No description available.

Background: Physical literacy has been adopted in PE, sport and recreation to develop active participation in Canada. Physical literacy (PL) is the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life (IPLA 2015). There are three proposed domains (physical, psychological, and behavioural) for PL. Little is known about PL in children and youth. Aims: Aim 1: To characterize PL in children and youth, and to relate PL to health related fitness, performance and physical activity. Aim 2: To evaluate a PL intervention (Run Jump Throw) in grade 3/4 PE. Methods: Design: Cross-sectional (n=299, grades 3, 4, 8 and 12) and quasi-experimental intervention (n=199, 4 intervention, 4 matched comparison schools, Grade 3/4, Run Jump Throw Intervention). Instruments: Physical Literacy Assessment of Youth tools (PLAY Fun, PLAY Self, PLAY Inventory), BMI, waist circumference (WC), 20 meter shuttle run (CVFIT), sprint speed (SPEED), accelerometer measured physical activity (PA), Physical Self-Description Questionnaire (PSDQ) and the Motivation to Physical Activity Measure (MPAM). Results: Motor competence increased with grade (p<0.01). Substantial gaps (3.4% object control) in motor competence between males and females (M>F, P<0.01) identified in grade 4, the gap widens with grade (16.6% by grade 12). Motor competence was correlated (p<0.01) to -0.29 WC, -0.48 BMI, 0.54 PA, 0.56 CVFIT, 0.86 SPEED, 0.23 MPAM, and 0.5 PSDQ. The affective/cognitive domain of PLAY Self was correlated to (p<0.01) to -0.22 BMI, 0.33 PA, 0.42 PLAY Inventory, 0.46 CVFIT, 0.45 SPEED, 0.44 MPAM, and 0.79 PSDQ. Moderate associations were observed between physical and psychological domains of physical literacy. PLAY Self demonstrated convergent validity with PSDQ and MPAM. The Run Jump Throw intervention improved motor competence (5.5%, p<0.01), and was greater than comparison schools (3.5%, p<0.05). Conclusion: Physical literacy shows appropriate linkages to health related outcomes in two key domains, physical and psychological. The gender gap in physical literacy is alarming, and requires studies for remediation. These results support the notion that PL may be a gateway to physical activity in youth, and that PL can be enhanced by means of quality PL enriched lesson plans in schools. / February 2017

Os objetivos desta pesquisa foram a) quantificar a prática de atividade física durante os dias de semana e finais de semana e avaliar o cumprimento das recomendações internacionais, b) mensurar indicadores de competência motora e c) verificar as relações entre essas variáveis em crianças de baixo nível socioeconômico. Participaram do estudo 234 crianças (44% meninas) entre 3 e 6 anos de idade (M=5,2; DP=0,78). Entre essas 234 crianças, 176 atingiram o critério de tempo mínimo de uso do acelerômetro, o qual foi utilizado para mensurar a prática de atividade física. A competência motora foi mensurada com a utilização do Test of Gross Motor Development (TGMD-2) e do Korperkoordination Test fur Kinder (KTK). Os resultados mostraram que os meninos despenderam mais tempo em atividade física total do que as meninas nos dias de semana (204,0 ± 44,0 xs 222,5 ± 41,8 minutos; p<0,01) e nos dias de final de semana (209,3 ± 49,3 xs 227,9 ± 65,0 minutos; p< 0,01). Em ambos os sexos, o tempo médio diário de atividade física total ficou acima das diretrizes internacionais de prática de atividade física para pré-escolares (> =180 minutos por dia). Em relação ao desempenho no TGMD-2, houve uma superioridade estatisticamente significante dos meninos principalmente nas habilidades de controle de objetos, com estabilização do desempenho, em ambos os sexos, por volta dos 5 anos de idade. No teste KTK, não houve diferença entre os sexos na pontuação total obtida. Quanto a associação entre as variáveis de atividade física e competência motora, apesar de estatisticamente significantes, os coeficientes de correlação foram reduzidos em ambos os sexos, oscilando entre r = 0,26 para a atividade física vigorosa dentro da escola e a pontuação total no controle de objetos nas meninas e r = 0,31 para a atividade física vigorosa fora da escola e a pontuação total no KTK para os meninos. Além disso, a análise do qui-quadrado demonstrou não existir associação entre o fato de atingir as recomendações internacionais de prática de atividade física total e o nível de competência motora. Conclui-se que os meninos apresentam maiores índices de prática de atividade física do que as meninas e possuem maior competência motora, especialmente nas habilidades de controle de objetos, porém, os valores reduzidos ou inexistentes de associação entre a prática de atividade física e a competência motora levantam um questionamento acerca da adequação das diretrizes internacionais de prática de atividade física na infância, indicando que a quantidade de atividade física talvez não seja um aspecto relevante para a aquisição de competência motora. Esses dados reforçam a necessidade de uma maior preocupação com aspectos qualitativos da atividade física / The objectives of this study were a) to quantify the practice of physical activity during the weekdays and weekends and assess compliance with international guidelines, b) to measure indicators of motor competence and c) to verify the relationships between these variables in children of low socioeconomic status. The study included 234 children (44% girls) between 3 and 6 years of age (M = 5.2, SD = 0.78). Among these 234 children, 176 reached the criteria of accelerometer use, which was used to measure physical activity. The motor competence was measured using the Test of Gross Motor Development (TGMD-2) and korperkoordination Test fur Kinder (KTK). The results showed that the boys spent more time in total physical activity than girls on weekdays (204.0 ± 44.0 xs 222.5 ± 41.8 minutes, p <0.01) and on weekends (209.3 ± 49.3 227.9 ± 65.0 minutes xs, p <0.01). In both genders, the daily average time of total physical activity was above the international uidelines for physical activity for preschoolers (>= 180 minutes per day). Regarding the performance on TGMD-2, there was a statistically significant superiority of boys mainly in object control skills, with stabilization of performance, in both genders, at about 5 years old. In the KTK, there was no difference between the genders in the total score. The association between physical activity and motor skills, although statistically significant, were reduced in both genders, ranging from r = 0.26 for vigorous physical activity within the school and the total score in object control skills in the girls and r = 0.31 for vigorous physical activity outside school and the total KTK score in the boys. In addition, chi-square analysis showed no association between attending the international guidelines of total physical activity and the level of motor competence. In conclusion, boys showed higher levels of total physical activity than girls and also showed greater motor competence, especially in object control skills; however, the low or non-significant values of association between physical activity and motor competence raise a question about the adequacy of international guidelines for physical activity in childhood, indicating that the amount of physical activity may not be a relevant aspect for the acquisition of motor competence. These data reinforce the need for a greater focus on qualitative aspects of physical activity

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-08-27T17:44:23Z No. of bitstreams: 1 marciovidigalmirandajunior.pdf: 1928661 bytes, checksum: 699423deac3dc38b71d49471d8c6ac91 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-08-28T12:24:19Z (GMT) No. of bitstreams: 1 marciovidigalmirandajunior.pdf: 1928661 bytes, checksum: 699423deac3dc38b71d49471d8c6ac91 (MD5) / Made available in DSpace on 2018-08-28T12:24:19Z (GMT). No. of bitstreams: 1 marciovidigalmirandajunior.pdf: 1928661 bytes, checksum: 699423deac3dc38b71d49471d8c6ac91 (MD5) Previous issue date: 2018-07-24 / A competência motora (CM) pode ser definida como o grau de desempenho habilidoso em uma grande variedade de tarefas motoras. Diferentes fatores têm sido associados à competência motora, tais como, sociodemográficos: idade e sexo; biológicos: estado nutricional e composição corporal; e comportamental prática de atividade física extraescolar. Entretanto, a influência de outras variáveis na aquisição da competência motora, como a condição socioeconômica, medidas antropométricas, ainda é desconhecida. Com isso, o objetivo do estudo foi avaliar a associação da CM com fatores sociodemográficos, biológicos e com a prática de atividade física de crianças. O estudo caracteriza-se como uma pesquisa transversal. Foram avaliadas 172 crianças de ambos os sexos, com idades entre 6 a 10 anos, da Escola Municipal João XXIII, localizada na cidade de Tabuleiro/MG. A CM foi avaliada pelo Teste de Coordenação Corporal para Crianças – KTK, também foram avaliadas a estatura e o peso, para o cálculo do Índice de Massa Corporal (IMC), o perímetro da cintura (PC), para o cálculo da Relação cintura-estatura (RCE). O percentual de gordura corporal (%GC) foi avaliado pelo exame de bioimpedância, assim como a massa de gordura e massa muscular. Ainda foram avaliadas o tamanho da perna, o comprimento do pé e a envergadura. Foram realizadas análises bivariada e multivariada. As Análises de Correspondência Múltipla (ACM) e de Regressão Linear Múltipla (RLM) foram utilizadas para verificar a associação da CM com os fatores investigados. As análises estatísticas foram realizadas no programa SPSS, versão 20.0, com nível de rejeição de hipótese de nulidade de α = 5%. A CM média das crianças foi 42,66 (± 10,97) pontos. As análises bivariadas mostraram que a CM teve relação de pequena a moderada com idade (p < 0,001), %GC (p= 0,006), Relação cintura-estatura (RCE) (p < 0,001), tamanho da perna (r: 0,316, p < 0,001) envergadura (r= 0,404, p < 0,001) e prática de atividade física extraescolar (p= 0,007). A Análise de Correspondência Múltipla (ACM) revelou associação moderada entre a classificação da CM com a idade mais elevadas, o %GC adequado e com a prática de atividade física extraescolar (α de Cronbach das dimensões 1 e 2 foram de a 0,443 e 0,601, respectivamente). O modelo final da análise de Regressão Linear Múltipla (RML) constatou que quanto maior a idade (β: 3,26, p < 0,001) e a envergadura (β: 0,224, p: 0,037), maior foi a CM. De modo contrário, quanto maior os valores de %GC (β: -0,80, p: 0,037) e perímetro da cintura (β: -0,56, p: 0,01) menor foi o escore de pontuação da CM no KTK. Conclui-se que a avaliação da CM apresentou associação concomitante e independente principalmente com idade, envergadura e medidas da composição corporal, como o PC e a gordura corporal. Isto confirma que a prática de intervenção, avaliação e classificação da CM das crianças devem ser planejadas de forma multifatorial, envolvendo ações que atinjam os aspectos sociodemográficos, biológicos e comportamentais. / Motor competence (CM in Portuguese) can be defined as the skill level of skill in many varieties of motor tasks. Different variables have been associated with CM, such as: age, sex and nutritional status. However, the influence of other variables on CM acquisition, such as body fat and anthropometric measures, is still unknown. Therefore, the objective of this study was to evaluate the association of CM with sociodemographic, biological and physical activity of children.This study was based on a cross-sectional study, in which 172 children of both genders, aged 6 to 10 years, were evaluated. These children are from a scholl called Escola Municipal João XXIII, located in the city of Tabuleiro / MG. The CM was evaluated by the Body Coordination Test for Children (KTK), height and weight were also evaluated for the calculation of Body Mass Index (BMI), waist circumference (PC, abbreviation in Portuguese), for the calculation of Waist- stature (RCE, abbreviation in Portuguese). The percentage of body fat (% GC) was evaluated by bioimpedance examination, as well as fat mass and muscle mass. The size of the leg, foot length and wingspan were also evaluated. Bivariate and multivariate analyzes were performed. Multiple Correspondence Analyzes (ACM) and Multiple Linear Regression (RLM) were used to verify the association of CM with the investigated factors. Statistical analyzes were performed in the SPSS program, version 20.0, with null hypothesis rejection level of α = 5%. The mean CM of the children was 42.66 (± 10.97) points. The bivariate analyzes showed that CM had relationship with age (p <0.001),% GC (p: 0.006), waist-to-height ratio (RCE) (p <0.001), leg size (r: 0.316, p <0.001) (r: 0.404, p <0.001) and out-of-school physical activity (p: 0.007). The Multiple Correspondence Analysis (ACM) revealed a moderate association between the classification of CM with the highest age, the appropriate CG% and the practice of out-of-school physical activity (Cronbach's α of dimensions 1 and 2 were of a .4343 and .601, respectively). The final model of Multiple Linear Regression (RML) analysis found that the greater the age (β: 3.26, p <0.001) and wingspan (β: 0.224, p: 0.037), the highest was CM. Conversely, the higher the values of% GC (β: -0.80, p: 0.037) and waist circumference (β: -0.56, p: 0.01) the lower the CM score in KTK. It was concluded that CM evaluation showed a concomitant and independent association mainly with age, body size and body composition measurements, such as PC and body fat. This confirms that the practice of CM intervention, evaluation and classification of children should be planned in a multifactorial manner, involving actions that affect sociodemographic, biological and behavioral aspects.

Os objetivos desta pesquisa foram a) quantificar a prática de atividade física durante os dias de semana e finais de semana e avaliar o cumprimento das recomendações internacionais, b) mensurar indicadores de competência motora e c) verificar as relações entre essas variáveis em crianças de baixo nível socioeconômico. Participaram do estudo 234 crianças (44% meninas) entre 3 e 6 anos de idade (M=5,2; DP=0,78). Entre essas 234 crianças, 176 atingiram o critério de tempo mínimo de uso do acelerômetro, o qual foi utilizado para mensurar a prática de atividade física. A competência motora foi mensurada com a utilização do Test of Gross Motor Development (TGMD-2) e do Korperkoordination Test fur Kinder (KTK). Os resultados mostraram que os meninos despenderam mais tempo em atividade física total do que as meninas nos dias de semana (204,0 ± 44,0 xs 222,5 ± 41,8 minutos; p<0,01) e nos dias de final de semana (209,3 ± 49,3 xs 227,9 ± 65,0 minutos; p< 0,01). Em ambos os sexos, o tempo médio diário de atividade física total ficou acima das diretrizes internacionais de prática de atividade física para pré-escolares (> =180 minutos por dia). Em relação ao desempenho no TGMD-2, houve uma superioridade estatisticamente significante dos meninos principalmente nas habilidades de controle de objetos, com estabilização do desempenho, em ambos os sexos, por volta dos 5 anos de idade. No teste KTK, não houve diferença entre os sexos na pontuação total obtida. Quanto a associação entre as variáveis de atividade física e competência motora, apesar de estatisticamente significantes, os coeficientes de correlação foram reduzidos em ambos os sexos, oscilando entre r = 0,26 para a atividade física vigorosa dentro da escola e a pontuação total no controle de objetos nas meninas e r = 0,31 para a atividade física vigorosa fora da escola e a pontuação total no KTK para os meninos. Além disso, a análise do qui-quadrado demonstrou não existir associação entre o fato de atingir as recomendações internacionais de prática de atividade física total e o nível de competência motora. Conclui-se que os meninos apresentam maiores índices de prática de atividade física do que as meninas e possuem maior competência motora, especialmente nas habilidades de controle de objetos, porém, os valores reduzidos ou inexistentes de associação entre a prática de atividade física e a competência motora levantam um questionamento acerca da adequação das diretrizes internacionais de prática de atividade física na infância, indicando que a quantidade de atividade física talvez não seja um aspecto relevante para a aquisição de competência motora. Esses dados reforçam a necessidade de uma maior preocupação com aspectos qualitativos da atividade física / The objectives of this study were a) to quantify the practice of physical activity during the weekdays and weekends and assess compliance with international guidelines, b) to measure indicators of motor competence and c) to verify the relationships between these variables in children of low socioeconomic status. The study included 234 children (44% girls) between 3 and 6 years of age (M = 5.2, SD = 0.78). Among these 234 children, 176 reached the criteria of accelerometer use, which was used to measure physical activity. The motor competence was measured using the Test of Gross Motor Development (TGMD-2) and korperkoordination Test fur Kinder (KTK). The results showed that the boys spent more time in total physical activity than girls on weekdays (204.0 ± 44.0 xs 222.5 ± 41.8 minutes, p <0.01) and on weekends (209.3 ± 49.3 227.9 ± 65.0 minutes xs, p <0.01). In both genders, the daily average time of total physical activity was above the international uidelines for physical activity for preschoolers (>= 180 minutes per day). Regarding the performance on TGMD-2, there was a statistically significant superiority of boys mainly in object control skills, with stabilization of performance, in both genders, at about 5 years old. In the KTK, there was no difference between the genders in the total score. The association between physical activity and motor skills, although statistically significant, were reduced in both genders, ranging from r = 0.26 for vigorous physical activity within the school and the total score in object control skills in the girls and r = 0.31 for vigorous physical activity outside school and the total KTK score in the boys. In addition, chi-square analysis showed no association between attending the international guidelines of total physical activity and the level of motor competence. In conclusion, boys showed higher levels of total physical activity than girls and also showed greater motor competence, especially in object control skills; however, the low or non-significant values of association between physical activity and motor competence raise a question about the adequacy of international guidelines for physical activity in childhood, indicating that the amount of physical activity may not be a relevant aspect for the acquisition of motor competence. These data reinforce the need for a greater focus on qualitative aspects of physical activity

No description available.

Motor competence is positively associated with physical activity and health-related fitness (HRF) across childhood and adolescence. Owing to their motor difficulties, children with Developmental Coordination Disorder (DCD) are found to have poorer HRF and lower activity levels compared to typically developing (TD) children. It is thought that children with DCD are less physically fit due in part to hypoactivity; however, it is still unclear how young these deficits emerge, or if physical activity explains these HRF differences. This thesis aims to fill these gaps by examining physical activity and HRF in preschool children with and without DCD, and testing mediation models linking motor competence to HRF through physical activity engagement, both cross-sectionally and over time from preschool to school age. The first and second studies demonstrated that preschool children with DCD exhibit poorer musculoskeletal and aerobic fitness compared to TD children, however physical activity engagement was similar and did not explain these fitness deficits. The third study found that the relationship between motor competence and physical activity was not significant at preschool age, but emerged over time as children reached school age. Additionally, motor competence was a significant positive predictor of musculoskeletal fitness across the early years, again largely independent of physical activity levels. This thesis represents the first comprehensive series of studies that examines objectively-measured motor competence, physical activity and HRF in large samples of preschool-age children both with and without DCD. These studies highlight that poor motor competence is a risk factor for poor physical fitness, irrespective of physical activity in the early childhood period. Early motor interventions may positively influence physical fitness and may help to prevent the declines in physical activity observed as children with DCD reach middle childhood and adolescence. / Thesis / Doctor of Philosophy (PhD) / Children with motor coordination difficulties are more likely to be unfit and inactive compared to typically developing (TD) children. However, it is still not understood when these problems emerge, or if inactivity explains why children with motor difficulties are less physically fit. This thesis examines the links between motor competence, physical activity, and fitness in two large cohorts of preschool-age children. Results show that young children with motor difficulties are less physically fit, but are not less active than TD children. In addition, children with better motor skills become more active as they get older. Despite similar physical activity levels at preschool age, these findings highlight that poor motor abilities in early childhood are a risk factor for poor physical fitness and future inactivity. Interventions targeting motor skills in the early years may help children stay active and healthy as they age.

No description available.

No description available.

Cette thèse de doctorat aborde le problème de l’inactivité physique et des inégalités sociales en matière d’activité physique (AP) au Québec. Dans un premier temps, puisqu’une faible compétence motrice pendant l’enfance constitue un obstacle important à la pratique ultérieure d’AP, nous brossons le premier portrait québécois des disparités sociales en matière de compétence motrice chez les enfants. Les associations entre la compétence motrice de 2654 enfants québécois et le statut socioéconomique de leur école primaire sont examinées à l’aide de régressions logistiques. Nos résultats révèlent des disparités sociales en matière de développement moteur : les enfants qui fréquentent une école en milieu plus défavorisé présentent des besoins plus importants que ceux qui fréquentent une école en milieu moyen et que ces derniers présentent, à leur tour, des besoins plus importants que les élèves des écoles les plus favorisés (article 1 : Gosselin, Leone et Laberge, 2020). Dans un deuxième temps, nous explorons en quoi les programmes scolaires d’AP peuvent être pertinents pour favoriser la pratique d’AP et le développement global des enfants dans une perspective de réduction des inégalités sociales. Une réflexion critique qui s’appuie sur une revue de littérature est présentée (article 2 : Gosselin, Boccanfuso et Laberge, 2020), et deux points clés sont soulignés : 1) l’importance d’évaluer l’implantation et les effets différentiels de ces programmes; et 2) la pertinence d’adapter ces programmes selon trois conditions : 1) l’approche universelle proportionnée; 2) le renforcement des capacités, et 3) la complexité des programmes (agir à plusieurs niveaux). Ces points constituent aussi un appel aux chercheurs en vue d’entreprendre davantage de recherches pour clarifier les effets différentiels des programmes scolaires d’AP et pour mieux comprendre comment les adapter, selon les besoins des différents milieux, afin de lutter contre les inégalités sociales en matière d’AP. Dans un troisième temps, un premier pas pour répondre à cet appel est réalisé par l’évaluation du plus récent programme d’AP au quotidien implanté en milieu scolaire au Canada : la mesure québécoise « À l’école, on bouge! ». Cette évaluation souligne que le caractère flexible de la mesure québécoise semble avoir alimenté, à travers un processus d’autonomisation (community empowerment) et au fil des trois années d’implantation, un changement de culture scolaire orienté vers une intégration durable d’AP au quotidien dans tous les contextes, à l’exception des écoles situées en milieu urbain défavorisé (articles 3 et 4 : Gosselin et Laberge, 2022). Puisque les enfants qui fréquentent ces dernières ont plus de chances que les enfants des milieux favorisés d’avoir des retards au regard du développement de leur compétence motrice (article 1), il s’avère crucial de favoriser l’intégration de la mesure pour maximiser le temps actif dans ces écoles afin de réduire les disparités. Des ressources additionnelles pour supporter des structures de leadership locales (comme un comité) pourraient permettre aux écoles de ces milieux d’implanter et maintenir l’intégration quotidienne de temps actif pour leurs élèves. Cette suggestion s’aligne avec deux des trois conditions qui semblent favoriser l’AP des enfants dans une perspective de réduction des inégalités sociales. / In this thesis, we address the problem of physical inactivity and social inequalities in physical activity (PA) in Quebec. The first chapter examines socioeconomic disparities in children’s motor competence in Quebec. Differences in the motor skills of 2654 children (6 to 12 years old) were measured using validated tests to assess agility, balance and coordination. ANCOVA and logistic regressions were performed to examine associations between motor competence and socioeconomic status (SES). The results, presented in a published article (Gosselin, Leone and Laberge, 2020), revealed that children who attend a school in a low SES setting have greater needs (in terms of their motor development) than children who attend a school in a middle-SES environment and that the latter present, in turn, greater need than the pupils of the school of the most privileged environments. The second chapter presents a critical reflection, based on a review of the literature, which explores how school-based PA programs might be relevant to create enabling environments that can both support children’s PA and contribute to the reduction of social inequalities. This reflection, presented as a published commentary (Gosselin, Boccanfuso and Laberge, 2020), raises the importance of evaluating the implementation and differential effects of school-based universal public policies (addressing all children). The third chapter examines the specific case of the Quebec school-based daily PA program “À l’école, on bouge!” and attempts to meet two objectives: 1) to assess the initial implementation of this program within the first cohort of participating schools (415); and 2) to verify whether the implementation of the program varies according to the socioeconomic status of the schools. Online questionnaires were sent to all participating schools throughout the three-year implementation period (one questionnaire per year, in May 2018, 2019 and 2020). To meet the first objective of the chapter, we relied on a logic model and examined, using logistic regressions, what factors are associated with the school’s adherence to providing at least 60 minutes of daily PA. The results presented in an article (submitted; accepted), showed that the financial resources granted, a shared vision amongst the school-team members that PA benefits learning outcomes and, for urban schools, having conducted a detailed situational analysis, are three factors facilitating the mobilization of school teams towards offering 60 minutes of daily active time. Then, to better understand the mechanisms underlying the implementation of the program in different socioeconomic contexts (second objective), we carried out a realistic evaluation. The results, presented in an article (Gosselin and Laberge, 2022), revealed that the “bottom-up” nature of the program has enabled the participating schools to take ownership of its implementation, which resulted in a cultural shift towards a sustainable DPA provision in most settings. In disadvantaged urban settings, implementing local leadership structures provided pivotal assistance to members of the school teams in providing new DPA opportunities. However, without continued external funding, those schools seem unable to support local leadership structures on their own, jeopardizing the sustainability of the program for children living in disadvantaged urban areas.