7% female) across six second-level schools in Ireland, including measurements of fundamental movement skills, functional movement, and perceived motor competence. Poor levels of fundamental and functional movement were observed, with significant differences between year groups detected. Participants in 1st year scored the highest in overall fundamental movement skills, however, for overall functional movement, 3rd-year participants scored highest. High levels of perceived motor competence were reported across the entire sample. These scores did not align with actual motor competence, nor did any alignment between these measurements improve with aging, countering theorized age-related associations. Future research should target low levels of actual motor competence while emphasizing the cognitive aspects of movement to ensure greater accuracy between actual and perceived motor competence.

Background: The current study was the largest physical activity (PA) surveillance assessment of youth undertaken in Ireland in recent years. The purpose of this research was to assess the impact of social support, while controlling for age and screen time, on PA and sport participation, across a representative sample of Irish female youth.Methods: A total of 3503 children (mean age: 13.54 [2.05] y) across the island of Ireland participated. Participants completed a previously validated electronic questionnaire while supervised in a classroom setting, which investigated their (1) levels of PA; (2) screen time; (3) community sport participation; and (4) social support (friend, family, and teacher) to be physically active/partake in sport.Results: There were significant differences, with medium and large effect sizes, for social support from friends and family across types of sports participation. Specifically, girls who participated in the most popular team sports, when compared with the most popular individual sports, reported higher social support scores for friends and family structures.Conclusions: Findings from this study confirm the contributing influence of friends and family as sport and PA support networks for girls. Interventions should consider the importance of culturally relevant team sports for PA engagement in female youth.

Objective: This study evaluates the impact of the State of Mind Ireland-Higher Education (SOMI-HE) Mental Fitness intervention on student wellbeing, resilience, and physical activity (PA) participation. Design: A mixed-methods research design, comprising of a self-report questionnaire, and semi-structured focus group interviews at pre, post and follow-up phases were employed. Participants were a sample of 134 higher education students (29% male: 71% female, mean age range 18 to 25 years old). The quantitative outcome measures of wellbeing, resilience and PA data were analysed using SPSS version 26.0, (IBM, Armonk, NY, USA) with appropriate statistical analysis. Qualitative data were analysed using thematic analysis to capture the long-term outcomes and impact of the intervention. Results: The results indicate a significant intervention effect on participants’ wellbeing (t (120) = −4.27, p &lt, 0.001), PA levels (t (126) = 3.91, p &lt, 0.001) and motivational readiness for exercise change (χ2 (1, n = 131) = 6.9, p &lt, 0.009 (2–sided). Qualitative findings suggest a sustained long-term increase in PA and resilience skills for positive mental health, and reduced stigma and barriers to positive mental health. Conclusion: The findings demonstrate the effectiveness of the SOMI-HE evidence-based intervention, and beneficial outcomes of a salutary approach to higher education student mental health.

This study aimed to investigate the relationship between fundamental movement skills (FMS) and markers of health among a cohort of Irish primary school children.Participants (N = 296, mean age: 7.99 ± 2.02 years) were senior infant (n = 149, mean age: 6.02 ± 0.39 years) and 4th class (n = 147, mean age: 9.97 ± 0.40 years) students from three primary schools in Cork, Ireland. FMS proficiency (TGMD-2) and markers of health (BMI percentile, waist circumference percentile, blood pressure percentiles, resting heart rate, cardiorespiratory fitness, objectively measured physical activity; PA) measurements were recorded. Correlation and hierarchical stepwise multiple linear regression analyses were conducted to investigate the relationship between FMS and markers of health.A small, positive relationship was found between FMS (Gross Motor Quotient; GMQ) and cardiorespiratory fitness with small negative correlations between GMQ and 550 m time SDS among 6-year-olds (r(129) = -.286, p .05) and 10-year-olds (r(132) = -.340, p .05). A moderate, positive correlation was found between GMQ and light PA (r(71) = .400, p .05). Small positive correlations were revealed between GMQ and moderate PA (r(71) = .259, p .05) and between GMQ and total PA (r(71) = .355, p .05). After adjusting for age, sex, the interaction effect of age and sex, and school attended, FMS explained 15.9% and 24.8% of the variance in 550 m time SDS among 6- and 10-year-olds, respectively, and 6% and 6.5% of the variance in light PA and moderate PA, respectively. After adjusting for age and sex, FMS explained 11.6% of the variance in total PA.A wide range of FMS is important for children's cardiorespiratory fitness and PA.

Perceived movement competence is important in the relationship between actual competence and physical activity (PA). This study examines the accuracy of children's perceptions and investigates the relationship between perceived competence (PC) and PA.Data collected were part of Project Spraoi, a PA and nutrition-based intervention. Participants (N = 419) were senior infant/first class (n = 202, mean age: 6.5 [0.6] y) and fourth/fifth class (n = 217, mean age: 10.4 [0.6] y) children from 3 schools in Cork, Ireland. The Test of Gross Motor Development-2 and Pictorial Scale of Perceived Movement Skill Competence for Young Children assessed actual and PC in 6 locomotor and 6 object-control fundamental movement skills. Moderate to vigorous PA levels were measured by accelerometry. Wilcoxon signed-rank tests assessed the accuracy of PC. Hierarchical regression analysis investigated relationships between PC and both actual competence and moderate to vigorous PA.Children had greater perceived overall and object-control competence than actual. Among younger children, there was no difference between perceived locomotor and actual, while older children had lower perceived locomotor competence than actual. PC did not predict actual competence. Perceived object-control and total PC were significant predictors of moderate to vigorous PA.Children have inflated perceptions of their overall and object-control movement skill competency. Perceived object-control and total FMS is associated with PA and thus, interventions aimed at increasing PA among children should target PC.

Background Physical activity trackers (PATs) such as apps and wearable devices (eg, sports watches, heart rate monitors) are increasingly being used by young adolescents. Despite the potential of PATs to help monitor and improve moderate-to-vigorous physical activity (MVPA) behaviors, there is a lack of research that confirms an association between PAT ownership or use and physical activity behaviors at the population level. Objective The purpose of this study was to examine the ownership and use of PATs in youth and their associations with physical activity behaviors, including daily MVPA, sports club membership, and active travel, in 2 nationally representative samples of young adolescent males and females in Finland and Ireland. Methods Comparable data were gathered in the 2018 Finnish School-aged Physical Activity (F-SPA 2018, n=3311) and the 2018 Irish Children’s Sport Participation and Physical Activity (CSPPA 2018, n=4797) studies. A cluster analysis was performed to obtain the patterns of PAT ownership and usage by adolescents (age, 11-15 years). Four similar clusters were identified across Finnish and Irish adolescents: (1) no PATs, (2) PAT owners, (3) app users, and (4) wearable device users. Adjusted binary logistic regression analyses were used to evaluate how PAT clusters were associated with physical activity behaviors, including daily MVPA, membership of sports clubs, and active travel, after stratification by gender. Results The proportion of app ownership among Finnish adolescents (2038/3311, 61.6%) was almost double that of their Irish counterparts (1738/4797, 36.2%). Despite these differences, the clustering patterns of PATs were similar between the 2 countries. App users were more likely to take part in daily MVPA (males, odds ratio [OR] 1.27, 95% CI 1.04-1.55; females, OR 1.49, 95% CI 1.20-1.85) and be members of sports clubs (males, OR 1.37, 95% CI 1.15-1.62; females, OR 1.25, 95% CI 1.07-1.50) compared to the no PATs cluster, after adjusting for country, age, family affluence, and disabilities. These associations, after the same adjustments, were even stronger for wearable device users to participate in daily MVPA (males, OR 1.83, 95% CI 1.49-2.23; females, OR 2.25, 95% CI 1.80-2.82) and be members of sports clubs (males, OR 1.88, 95% CI 1.55-2.88; females, OR 2.07, 95% CI 1.71-2.52). Significant associations were observed between male users of wearable devices and taking part in active travel behavior (OR 1.39, 95% CI 1.04-1.86). Conclusions Although Finnish adolescents report more ownership of PATs than Irish adolescents, the patterns of use and ownership remain similar among the cohorts. The findings of our study show that physical activity behaviors were positively associated with wearable device users and app users. These findings were similar between males and females. Given the cross-sectional nature of this data, the relationship between using apps or wearable devices and enhancing physical activity behaviors requires further investigation.

BACKGROUND Physical activity trackers (PATs) such as apps and wearable devices (eg, sports watches, heart rate monitors) are increasingly being used by young adolescents. Despite the potential of PATs to help monitor and improve moderate-to-vigorous physical activity (MVPA) behaviors, there is a lack of research that confirms an association between PAT ownership or use and physical activity behaviors at the population level. OBJECTIVE The purpose of this study was to examine the ownership and use of PATs in youth and their associations with physical activity behaviors, including daily MVPA, sports club membership, and active travel, in 2 nationally representative samples of young adolescent males and females in Finland and Ireland. METHODS Comparable data were gathered in the 2018 Finnish School-aged Physical Activity (F-SPA 2018, n=3311) and the 2018 Irish Children’s Sport Participation and Physical Activity (CSPPA 2018, n=4797) studies. A cluster analysis was performed to obtain the patterns of PAT ownership and usage by adolescents (age, 11-15 years). Four similar clusters were identified across Finnish and Irish adolescents: (1) no PATs, (2) PAT owners, (3) app users, and (4) wearable device users. Adjusted binary logistic regression analyses were used to evaluate how PAT clusters were associated with physical activity behaviors, including daily MVPA, membership of sports clubs, and active travel, after stratification by gender. RESULTS The proportion of app ownership among Finnish adolescents (2038/3311, 61.6%) was almost double that of their Irish counterparts (1738/4797, 36.2%). Despite these differences, the clustering patterns of PATs were similar between the 2 countries. App users were more likely to take part in daily MVPA (males, odds ratio [OR] 1.27, 95% CI 1.04-1.55; females, OR 1.49, 95% CI 1.20-1.85) and be members of sports clubs (males, OR 1.37, 95% CI 1.15-1.62; females, OR 1.25, 95% CI 1.07-1.50) compared to the no PATs cluster, after adjusting for country, age, family affluence, and disabilities. These associations, after the same adjustments, were even stronger for wearable device users to participate in daily MVPA (males, OR 1.83, 95% CI 1.49-2.23; females, OR 2.25, 95% CI 1.80-2.82) and be members of sports clubs (males, OR 1.88, 95% CI 1.55-2.88; females, OR 2.07, 95% CI 1.71-2.52). Significant associations were observed between male users of wearable devices and taking part in active travel behavior (OR 1.39, 95% CI 1.04-1.86). CONCLUSIONS Although Finnish adolescents report more ownership of PATs than Irish adolescents, the patterns of use and ownership remain similar among the cohorts. The findings of our study show that physical activity behaviors were positively associated with wearable device users and app users. These findings were similar between males and females. Given the cross-sectional nature of this data, the relationship between using apps or wearable devices and enhancing physical activity behaviors requires further investigation.

The purpose of the current research was to gather baseline data on female youth to inform the development of a targeted physical activity (PA) and sports-based intervention, specifically identified as “Gaelic4Girls”. Cross-sectional data on PA levels, psychological correlates of PA, anthropometric characteristics, and the fundamental movement skill (FMS) proficiency of female youth (n = 331; M age 10.92±1.22) were collected. A subsample (n = 37) participated in focus group (FG) interviews exploring perceptions of health/sport, and identifying barriers/motivators to participation. PA levels were assessed using self-report (PA Questionnaire for Older Children) and classified as low, moderate, and high active. One- and two-way ANOVAs (post hoc Tukey honest significant difference [HSD]) were used to analyze the data. The FGs were transcribed verbatim, coded, and thematically analyzed. Findings indicated that the majority of youth (71.8%) were not meeting the minimum daily PA recommendations for health, and that 98.1% did not achieve the FMS proficiency expected for their age. Low, moderately, and highly active participants differ significantly in terms of overall FMS (p = .03), and locomotor control scores (p = .03). FG findings report fun and friendship as key PA motivators, too much competitiveness as barriers, and positive outside encouragement from family/friends/coaches as facilitators encouraging PA engagement. Findings highlight the need for targeting low levels of PA, FMS proficiency in female youth sport interventions, through addressing self-efficacy levels, inclusive of fun, and socially-stimulating PA environments.

The purpose of this study was to assess the fundamental movement skill (FMS) proficiency of Irish primary school children relative to age and sex. Data collected were baseline measures forProject Spraoi, a physical activity (PA) and nutrition-based intervention. Participants (N = 203) were senior infant (n = 102,Mage: 6.0 ± 0.4 years) and fourth class (n = 101,Mage: 9.9 ± 0.4 years) children from three primary schools in the south of Ireland. FMS testing was conducted using the Test of Gross Motor Development-2 (TGMD-2), assessing six locomotor and six object-control skills. Analysis of variance (ANOVA) was used to assess age and sex related differences in FMS proficiency. Older children scored significantly higher than younger children in both locomotor (p p p p

The present study had three aims, to determine: (a) whether providing a curriculum-based mental health awareness program to athletes increased knowledge of mental health and intentions to offer support; (b) whether the program increased resilience and well-being compared to a control group; and (c) the feasibility of the program. A total of 100 participants (Mage = 20.78; SD = 2.91; male = 59) either attended the program or were part of a control group. Participants completed questionnaires pre-, post-, and 3-months post-intervention, although there was a low participant return rate for the 3-month follow-up (n = 15). Participants were invited to take part in a focus group to explore program relevance. Knowledge of mental health and intentions to offer support increased for the intervention group, compared to the control. The program with some modification could be integrated into university sport courses to promote mental health awareness.

Background Physical activity (PA) has been shown to improve psychological wellbeing in adults, however less is known about this relationship in children. The aim of this study was to examine the relationship between PA and wellbeing in children for the first time across Ireland and to explore potential differences by gender, jurisdiction (Northern Ireland and the Republic of Ireland) and region of Ireland. Method A sample of 673 8–9 year olds attending school in socially disadvantaged areas took part. Participants completed a measure of PA and the KIDSCREEN-27 quality of life questionnaire. Results 18% of children accumulated the recommended 60 min of MVPA per day for health, with 18% of boys (n = 63) and 17% girls (n = 55) achieving this level. Children in Northern Ireland reported higher wellbeing scores than those in Republic of Ireland. Children achieving the recommended level of MVPA scored significantly higher on measures of wellbeing than less active children. Gender differences in wellbeing were found for perceived parental, social and school support with girls scoring higher than boys. Conclusions Children who meet the recommended MVPA guidelines and those who live in Northern Ireland report a higher level of wellbeing than their peers who live in the Republic of Ireland.

Objectives This study proposes an extension of a widely used test evaluating fundamental movement skills proficiency to an adolescent population, with a specific emphasis on validity and reliability for this older age group. Design Cross-sectional observational study. Methods A total of 844 participants (n = 456 male, 12.03 ± 0.49) participated in this study. The 12 fundamental movement skills of the TGMD-2 were assessed. Inter-rater reliability was examined to ensure a minimum of 95% consistency between coders. Confirmatory factor analysis was undertaken with a one-factor model (all 12 skills) and two-factor model (6 locomotor skills and 6 object-control skills) as proposed by Ulrich et al. (2000). The model fit was examined using χ2, TLI, CFI and RMSEA. Test–retest reliability was carried out with a subsample of 35 participants. Results The test–retest reliability reached Intraclass Correlation Coefficient of 0.78 (locomotor), 0.76 (object related) and 0.91 (gross motor skill proficiency). The confirmatory factor analysis did not display a good fit for either the one-factor or two-factor model due to a really low contribution of several skills. A reduction in the number of skills to just seven (run, gallop, hop, horizontal jump, bounce, kick and roll) revealed an overall good fit by TLI, CFI and RMSEA measures. Conclusions The proposed new model offers the possibility of longitudinal studies to track the maturation of fundamental movement skills across the child and adolescent spectrum, while also giving researchers a valid assessment to tool to evaluate adolescent fundamental movement skills proficiency level.

Background: Need-supportive environments have been shown to contribute to children’s physical activity levels, and in a few cases, well-being. Grounded in Self-Determination Theory (SDT), the aim of this study was to determine the influence of psychological needs (competence and social relatedness) satisfaction on physical activity levels and well-being in children from areas of social and economic disadvantage.Method: A total of 211 children aged 8-9 years from areas of low socio-economic status wore an accelerometer for one week, and completed a questionnaire assessing psychological needs satisfaction and well-being. Confirmatory Factor Analysis (CFA) and path analysis was conducted to assess the factor structure of the measures, and test for theory predicting significant relationships between psychological needs, physical activity and well-being. Results: The factor structure of the instruments was supported, and a significant positive relationship was found between athletic competence and physical activity (β=.19). Athletic competence (β=.19), along with parental relatedness (β=.32), positively predicted children’s well-being. Physical activity alone, did not predict well-beingConclusions: Practitioners may want to consider components of SDT, reflective of need-supportive environments, when designing physical activity interventions. Interventions aimed at supporting children’s perceptions of competence, and the involvement of parents, may offer the opportunity to increase well-being.