Search Results (3)

Background/Objectives: This study explores the characteristics of the early mother–infant relationship in a sample of 30 mother–preterm infant dyads between 6 and 9 months, using a phenomenological observational tool called “Dance Steps”. This tool examines the configuration and reciprocity of mother–infant interactions. The study also investigates how sociodemographic factors and maternal functioning variables, such as postnatal depression and perceived social support, may serve as risk or protective factors in the development of these interaction “Steps”. Methods: Observations were conducted through video recordings of face-to-face caregiver–infant interactions during unstructured play sessions at neonatal follow-up visits. The data focused on identifying specific characteristics of reciprocity in the “dance steps”. Results: The results reveal certain features of reciprocity are stable over time, demonstrating synchronicity and attunement in many of the “dance steps”. Other “steps” evolve in response to the child’s developing competence. Sociodemographic factors, particularly the mother’s educational level and the infant’s sex, significantly influence the “Dance”. Postnatal depression negatively affected reciprocity in several steps, especially impacting the infant, whereas perceived social support had a lesser effect. Conclusions: The findings emphasize the importance of supporting mothers of preterm infants to adjust their interactions in ways that promote the child’s developmental competence. This support is essential for fostering physical and emotional closeness during critical developmental transitions. Full article

Predicting the arrival time of natural hazards such as tsunamis is of very high importance to the coastal community. One of the most effective techniques to predict tsunami propagation and arrival time is the utilization of numerical solutions. Numerical approaches of Nonlinear Shallow Water Equations (NLSWEs) and nonlinear Boussinesq-Type Equations (BTEs) are two of the most common numerical techniques for tsunami modeling and evaluation. BTEs use implicit schemes to achieve more accurate results compromising computational time, while NLSWEs are sometimes preferred due to their computational efficiency. Nonetheless, the term accounting for physical dispersion is not inherited in NLSWEs, calling for their consideration and evaluation. In the present study, the tsunami numerical model NAMI DANCE, which utilizes NLSWEs, is applied to previously reported problems in the literature using different grid sizes to investigate dispersion effects. Following certain conditions for grid size, time step and water depth, the simulation results show a fairly good agreement with the available models showing the capability of NAMI DANCE to capture small physical dispersion. It is confirmed that the current model is an acceptable alternative for BTEs when small dispersion effects are considered. Full article

Background: Previous research has suggested a positive relationship between fundamental movement skills (FMS) mastery and physical activity (PA) level. Research conducted on interventions to improve FMS mastery is equivocal and further research is needed. Methods: An intervention group of 82 children (35 boys and 47 girls) and a control group of 83 children (42 boys and 41 girls) were recruited from Years 4 and 5 (mean age ± SD = 8.3 ± 0.4 years) of two schools in Central England. The intervention included a combination of circuits and dancing to music. Pre and post intervention tests were conducted. Tests included: subjective assessment of eight FMS; objective measurement of two FMS; four day pedometer step count recording; height and mass for Body Mass Index (BMI); and the completion of Harter et al.’s (1982) self-perception questionnaire. Results: Following a two (pre to post) by two (intervention and control group) mixed-model ANOVA it was highlighted that the intervention group improved mastery in all eight FMS, and increased both daily steps and physical self-perception. Conclusions: It can be concluded that focussing one Physical Education (PE) lesson per week on the development of FMS has had a positive benefit on FMS, PA level and physical self-perception for the children in this study. Full article