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Background: The ActiPASS software was developed from the open-source Acti4 activity classification algorithm for thigh-worn accelerometry. However, the original algorithm has not been validated in children or compared with a child-specific set of algorithm thresholds. This study aims to evaluate the accuracy of ActiPASS in classifying activity types in children using 2 published sets of Acti4 thresholds. Methods: Laboratory and free-living data from 2 previous studies were used. The laboratory condition included 41 school-aged children (11.0 [4.8] y; 46.5% male), and the free-living condition included 15 children (10.0 [2.6] y; 66.6% male). Participants wore a single accelerometer on the dominant thigh, and annotated video recordings were used as a reference. Postures and activity types were classified with ActiPASS using the original adult thresholds and a child-specific set of thresholds. Results: Using the original adult thresholds, the mean balanced accuracy (95% CI) for the laboratory condition ranged from 0.62 (0.56–0.67) for lying to 0.97 (0.94–0.99) for running. For the free-living condition, accuracy ranged from 0.61 (0.48–0.75) for lying to 0.96 (0.92–0.99) for cycling. Mean balanced accuracy for overall sedentary behavior (sitting and lying) was ≥0.97 (0.95–0.99) across all thresholds and conditions. No meaningful differences were found between the 2 sets of thresholds, except for superior balanced accuracy of the adult thresholds for walking under laboratory conditions. Conclusions: The results indicate that ActiPASS can accurately classify different basic types of physical activity and sedentary behavior in children using thigh-worn accelerometer data. [ABSTRACT FROM AUTHOR]

Background: Active transportation (AT), described as self-powered modes of travel (eg, walking and cycling), is an important source of health-promoting physical activity. While AT behaviors have been measured on national health surveys in Canada for over 2 decades, historic prevalence has not been previously reported. We aimed to document the measures of AT on Canada's various national health surveys, examine AT over time, and interpret them within the context of evolving methods of assessment. Methods: We compiled and summarized the questions used to measure AT among Canadians on 4 national health surveys: National Population Health Survey (1994–1998), Canadian Community Health Survey (2000–2020), Canadian Health Measures Survey (2007–2019), and the Health Behaviour in School-aged Children Study (2010–2018). Among youth and adults (12+ y), we summarized over time: (1) the prevalence of AT participation and (2) time spent in AT (in hours per week) among those who report any AT participation. Where possible, we reported separate estimates of walking and cycling and produced an aggregate estimate of total AT. We stratified results by age group and sex. Results: Changes in AT survey questions over time and between surveys limit the interpretation and comparability of temporal trends. Nevertheless, a consistently higher proportion of females report walking, while a higher proportion of males report cycling. Irrespective of mode, males report spending more total time in AT. Participation in AT tends to decrease with age, with youth reporting the highest rates of AT and young adults often spending the most time in AT. Conclusions: Monitoring trends in AT can help assess patterns of behavior and identify whether promotion strategies are needed or whether population interventions are effective. Our evaluation of AT over time is limited by questions surveyed; however, consistent differences in AT by age and sex are evident over time. Moving forward, ensuring consistency of AT measurement over time is essential to monitoring this important behavior. [ABSTRACT FROM AUTHOR]

Background: This study examined the after-school activities of Japanese elementary school children in which little information is available for understanding the process by which participation in organized activities leads to the decrease in children's independent mobility. Methods: One thousand eight hundred and twenty-four mothers of elementary school children participated in an online survey. The mothers responded to the questions on the number of lessons (or cram schools) their children attended weekdays, as well as their children's behavior after classes, and parents providing transportation when their children go out to play. Results: The proportion of children attending lessons and/or cram schools increased as their grades progressed. A significant interaction existed between the degree of parental transportation and grade in terms of whether or not the children attended lessons and/or cram schools. Parental involvement included pick up or drop-off for a large percentage of younger children without lessons, whereas the degree of parental involvement was greater for older children attending lessons. In other words, parents of children without attending lessons or cram schools tended to allow children to engage in independent activities when they reached the higher grades, whereas parents of children who frequently attended lessons and cram schools tended to remain involved in transporting their children, even when they reached the higher grades. Conclusions: The results suggested that the participation of children in organized activities leads to a routine of parental pickup and/or drop-off, which renders difficult the facilitation of opportunities for children to independently participate in play activities. [ABSTRACT FROM AUTHOR]

Objective: To compare the effect of planning interventions on self-reported changes in parents supervised oral health-related behaviors (OHRBs) and associated clinical oral health parameters for primary school-age children. Method and materials: In total, 110 parent–child pairs (children aged 3 to 8 years) were randomly assigned to either of the two groups. In the “action planning” group, parent participants of the pair were asked to make an “action plan” using the “how, when, where” format for their child OHRBs. In the “implementation intention” group, parents were asked to form an “if-then plan” to improve OHRBs for their child. Self-reported changes on target OHRBs, change in plaque scores, change in plaque stagnation areas, and change in caries status of tooth surfaces were observed at 2, 8, and 12 weeks. Results: Overall OHRBs scores changed significantly from baseline to 12 weeks for both interventions. The scores were significantly better with “if-then” planning than “action planning” (z = 4, P < .001) at 12 weeks. Plaque scores also changed significantly from baseline to 12 weeks for both interventions, and improved significantly more with “if-then” planning (16.20 ± 5.24) than “action planning” (50.66 ± 11.24) at 12 weeks. The number of plaque stagnation areas also changed significantly from baseline to 12 weeks for both interventions, and improved significantly more with “if-then” planning at 12 weeks (12.80 ± 5.33) than “action planning” (42.76 ± 10.34) (t = −11.55, P < .001). There was significant change in the caries status of sound tooth surfaces with “action planning” at 12 weeks (z = 116.50, P = .023). There were no new caries lesions reported with “if-then” planning at 12 weeks. Conclusion: The study observed significant improvement in OHRBs and associated oral health parameters with planning interventions, preferring “if-then” planning over “action planning.” It also elicited significant barriers to behaviors in action. [ABSTRACT FROM AUTHOR]

This study sought to understand the influence of participation in a physical activity-based, social and emotional learning-focused after-school. Undergraduate students (N = 25) from a variety of ethnic backgrounds participated in semi-structured interviews and regular journaling. Data were analyzed inductively and deductively through the lens of occupational socialization theory. Four themes were developed: (a) career confirmation, refinement, and reevaluation that occurred from volunteering; (b) career development through hands-on experiences; (c) personal and interpersonal development through working with others; and (d) development in relationships and emotional health. The participants found the program to be valuable for their career choices, whether it was confirming their career choice or changing it. It also increased their ability to use social and emotional strategies to deepen relationships and navigate stress within and outside of the program. Implications for research and practice are discusses in relation to the findings. [ABSTRACT FROM AUTHOR]

Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, Mage = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p =.74), but teacher fidelity was statistically significant (p =.000; moderate effect size). Conclusions: The intervention significantly improved children's FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement. [ABSTRACT FROM AUTHOR]

Background: Around 40% of Australian children do not participate in sport. Cost is a major barrier to participation, particularly for children from low socioeconomic backgrounds. This study aimed to evaluate the uptake of a population-level children's sports subsidy scheme, including sociodemographic differences in uptake. Methods: A state-wide cross-sectional analysis comparing sports voucher claimants (primary school-aged children with a valid Medicare or Australian visa number) from the 2019 financial year with population census data from South Australia. Chi-square was used to examine whether the percentage of eligible children who claimed a voucher differed based on age, sex, socioeconomic status (SES), and geographical remoteness. Subgroup analyses were conducted for the lowest 2 socioeconomic disadvantage deciles, split by gender. Scatterplots were used to compare sports between high and low SES children. Results: A total of 74,668 children claimed sports vouchers (45.5% of eligible children). Children who were relatively younger, female, from low socioeconomic backgrounds, and from major cities were least likely to claim the voucher. The 5 most common sports were Australian rules football (30.2%), netball (13.6%), soccer (13.1%), gymnastics (10.4%), and basketball (5.7%), with the popular sports similar for high and low SES children. Conclusions: Future work is needed to understand how Sports Voucher, and sport participation rates have changed over time, and to improve voucher uptake among girls, city dwellers, and low SES children. [ABSTRACT FROM AUTHOR]

Purpose: Evidence demonstrates that many school children fail to master fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education Methods: Semistructured interviews with physical education teachers and focus groups with students were conducted. Thematic analysis of teacher transcriptions was performed. Student focus groups were analyzed using a framework approach, guided by TARGET (i.e., Task, Autonomy, Recognition, Grouping, Evaluation, and Time). Results: Several "teacher" level themes were developed: Self-efficacy (mis)judgment, limited pedagogical content knowledge, ineffective instructional and assessment strategies, insufficient teacher training, and deprioritization of skill development in physical education. Students perceived the need for a more student-centered approach to the teaching of FMS. Conclusions: Results highlighted the need for a different approach to initial and continuous teacher education in FMS. Further investigation into the most effective forms of teacher education is necessary, in order to improve the teaching and learning of FMS in schools. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores the determinants of online harassment and its effects on learners' self-esteem and academic performance, aiming to improve school-based child protection policies. The research addresses the growing exposure of students to online platforms and the corresponding rise in cyberstalking, online impersonation, and catfishing. Utilizing a mixed-method approach, the study draws from a sample of 50 respondents, examining their experiences across these online harassment forms and the impact on their self-esteem--measured through cognitive, learning, and metacognitive engagement--and academic outcomes. Key findings indicate a strong correlation between online impersonation and negative impacts on self-esteem and academic performance, with cyberstalking and catfishing also showing significant associations, particularly in learning and metacognitive engagement. Students affected by these forms of online harassment reported diminished self-confidence and concentration, leading to poorer academic outcomes. Data suggests that male students and those aged 9-12 face higher exposure to online risks, highlighting the need for targeted interventions. This research underscores the importance of reinforcing digital literacy and online safety education within the school curriculum. The findings suggest that enhanced child protection policies must address the complexities of online harassment, fostering safer online environments for learners. The study concludes with recommendations for a comprehensive school-based Child Protection Policy Program that includes preventative measures and support systems for students encountering online harassment. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aimed to determine the relationship between teachers' awareness and school responsiveness to the Child Protection Policy. Specifically, it sought to: (1) determine the level of teachers' awareness of the Child Protection Policy in Region X Schools, (2) assess the level of school responsiveness towards the Child Protection Policy, and (3) examine the significant relationship between teachers' awareness and school responsiveness to the Child Protection Policy. The study utilized a descriptive correlational design with a convenience sampling technique involving 120 teacher respondents. The researchers adopted a questionnaire that underwent validity and reliability testing. Data were analyzed using mean, standard deviation, and Pearson correlation coefficient. The study concluded that there is a significant relationship between teachers' awareness and school responsiveness to the Child Protection Policy. [ABSTRACT FROM AUTHOR]

Anne Turvey played a key role in the London Association for the Teaching of English (LATE), a voluntary subject network for those involved in the teaching of English that had been founded at the Institute of Education in 1947. As Chair of the Association in the LATE 1990s and well into the 21st century, Anne helped to ensure LATE's continued existence and relevance in the midst of challenging contexts. Having worked alongside her in the LATE organising committee for many years, this is a personal reflection on the vital contribution of Anne to LATE. [ABSTRACT FROM AUTHOR]

This essay explores a student teacher's experience teaching an identity-themed poetry unit to a Year 9 class at an all-boys comprehensive school through the lens of one student's writing. Investigating an intimate poem, produced at the end of a difficult lesson, reveals the importance of allowing students the space to bring their individual backgrounds and interests into their writing, as well as provoking questions about the uses of EAL categorisation. Contrary to the typical deficit assumption of EAL learners, this case study finds that the approach of teaching a diverse class by valuing difference allows individuals' personal interests to motivate their learning and leads to a richer experience for all. [ABSTRACT FROM AUTHOR]

Objective: To study associations between fractional exhaled nitric oxide (FeNO) and asthma, airway symptoms, sensitization to common allergens, outdoor pollution and home environment among 380 students in eight junior high schools in two areas in Indonesia. Methods: Data on health and home were collected by a face-to face interview before measuring FeNO and performing skin prick test against common allergens. Exploratory linear mixed and logistic regression models were employed. Results: Geometric mean of FeNO was 17.8 ppb (GSD 2.09) and 139 students (36.6%) had elevated FeNO (>20 ppb). In total, 107 students (28.2%) were sensitized to house dust mite (HDM) (Der p1 or Der f1), 4 (1.1%) to cat and 3 (0.8%) to mold (Cladosporium or Alternaria). Moreover, 20 students (5.3%) had diagnosed asthma, 38 (10.0%) had current wheeze, and 107 (28.2%) had current rhinitis. HDM sensitization, diagnosed asthma, current wheeze, and current rhinitis were associated with FeNO. In total, 281 students (73.9%) had mold or dampness, 232 (61.1%) had environmental tobacco smoke (ETS) and 43 (11.3%) had other odor at home. Indoor mold or dampness and other odor at home were associated with FeNO. ETS was negatively associated with FeNO. Conclusion: HDM sensitization and elevated FeNO can be common among children in this part of Indonesia. The high prevalence of elevated FeNO indicate that undiagnosed childhood asthma is common. Dampness, mold and odor at home can be associated with increased FeNO while ETS can be associated with decreased FeNO. [ABSTRACT FROM AUTHOR]

Magnitude processing and executive functions (EFs) have emerged as robust predictors of mathematics achievement. However, the nature of these associations is still unclear. For example, it is uncertain if EFs applied in the context of domain-specific mathematical cognition (i.e., EFs applied while processing numbers) are more closely related to mathematics achievement than EFs applied in nonnumerical, domain-general contexts. Also, how distinct EF domains—that is, working memory, inhibitory control, and cognitive flexibility—and contents—that is, numerical versus nonnumerical—moderate the association between magnitude processing and mathematics achievement has not been fully understood. To address these issues, we investigated how magnitude processing, EFs applied to nonnumerical and numerical task stimuli, and their interactions were associated with mathematics achievement. Three hundred fifty-nine Brazilian third- to fifth-grade (8–10 years old) students completed measures of working memory, inhibitory control, and cognitive flexibility with numerical and nonnumerical task versions, nonsymbolic and symbolic magnitude comparison, and mathematics achievement. A series of regression models indicated that nonsymbolic and symbolic magnitude processing are consistently associated with mathematics achievement, even when controlling for working memory, inhibitory control, and cognitive flexibility measured with both numerical and nonnumerical contents. All EF measures were associated with mathematics achievement. However, cognitive flexibility measured with numerical content showed the strongest association. Results support the hypothesis that magnitude processing and EFs are uniquely associated with mathematics achievement. Furthermore, EFs measured with nonnumerical and numerical contents related differently to mathematics achievement, even when controlling for symbolic and nonsymbolic magnitude processing, suggesting they encompass somewhat distinct cognitive processes. Public Significance Statement: In this study, we showed that nonsymbolic and symbolic magnitude processing and different types of executive functions are predictors of mathematics achievement in a sample of third- to fifth-grade children (8–10 years old) from a developing country. In particular, we observed stronger associations between mathematics achievement and symbolic magnitude processing and cognitive flexibility measured with numerical contents. Interestingly, inhibitory control measured with nonnumerical content had weak correlations with mathematics achievement. [ABSTRACT FROM AUTHOR]

The development of math skills is widely studied, but there is a lack of longitudinal studies investigating person-oriented developmental patterns of math skills. The present study aims to describe profiles of students with various calculation and word-problem solving skills from Grades 1 to 9, as well as the developmental trajectories of these profiles, how profiles are related to students' further educational pathways, and whether having a specific skill profile in Grade 9 is related to the results of math and language exams at the end of Grade 12. The sample included 1,023 Estonian students who completed calculation and word-problem solving tests in Grades 1, 3, 6, and 9 (ages 6–16 years old). Educational pathway information and results of the math and language exam in Grade 12 were retrieved from the Estonian Education Information System's registry. Socioeconomic status was determined via parental education level. Overall, results indicated that math skills were positively interrelated between the school years. However, person-oriented approach demonstrated that less than half of students tended to stay in a similar profile from Grades 1 to 9. This suggests that, in terms of math skills, most students have diverse developmental trajectories from elementary school through the end of middle school. Profiles were also related to further educational pathways and high school exam results. This study complements previous variable-oriented research to provide unique and valuable information regarding the development of math skills. Public Significance Statement: The study suggests that there are distinct math skills developmental trajectory groups between Grades 1 and 9, and these trajectories also relate to math achievement in Grade 12. Additionally, a low level of early math skills is not deterministic; however, math skills at the end of elementary school may be more important, as these skills may have a stronger impact on further development in middle school. [ABSTRACT FROM AUTHOR]

Women's underrepresentation in academic fields and professions emphasizing high intellectual talents persists as a prominent societal issue. To explore early antecedents of this gender imbalance, the present study investigated the developmental changes in children's social preference of boys and girls who pursue brilliance-required (vs. effort-required) activities. Importantly, we took an intersectional perspective to explore whether children consider target race in their social preference. Five- to 9-year-old U.S. children (N = 207; Mage = 7.53; 104 girls and 103 boys; 48% White) were presented with pairs of Asian, Black, and White characters matched in gender. One character was depicted as enjoying a game requiring high intellectual talents and the other enjoyed a game requiring effort. Participants were then asked to choose the character that they liked more, as an indicator of their social preference. With age, children became increasingly likely to prefer White boys and girls of color (i.e., Black and Asian girls) pursuing activities requiring brilliance (vs. activities requiring effort). In contrast, children did not develop increasing social preference for White girls or boys of color who opt in for brilliance-required activities. Our data suggest that, as early as elementary school years, children's social preference in contexts valuing sheer brilliance becomes both gendered and racialized. These findings highlight the importance of using an intersectional approach to identify the specific developmental processes that contribute to social disparities in brilliance-required contexts. Public Significance Statement: Are boys and girls who opt to pursue activities requiring high intelligence favored by their peers? Five- to 9-year-old children increasingly preferred White boys and girls of color (i.e., Black and Asian girls) engaging in brilliance-focused (vs. effort-focused) activities, but not White girls, Black boys, or Asian boys with similar aspirations. These results shed light on the early roots of social disparities in careers emphasizing brilliance. [ABSTRACT FROM AUTHOR]

Self-directed learners are described as "intuitive scientists," yet they often struggle in assessments of their scientific reasoning skills. We investigate a novel explanation for this apparent gap between formal and informal scientific inquiry behavior. Specifically, we consider whether learners' documented failure to correctly apply the control of variables strategy might stem from a mismatch between task presentation and their intuitions as causal learners. In Experiment 1, children (7- and 9-year-olds) and adults were tested on a version of a traditional multivariate reasoning task (Tschirgi, 1980) that was modified to clarify ambiguous elements of the causal logic in the original design. In all age groups, a significant majority of participants selected informative experiments on this modified task, avoiding confounded actions with positive tangible outcomes. In Experiment 2, we replicate these results with real-world stimuli, and in Experiments 3 and 4, we provide direct evidence that self-directed learners apply specific causal intuitions to experimentation tasks. Together, these findings support a novel alternative interpretation of the apparently paradoxical gap between learners' success in informal exploration and their error-prone experimentation—both behaviors are consistent with an intuitively causal approach to scientific inquiry. Public Significance Statement: From early life, we are precocious exploratory learners, and intrinsically motivated to seek informative evidence about the world. However, we also often struggle in contexts that require scientific experimentation. We provide evidence for a novel explanation for this disconnect: the standard control of variables tasks used to assess experimentation skills violates learners' intuitions about everyday causality. In a modified task, learners overwhelmingly select correct experiments, suggesting a novel continuity between exploration and scientific reasoning behavior. [ABSTRACT FROM AUTHOR]

Today's digital world is plagued with cyberbullying, not only among youth but also involving adults and children. This research examines Kuwaiti children's parents' cyberbullying experiences. The survey seeks to understand parents' views on cyberbullying, detection, and solutions. Using a descriptive technique, the study surveyed 392 Kuwaiti parents of primary school children. A questionnaire was created to analyze the effects of cyberbullying on children and how parents learn about it. The study also investigated parents' cyberbullying solutions. The data show that cyberbullying affects youngsters in several ways. Parents noted negative behavioral changes, educational failures, and psychological suffering. It supports the literature on cyberbullying's multifaceted consequences for children's self-esteem, academic achievement, and emotional well-being. Parental awareness is crucial to combating cyberbullying. Parents reported knowing about their children's experiences through direct communication, digital device monitoring, and online activity dialogues. This emphasizes the importance of parents for online safety and mental wellness. The study also stresses the importance of education against cyberbullying. Parents and schools were crucial in teaching children about responsible internet behavior, cyberbullying, and how to get help. [ABSTRACT FROM AUTHOR]

Our study aims to provide empirical evidence for and against the valid use of primary school students' ratings of three generic dimensions of teaching quality (classroom management, supportive climate, cognitive activation). We examine whether students discriminate between corresponding dimensions in different subjects, taking into account whether these subjects are taught by the same or different teachers. Using data from the German Trends in International Mathematics and Science Study 2015 assessment of 3,853 fourth graders (Mage = 8.8 years, 195 classes), we conduct multilevel-multigroup confirmatory factor analysis. The results suggest that students only differentiate between subjects when taught by different teachers. The findings also imply that valid inferences from student assessments may be affected by students' experiences with multiple teachers. [ABSTRACT FROM AUTHOR]

High competence in fundamental motor skills (FMS) and adequate physical fitness (PF) levels are a solid foundation for acquiring an active and healthy lifestyle during childhood and adolescence. In this cross-sectional study, we aimed to compare gender and age groups and identify correlations between FMS and PF in young elementary school students. We used a structured questionnaire to gather sociodemographic information from parents, and we characterized the children's economic profile with the Brazil Social Economic Status Criterion. We collected FMS data using the Furtado-Gallagher Children Observational Movement Pattern Assessment System (FG-COMPASS), and we used the Brazil Sports Project Battery Test to measure PF levels. Statistical analyses involved descriptive data and inferential tests to determine group differences in FMS and PF levels. Hierarchical regression helped identify the associations between FMS and PF, as controlled by sociodemographic factors. Participants were 720 students (and parents) of both genders (383 girls, 337 boys; M age = 8.8, SD = 1.52 years) from grades 1 to 5 in an elementary school in a municipality in the western region of the Paraná state in Brazil. The results showed significant differences in children's motor skills and PF based on gender and age. The hierarchical regression model showed different combinations of flexibility, abdominal resistance, upper limb strength, agility, speed, and lower limb strength, which explained 33.7% of the variability in the global FMS index, 41% of the variability in manipulative skills, and 12.7% of the variability in locomotor skills. In addition, there was a positive association between FMS and PF related to neuromuscular development for both sexes, regardless of age. [ABSTRACT FROM AUTHOR]

Background: Adenoid hypertrophy alters the posture of the oro-facial structures by obstructing the upper airways and restricting nasal breathing. These postural changes may eventually have an impact on facial skeletal development and dental occlusion. The postural adjustments may negatively impact a child's life by affecting a number of speech-production factors. Objective: This study aimed to detect the speech sound disorders in school aged Egyptian children with adenoid hypertrophy and if they were related to structure changes in the airway that caused by adenoid hypertrophy. Methodology: 300 school-aged Egyptian children aged from (5–15) years old with speech sound disorders (SSD). They were divided into 2 groups; Group 1 consisted of 150 children with speech (SSD) and adenoid hypertrophy, and Group 2 consisted of 150 children complained from (SSD) without adenoid hypertrophy. All children were evaluated by protocol of language assessment and articulation test used in Assiut University Hospital. Results: Speech sound disorders (SSD) mainly the omission and distortion are more frequent in (group 2) while, the substitution errors are more prominent in (group 1). The interdental sigmatism was the most frequent speech sound disorder in (group 1) especially those with adenoid hypertrophy occupying more than 50% of the airway, whereas, devoicing, gliding and back to front are more frequent in (group 2). Conclusion: Adenoid hypertrophy can affects only the /s/ sound production which needs precise placements of the articulators especially the tongue, and seems to be vulnerable due to the structural alteration of the oral cavity caused by adenoid hypertrophy. [ABSTRACT FROM AUTHOR]

]This descriptive exploratory qualitative study reflected on family and social relationships during outdoor adventure activities. The general context was Florianópolis, Santa Catarina, Brazil. Six preselected children, aged 5–12, who regularly participate in outdoor adventure activities, as well as one parent who supports their activities was included (12 total participants). Data were collected through observation, field diaries, semi-structured interviews, and were investigated with the content analysis technique. This study identified values in the parent/child relationship that legitimize education for and through adventure, developments in this intergenerational relationship, as well as the strengthening of family ties through outdoor adventure activities. [ABSTRACT FROM AUTHOR]

Mindless actions in the form of environmentally degrading behaviour constantly threaten the sustainability of healthy ecosystems. In this paper, the intrinsic value of strengthening the bond between humanity and nature through high-risk nature-based sports participation is explored. This interpretative phenomenological analytical study considers lived experiences of 10 skilled South African high-risk nature-based sports participants who take calculated risks through precautionary measures. Participant's activities are performed in the wilderness in isolation from civilisation with minimal availability of human and medical resources in case of an emergency, which give rise to the term 'high-risk.' Phenomenological traditions from Heidegger and Merleau-Ponty navigate a hermeneutical understanding of theirbodily-being-towards-death. Evidence of meaningful psychological transformation towards an eco-sensitivity by way of high-risk nature-based sports participation is analysed, through first-hand narratives via semi-structured interviews. The sensitizing process of the 'self' can be effectively articulated in the synchronous relationship between the Eigenwelt, Mitwelt and Umwelt. [ABSTRACT FROM AUTHOR]

Play encourages physical and social activity creativity, and risk-taking. However, unstructured and risky play is on the decline. Our qualitative study explored the perspectives of Play Ambassadors, who faciliated a community-based loose parts play intervention ('play hubs') in Calgary parks during the COVID-19 pandemic. Using semi-structured interviews with 12 Play Ambassadors, four main topics emerged. Experiences Supporting Unstructured Play reflected how they supported play and their perceptions and observations of the play hubs. Learning to Take Risks in Play reflected how Play Ambassadors' views on risk and facilitating risky play evolved. Value of the Play Hubs reflected Play Ambassador perspectives on the community and personal impacts of the play hubs. Supporting Play during a Pandemic highlighted the challenges encountered in delivering the play hubs. Our findings suggest that community-based play programs in local parks may be a viable strategy for encouraging play, especially when traditional opportunities are restricted. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the effect of adventure education programs on resilience enhancement among first-year undergraduate students. The researchers designed adventure education courses using a benefits-based management activity planning model. An analysis is conducted using quasi-experimental and pre- and post-test non-equivalent group designs. Participants are divided into two groups: an experimental group and a control group. The effects of the adventure education programs as a 72-hour intervention are studied using a resilience scale. The data analysis employs a paired t-test and a one-way ANCOVA. The experimental group reports higher scores than the control group on the resilience scale and two subscales, problem-solving and interpersonal interaction, and these results are statistically significant. Further, the experimental group shows marginal positive changes in the total resilience scale and its two subscales in terms of effect size. The designed adventure education programs positively affect resilience among university freshmen. [ABSTRACT FROM AUTHOR]

Learning in the mountains during winter prepares upcoming guides for tough environments by placing demands on their energy intake and enabling them to cope with a complex environment. However, few studies have explored energy intake and expenditure in outdoor education. Thus, energy intake during a 24-hour winter mountain course was investigated in a Norwegian educational context, where students must absorb large volumes of information in a challenging environment. Twenty university students (11 men, 9 women) underwent body composition, weighed energy intake, and accelerometry-based energy expenditure measurements. Overall, the students had an energy deficit of>2,300 kilocalories/day, corresponding to an energy balance of 62% for men and 54% for women (p > 0.05), despite having received lectures on energy requirements in advance. This sustained stress context combined with challenging environmental conditions and insufficient energy intake can predispose students to early exhaustion, injury risk, and potentially reduced information processing that may limit learning. [ABSTRACT FROM AUTHOR]

Nature-based adventure (NBA) interventions can be broadly understood as any intervention of adventure occurring in a natural setting not necessarily involving a licensed mental health professional. Evidence suggests that some NBA interventions improve people's health. Although encouraging, the strength of this evidence is often impaired by the non-random allocation of participants to groups and the lack of comparison groups. These design limitations need additional care during data analysis. Moreover, some studies of NBA interventions omit necessary information for the interpretation of their results, which may lead to inaccurate conclusions and hinder replicability. To exemplify these analytical and reporting issues, we evaluated all quantitative studies assessing the effect of an NBA intervention published in the Journal of Adventure Education and Outdoor Learning from 2019 to 2021. We provide suggestions to improve the analysis of studies of NBA interventions and discuss the need to report these necessary elements in future studies. [ABSTRACT FROM AUTHOR]

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects and reports on the quality and effectiveness of educational provision in England. This research explores the extent to which non-mandatory curricular outdoor learning was recognised and reported by Ofsted in their inspections of state-maintained English primary schools (3–11 years) between September 2019 and February 2020. The data obtained from published reports (n = 629) using key word searches indicate mainly positive outcomes for pupils who have opportunities for outdoor learning (42% of reports). Seventy-two percent of comments related to the Early Years Foundation Stage (3–5 years) where access to an outdoor environment or planned daily outdoor activities is a statutory requirement. Inspectors reported on learning and enjoyment outcomes although some identified the need to develop quality outdoor space and learning. The data provide a proxy measure for the extent, nature and status of outdoor learning at a national level. [ABSTRACT FROM AUTHOR]

Children are spending significantly less time outdoors in free play than previous generations, which has implications for children's development. This study explores parental knowledge, attitudes and the time children spend in outdoor free play. Parents or caregivers of children aged between five and nine years old (N = 82) completed an online mixed methods survey. Data collected included knowledge of the benefits of outdoor play, attitudes towards outdoor play and time children spend outdoors. Participant's knowledge varied between 1 and 19 benefits of outdoor free play (mean = 7.54). Participants had a positive attitude towards outdoor recreation, demonstrating a statistically significant positive correlation with time their child spends in outdoor free play on a non-school and school day. Findings contribute to research within the Australian context regarding the influence that parental attitude has on children's engagement with nature, allowing for potential programmes around parental attitudes, to support greater time outdoors. [ABSTRACT FROM AUTHOR]

While well-being and health benefits of nature are increasingly recognized, young people's decreasing contact with nature has raised concerns. The emerging adulthood period is seen as critical for ongoing participation in outdoor recreation. This mixed methods study examines how participation in an outdoor education course, including canoeing and hiking trips, affects participants' perceived well-being and connection with nature. The study is based on survey and interview data collected from Finnish vocational students (N = 16) in 2020. The results showed that the outdoor adventures had positive impacts on participants' mood, restoration, and life satisfaction. Participants highlighted the benefits on social relationships and group cohesion. The trips increased participants' nature-related curiosity and motivation to engage with nature. Providing opportunities for contact with nature as part of the school curriculum in vocational training as well as in other studies might provide an effective means of promoting well-being and connection with nature in emerging adults. [ABSTRACT FROM AUTHOR]

The epistemological underpinning of Adventure Sports Coaches' (ASCs) coaching and leadership practice is a growing area of research. The epistemological stance that links to caving instructors, winter mountaineering instructors and rock-climbing instructors practice however has not been considered. Consequently, this paper sought to explore the epistemology of 9 UK-based ASCs (caving instructors (n = 3), winter mountaineering instructors (n = 3) and rock-climbing Instructors (n = 3) using an Interpretive Phenomenological Analysis approach. The study aimed to determine specifically how epistemology manifested itself and whether findings reflected previous ASC research. Results supported previous work in confirming that an Epistemological Chain existed but found that it operated in a very different manner due to the environmental constraints and heightened risk evident within these particular Adventure Sport activities. Findings have implications for National Governing Body instructor training programme design and operation, and also in how epistemology is considered to influence coaches' decision making in these Adventure Sport activities. [ABSTRACT FROM AUTHOR]

Adventure sports coaches must make sound judgements and effective decisions to ensure they can manage the significant risks present in an operating environment that is hyper-dynamic and has significant environmental complexity (Collins & Collins, 2013). High-level stakeholders in adventure sports require coaches demonstrate competency to fulfill their responsibilities to look after their clients. Most adventure sports qualifications identify the importance of decision making, however, by using competence-oriented syllabi they may not provide effective methods to evaluate a prospective adventure sport coach's decision making. This paper identifies the need for expertise-oriented evaluation of decision making and explores decision support tools and educational validity theories in the evaluation process. It also considers how Collins and Collins' (2021) Big 5 style approach represents an exemplar decision support tool and may provide educational assessment validity, so presenting a sound methodology for coach educators to evaluate the quality of an adventure sports coaches' decision making. [ABSTRACT FROM AUTHOR]

This study investigated the involvement of Italian preschool and primary school teachers in outdoor education and scouting activities and their association with student cooperation and personal care. While outdoor education has various psychophysiological, psychosocial, social, and pedagogical benefits, some teachers express concerns about their readiness to implement such activities. We hypothesized that preschool teachers are more willing to participate in outdoor education and scouting than primary school teachers. We also hypothesized that outdoor education teachers would score higher in all survey items compared to regular teachers (see Table 2). The results indicated no significant difference between preschool and primary school teachers. However, there were differences in the survey items between outdoor education and regular teachers, except for item 11. The study suggests that providing appropriate instruction and teaching tools to teachers, their students' schooling experiences and skills are likely to improve. [ABSTRACT FROM AUTHOR]