Search Results (6,154)

Background/Objectives: In Spain, a high proportion of children do not meet the recommended daily levels of physical activity (PA), which highlights the urgent need to understand the motivational factors that could influence PA behavior. Self-Determination Theory is a widely used approach for assessing motivation toward exercise, employing instruments such as the Behavioral Regulation in Exercise Questionnaire (BREQ-3). However, despite the cognitive and linguistic differences that limit its direct application, this tool has not yet been adapted for children aged 6–12 years. This study aimed to adapt the BREQ-3 for use with Spanish schoolchildren and to evaluate its validity and reliability in this age group. Methods: The BREQ-3 for children (BREQ-3C) was linguistically and culturally adapted. Comprehension was tested through cognitive interviews, and reliability was assessed via a test–retest with 125 Spanish schoolchildren. Statistical analyses: Confirmatory factor analysis (CFA), Cronbach’s alpha, and the intraclass correlation coefficient (ICC) were used to evaluate validity and reliability. Results: CFA supported the factorial structure of the adapted BREQ-3 for primary schoolchildren, showing acceptable model fit indices (chi-square minimum discrepancy/degrees of freedom (CMIN/df) = 1.552, root mean square error of approximation (RMSEA) = 0.053, comparative fit index (CFI) = 0.891, Tucker-Lewis index (TLI) = 0.870). Internal consistency ranged from poor to excellent for all items and the total score of the questionnaire (Cronbach’s alpha (α): 0.535 to 0.911), except for items 3, 13, 20, and 21, where the internal consistency was unacceptable. Test–retest reliability was generally satisfactory, with ICC values indicating fair to excellent temporal stability (ICC: 0.248 to 0.911). The measurement error indicators (standard error of measurement percentage (SEM%) and minimal detectable change percentage (MDC%)) varied widely, particularly for the less reliable items. Most item scores were not significantly different between the test and retest groups, although items 2, 3, 5, 9, 17, 19, and 20 were significantly different. Conclusions: The BREQ-3C has promising psychometric properties for assessing exercise motivation in children aged 6–12 years. This tool shows potential for use in research, education, and health interventions to understand and promote physical activity motivation in primary schools. Full article

Background: Women who experience intimate partner violence (IPV) have a higher likelihood of experiencing detrimental physical, psychological and sexual and reproductive health (SRH) outcomes. However, a gap remains in published literature on SRH interventions available to women experiencing IPV. Methods: A scoping review was undertaken to examine: What is the nature of sexual and reproductive healthcare interventions provided to women experiencing IPV? Five databases (APA PsycInfo, CINAHL Complete, Informit, PubMed and Scopus) were searched on 9 October 2023 for peer-reviewed systematic reviews or primary research published from 1 January 2004–present. The search was repeated on 11 June 2025 to ensure recency of studies. Two researchers independently screened studies at title and abstract, and full-text levels. The two searches yielded a total of 10,844 studies, of which nine were included in the review. Results: Due to the heterogenous nature of the studies, thematic analysis was undertaken with four themes being identified: Outcomes of interventions; Positive impact of personalised and patient-centred care; Professionals’ knowledge, education and training as a facilitator; and Barriers to effective IPV intervention implementation in healthcare. SRH interventions available to women who experienced IPV can empower survivors, improve access to care, and enhance service quality. Conclusions: Evidence-based models of care that are intersectional, trauma-informed and integrated into SRH and IPV services are critical to ensure future work supports women of differing backgrounds who have experienced IPV. Future research should include evaluating effectiveness of interventions, identifying and addressing systemic barriers, and supporting underrepresented groups. Full article

In Italy, several changes to academic and professional standards and rules in kinesiology and sport have recently occurred. On the university side, no data collection has started regarding these changes and effects on specific scholars. The aim of this study was to evaluate the opinions of Italian university scholars in Exercise and Sport Sciences regarding recent disciplinary reclassifications, the emergence of the kinesiologist as a formal profession, and related curricular updates. Specifically, this study aimed to measure scholars’ views on the usefulness of unification, hybridization with other fields of knowledge, interdisciplinarity with pedagogy, the distinctiveness of undergraduate education in light of the new kinesiologist profile, and the inclusion of Technical and Laboratory Activities (TLA) credited through the European Credit Transfer System (ECTS). These aspects were explored through an eight-question survey offering three multiple-choice answers. An exploratory survey was distributed to a defined population of 261 Italian scholars (48 full professors, 137 associate professors, and 76 researchers). A total of 83 responses were collected: 14 full professors, 45 associate professors, and 24 researchers (response rate: 31.8%). Descriptive statistics and inferential analyses (Chi-Square tests, Cramér’s V, and Pearson/Spearman correlations) were conducted. Results indicated that 72.3% perceived overlap between pedagogical and medical disciplinary groups, and 85.5% considered practical/laboratory activities essential to the kinesiologist’s role. Significant differences in keyword-sharing perceptions across academic ranks emerged (p = 0.012; V = 0.3), and a near-significant trend was found regarding the importance of discipline-aligned research (p = 0.058; V = 0.3). Full agreement was found on the use of updated scientific evidence in lectures (100%), and 81.9% supported standardized education for the kinesiologist profession (Q6). Positive correlations were observed between support for keyword sharing and belief in its usefulness for promoting interdisciplinarity among full professors (r = 0.58, p = 0.02), associate professors (r = 0.68, p < 0.01), and researchers (r = 0.83, p < 0.01). Conversely, negative correlations emerged between the importance placed on practical activities and support for interdisciplinarity among associate professors and researchers, with values ranging from r = −0.31 to −0.46. The results are significant and tended toward autonomy from pedagogy, training aligned with the bachelor’s and master’s degree kinesiologist, and interdisciplinarity inherent in typical Exercise and Sport Sciences (ESS) keywords. This study should be replicated to increase the sample and to expand the ad hoc questionnaire to other issues. These findings highlight the need for greater alignment between academic training, disciplinary definitions, and professional practice through shared epistemological frameworks and updated descriptors that reflect scientific and labor market developments. Full article

Traditional assessment methods in physical education often emphasize final grades, lacking real-time monitoring and feedback during the learning process. To address this limitation and enhance the formative evaluation of student performance, this study proposes a real-time assessment system for Baduanjin instruction in physical education, utilizing a commercially available inertial measurement unit-based motion capture device. The system was developed in four stages. First, a dataset was created by recruiting 20 university students and one expert physical education instructor. Participants were asked to perform standardized Baduanjin routines while wearing wireless inertial measurement unit sensors on key body joints. The collected kinematic data, sampled at 100 Hz, included joint angles and movement trajectories. Second, preprocessing and feature extraction techniques were applied to the raw data to construct a labeled dataset for training. Third, supervised machine learning algorithms were used to build models for motion type recognition and motion accuracy evaluation. Model performance was assessed using cross-validation and compared with expert evaluations. Finally, a user-facing formative assessment system was developed and tested in a controlled classroom environment. The system demonstrated a high motion recognition accuracy of 99.77%, and the correlation coefficient between system-assessed motion accuracy and expert ratings exceeded 0.80, indicating strong validity. The results demonstrate that the formative assessment system built on inertial measurement unit is appropriate for the Baduanjin physical education. Full article

Collective robotics systems hold great potential for future education and public engagement; however, only a few are utilized in these contexts. One reason is the lack of accessible tools to convey their complex, embodied interactions. In this work, we introduce the Light-Augmented Reality System (LARS), an open-source, marker-free, cross-platform tool designed to support experimentation, education, and outreach in collective robotics. LARS employs Extended Reality (XR) to project dynamic visual objects into the physical environment. This enables indirect robot–robot communication through stigmergy while preserving the physical and sensing constraints of the real robots, and enhances robot–human interaction by making otherwise hidden information visible. The system is low-cost, easy to deploy, and platform-independent without requiring hardware modifications. By projecting visible information in real time, LARS facilitates reproducible experiments and bridges the gap between abstract collective dynamics and observable behavior. We demonstrate that LARS can serve both as a research tool and as a means to motivate students and the broader public to engage with collective robotics. Its accessibility and flexibility make it an effective platform for illustrating complex multi-robot interactions, promoting hands-on learning, and expanding public understanding of collective, embodied intelligence. Full article

Background and Objectives: Aging is associated with heterogeneous declines in cognitive and physical functions, yet little is known about how baseline functional levels influence the effectiveness of intervention programs. This study analyzed the effects of a psychomotor intervention program on cognitive and physical functions in community-dwelling older adults, considering their baseline functional levels. Materials and Methods: Fifty-one participants (75.4 ± 5.6 years) were divided into an experimental group, which underwent the intervention, and the control group. The experimental group was further divided into lower-functioning (LFG) and higher-functioning (HFG) subgroups based on baseline assessments. Participants were assessed at baseline, 24-week post-intervention, and after a 12-week follow-up. Results: Significant improvements were observed in both experimental subgroups, particularly LFG, in processing speed, executive functions, reaction time, attention, lower-body strength, balance, and mobility (p < 0.05). Cognitive gains persisted post-follow-up, while physical gains were reversed, especially in LFG (p < 0.05). Effect sizes ranged from medium to large in both lower- and higher-functioning groups. Discussion: The intervention improved cognitive and physical functions in both lower- and higher-functioning groups. Although older and less educated, the lower-functioning group showed greater gains but also more decline after follow-up. These findings emphasize that older adults with diverse baseline functional levels can improve substantially, highlighting the need for tailored psychomotor interventions to maximize benefits and address individual variability. The study was registered at ClinicalTrials.gov (NCT03446352). Full article

Background and Objectives: Diabetes affects quality of life (QoL) in physical, psychological, and social aspects. With high prevalence rates in Saudi Arabia, this study aimed to assess QoL in adults with diabetes across different regions and identify associated factors, addressing research gaps on complications and demographic influences. Materials and Methods: This cross-sectional study recruited adults diagnosed with diabetes from all regions of Saudi Arabia through phone interviews and the distribution of self-administered questionnaires via social media platforms. Data on demographics, health behaviors, diabetes-related complications, comorbidities, and diabetes management were collected. QoL was assessed using the Diabetic Quality of Life (DQoL) tool. Statistical analysis included descriptive statistics and multivariate regression, with significance set at p < 0.05. Results: Among the 527 individuals with diabetes, 57.7% were married, 56.1% were female, 93.7% lived in urban areas, and 37.2% had at least a bachelor’s degree. Common comorbidities included hypertension (29.2%) and hypercholesterolemia (22.8%). Physical activity and healthy weight were linked to improved DQoL. Diabetic complications, such as neuropathy (6.6%) and diabetic foot (4.9%), were significantly associated with lower DQoL scores. Depression was reported in 4.7% of participants and was the strongest predictor of poor QoL (β = −2.01, p < 0.001). Furthermore, individuals who exercised less than five times per week had significantly lower QoL scores (beta = −1.83; 95% CI = −2.56 to −1.10; p-value < 0.001). Conclusions: The study highlights the significant impact of education, health behaviors, diabetes complications, and comorbid depression on QoL. Comprehensive diabetes care that addresses both physical and psychological factors is essential for achieving improved outcomes. Full article

A sense of belonging among university students is widely perceived as critical to engagement, retention and outcomes. The aim of our research is to improve understanding of how staff and students conceptualise belonging, how sense of belonging can be enhanced, and factors which work against it in the post-COVID era. Using interviews and focus groups, we asked professional services staff, academic staff, and students (n = 34) at one English university for their views. Thematic analysis generated three major themes: (1) understandings of belonging; (2) connections, caring and mattering; (3) challenges to belonging. The most significant finding was that sense of belonging is mostly located within non-tangible ‘moments’ which are mainly owned by students themselves. Sense of belonging is conceptually messy and complex in practice due to these non-tangible moments. Relational pedagogy, caring, mattering and consistency are key factors in improving belonging, and these can only be established in the context of authentic and trusting relationships. Student belonging was found to be mostly reliant on both relationships with staff and peers, but also the physical environment. Recommendations are for universities to review current roles and responsibilities of staff who provide pastoral care for students, ensuring they are adequately trained and supported; to recognise that belonging is largely about authentic, trusting relationships, and to allow the necessary time for it; and to consider the threats to sense of belonging, such as high staff sickness and turnover. This qualitative study helps unravel varying understandings of sense of belonging and provides original empirical insights to further contribute to the development of sense of belonging in higher education. Full article

Our study tracks the development of 105 Roma children between 3 and 5 (median age: 51 months), enrolled in an NGO-aided developmental program. Each child undergoes pre- and post-assessment based on the Developmental Assessment of Young Children (DAYC), a standard tool used to track the progress in early childhood development and detect delays. Data are gathered from three sources, teacher, parent/caregiver and specialist, covering four developmental domains and adaptive behavior scale. There are subjective biases; however, in the post-assessment, the teachers’ and parents’ evaluations converge. The test results confirm significant improvement in all areas ($p<0.0001$), with the highest being in cognitive skills $32.2\%$ and the lowest being in physical development $14.4\%$. We also apply machine learning methods to impute missing data and predict the likely future progress for a given student in the program based on the initial input, while also evaluating the influence of environmental factors. Our weighted ensemble regression models are coupled with principal component analysis (PCA) and yield average coefficients of determination $R^2\approx 0.7$ for the features of interest. Also, we perform k-means clustering in the plane cognitive vs. social–emotional progress and consider the classification problem of predicting the group in which a given student would eventually be assigned to, with a weighted $F_1$-score of $0.83$ and a macro-averaged area under the curve (AUC) of $0.94$. This could be useful in practice for the optimized formation of study groups. We explore classification as a means of imputing missing categorical data too, e.g., education, employment or marital status of the parents. Our algorithms provide solutions with the $F_1$-score ranging from $0.92$ to $0.97$ and, respectively, an AUC between $0.99$ and 1. Full article

Background/Objectives: Preterm infants without neurological damage are at greater risk of developing specific difficulties due to the unpredictable effects of the interaction between biological immaturity and characteristics of physical and social environment. This paper discusses the potential advantages and limitations of placing premature infants in daycare in the first three years. Methods: In light of the scientific literature, the article discuss-es the topic through a critical comparison of studies on the developmental outcomes of preterm infants, on the characteristics of nurseries and on the role of educators. Results: Nursery placement must be evaluated in an integrated and multifactorial perspective, taking into account the specific vulnerabilities of each individual preterm child and the characteristics of the nursery. The role of educators is to structure a quality educational environment that meets the specific needs of each individual preterm child, in close collaboration with parents and specialists. Conclusion: This article provides suggestions to parents, educators, and specialists for the assessment and intervention with preterm children without neurological impairment in the educational setting, with a multidisciplinary view to prevention and early intervention. Full article

One of the greatest benefits of inclusion in general physical education (PE) is the opportunity for social interactions between students with and without disabilities. Unfortunately, interviews with students with disabilities who have participated in PE often find that social interactions with students without disabilities were limited. A model that promotes interaction between students with and without disabilities in PE is Special Olympics Unified Physical Education (UPE). In UPE, students with and without disabilities participate in activities together rather than the one-way focus on traditional peer tutoring. There have been anecdotal reports on the positive benefits of UPE for both students with and without disabilities. To date, there has been no published research on UPE. Additionally, some question how UPE has been implemented in schools, specifically questioning if UPE provided quality PE and whether students with disabilities were forced into UPE and denied opportunities to participate in general PE. The purpose of this qualitative study was to better understand how UPE was developed and implemented in select U.S. schools and the impact on social interactions between students with and without disabilities. Interviews with twelve teachers who were directly involved in their UPE programs revealed the following four major themes: (1) our students were not being served appropriately, (2) a mix of PE standards and Special Olympics programming, (3) UPE is a choice, and (4) our students improved in many ways. The discussion examined the results in relation to the criticisms of UPE and how UPE proved to be a positive alternative to limited social interactions in general PE. Full article

Background/Objectives: Pulmonary rehabilitation is recognised as one of the most cost-effective interventions. However, patients’ adherence to these programmes remains a challenge. This systematic literature review aimed to describe pulmonary rehabilitation interventions carried out by nurses that promote self-care in elderly people with COPD (at home). Methods: The exploratory literature search was conducted to support the development of the research question and the PICO strategy. The criteria for eligibility were determined for participants, interventions, comparators, and outcomes. Research was conducted in the CINAHL, SCOPUS, and MEDLINE databases and that covered publications up to 31 December 2024 with no temporal limit identified, eight articles that included cohort studies, randomised controlled trials (RCTs), and quasi-experimental studies that met the quality standards established by JBI. Results: The identified interventions include health education, breathing training and physical exercise, the development of tailor-made plans with monitoring and follow-up, psychological support, and oxygen therapy management. Conclusions: The results highlight the importance of tailor-made interventions that can enhance self-care in elderly people with COPD in a home setting, as well as key components of respiratory rehabilitation. Full article

Background/Objectives: Despite the bidirectional relationship between diabetes and periodontal disease, dental hygienists’ role in diabetes screening remains underexplored in Japan. Previous studies have not examined the relationship between attitudes and actual screening practices. This study aimed to assess dental hygienists’ attitudes regarding diabetes screening and medical–dental collaboration, examine current practices, and investigate the association between attitudes and practices. Methods: A nationwide cross-sectional survey was conducted among dental hygienists from 1340 dental clinics using stratified random sampling. Participants completed an anonymous questionnaire assessing attitudes (4-point Likert scale) and screening practices (4-point frequency scale). Exploratory factor analysis and multiple regression analysis examined attitude–practice associations. Results: Of 1340 surveys distributed, 95 valid responses were obtained (response rate: 7.2%). Participants showed low implementation rates for lifestyle and physical sign assessment in diabetes (below 35%, except thirst: 68.4%) but moderate-to-high rates for medical history evaluation (44.2–75.8%). Multiple regression analysis revealed that lack of confidence and knowledge in diabetes management was negatively associated with both lifestyle assessment (β = −0.38; 95% CI −0.72 to −0.23) and medical history evaluation (β = −0.55; 95% CI −0.63 to −0.32). Desire to participate in diabetes education was positively associated with medical history evaluation (β = 0.21; 95% CI 0.24 to 4.38). Conclusions: Despite low response rate limiting generalizability, this first nationwide Japanese survey indicates that confidence and knowledge deficits significantly hinder diabetes screening practices. Targeted educational interventions could enhance screening implementation and strengthen medical–dental collaboration, improving early diabetes detection. Full article

Rural depopulation and the abandonment of historic settlements are pressing challenges for contemporary spatial planning, particularly in regions with a rich architectural and cultural heritage. This article examines the ruins of Moya, in Cuenca (Spain), as a case study to develop an integrated rural revitalisation strategy. The research combines historical building analysis, assessment of structural deterioration, and planning for economic reactivation to create a comprehensive framework for transforming abandoned sites into a viable cultural resource. The proposed model favours temporary and flexible occupation over permanent repopulation, promoting forms of use that respect and preserve the site’s historical identity. The approach builds on principles of activating monumental heritage, integrating the vernacular fabric, and organising the site into distinct functional areas. Moya is thus presented not only as an example of abandonment, but also as a replicable prototype for intervention in other declining rural environments, where heritage can serve as a strategic resource for sustainable development and territorial cohesion. The main objectives are to develop and test an integrated strategy for rural regeneration that goes beyond physical restoration, combining adaptive reuse, heritage conservation, and educational and cultural programmes to stimulate the local economy and reinforce territorial identity. The approach is evaluated through the case of Moya and contrasted with other national and international experiences to assess its replicability. Full article

Background/Objectives: To investigate the associations between educational attainment and 20-year cardiovascular disease (CVD) incidence, mortality, lifetime risk, and burden, and to explore the mediating role of healthy and sustainable dietary habits through a sex-specific lens. Methods: A total of 3042 CVD-free adults from the ATTICA Study were included at the 2001/2002 baseline. Educational level was treated as both continuous and ordinal variable. Adherence to the EAT–Lancet diet pattern (EAT-LDP) was assessed at baseline. Participants were followed for 20 years, with complete data on CVD outcomes available for 1988 individuals. Generalized structural equation and nested Cox regression models were used to estimate the direct and indirect effects between education attainment and 20-year CVD incidence. Moderation analysis was also conducted by incorporating interaction terms in Cox models. Results: An inverse educational gradient in CVD risk and burden was observed, particularly among females for lifetime risk estimates. Each additional year of education was associated with higher EAT-LDP adherence (β = 0.45, 95% CI: 0.40–0.50) and increased odds of physical activity (OR: 1.01, 95% CI: 1.00–1.01). These behaviors mediated part of the relationship between education and long-term CVD incidence. Among females, the cardioprotective role of EAT-LDP adherence was more evident at lower educational levels, suggesting potential effect modification. Conclusions: Educational disparities in long-term CVD outcomes are partly mediated by sustainable dietary habits. These findings highlight the need for gender-responsive and equity-focused strategies in cardiovascular prevention. Full article