Education Commons^™

Learning To Cycle: A Cross-Cultural And Cross-Generational Comparison, Rita Cordovil, Cristiana Mercê, Marco Branco, Frederico Lopes, David Catela, Elina Hasanen, Arto Laukkanen, Patrizia Tortella, Guido Fumagalli, Cristina Sá, Boris Jidovtseff, Linus Zeuwts, An V. De Meester, Farid Bardid, Ricardo Fujikawa, Sanne Veldman, Silvija Zlatar, Isaac Estevan

Faculty Publications

Background: Learning to cycle is an important milestone for children, but the popularity of cycling and the environmental factors that promote the development and practice of this foundational movement skill vary among cultures and across time. This present study aimed to investigate if country of residence and the generation in which a person was born influence the age at which people learn to cycle.

Methods: Data were collected through an online survey between November 2019 and December 2020. For this study, a total of 9,589 responses were obtained for adults (self-report) and children (parental report) living in 10 countries (Portugal, …

Through The Looking Glass: Longitudinal Evidence Providing New Insight For Motor Competence And Health, Lisa M. Barnett, E. Kipling Webster, Ryan M. Hulteen, An V. De Meester, Nadia C. Valentini, Matthieu Lenoir, Caterina Pesce, Nancy Getchell, Vitor P. Lopes, Leah E. Robinson, Ali Brian, Luis P. Rodrigues

Faculty Publications

Introduction In 2008, a conceptual model explaining the role of motor competence (MC) in children’s physical activity (PA), weight status, perceived MC and health-related fitness was published.

Objective The purpose of the current review was to systematically compile mediation, longitudinal and experimental evidence in support of this conceptual model.

Methods This systematic review (registered with PROSPERO on 28 April 2020) was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. Separate searches were undertaken for each pathway of interest (final search 8 November 2019) using CINAHL Complete, ERIC, Medline (OVID), PsycINFO, Web of Science …

Elementary Classroom Teachers’ Self-Reported Use Of Movement Integration Products And Perceived Facilitators And Barriers Related To Product Use, Roddrick Dugger, Aaron Rafferty, Ethan Hunt, Michael W. Beets, Collin Andrew Webster, Brian Chen, Jeffrey Michael Rehling, Robert Glenn Weaver

Faculty Publications

Movement integration (MI) products are designed to provide children with physical activity during general education classroom time. The purpose of this study was to examine elementary classroom teachers’ self-reported use of MI products and subsequent perceptions of the facilitators of and barriers to MI product use. This study utilized a mixed-methods design. Elementary classroom teachers (n = 40) at four schools each tested four of six common MI products in their classroom for one week. Teachers completed a daily diary, documenting duration and frequency of product use. Following each product test, focus groups were conducted with teachers to assess facilitators …

Homeschooling: A Response To Ahlberg, Howell, And Justice, James G. Dwyer, Shawn F. Peters

Faculty Publications

No abstract provided.

The Relationship Between Motor Competence And Health-Related Fitness In Children And Adolescents, Carlos Luz, Luı´S P. Rodrigues, An V. De Meester, Rita Cordovil

Faculty Publications

Background and aims

In the last twenty years, there has been increasing evidence that Motor Competence (MC) is vital for developing an active and healthy lifestyle. This study analyses the associations between motor competence and its components, with health-related fitness (HRF).

Methods

A random sample of 546 children (278 males, mean = 10.77 years) divided into four age groups (7–8; 9–10; 11–12; 13–14 years old) was evaluated. A quantitative MC instrument (evaluating stability, locomotor and manipulative skills), a maximal multistage 20-m shuttle-run test and the handgrip test, height and BMI were used in the analyses. Pearson correlations and standard regression …

Associations Among Elementary School Children’S Actual Motor Competence, Perceived Motor Competence, Physical Activity And Bmi : A Cross-Sectional Study, An V. De Meester, David F. Stodden, Ali S. Brian, Larissa True, Greet Cardon, Isabel Tallir, Leen Haerens

Faculty Publications

Background

Positive associations between motor competence and physical activity have been identified by means of variable-centered analyses. To expand the understanding of these associations, this study used a person-centered approach to investigate whether different combinations (i.e., profiles) of actual and perceived motor competence exist (aim 1); and to examine differences in physical activity levels (aim 2) and weight status (aim 3) among children with different motor competence-based profiles.

Materials and Methods

Children’s (N = 361; 180 boys = 50%; Mage = 9.50±1.24yrs) actual motor competence was measured with the Test of Gross Motor Development-2 and their perceived motor …

Vocabulary And Sentence Structure In Emergent Spanish Reading, Allison Briceño

Faculty Publications

Dual language and bilingual education programs are increasing in number and popularity across the country. However, little information is available on how to teach children to read and write in Spanish. This article explores some of the similarities and differences in vocabulary and sentence structure in Spanish and English and considers the resulting implications for teaching emergent Spanish literacy. Understanding linguistic aspects of both languages enables teachers to better support the development of biliteracy and bilingualism.

A Two-Minute Paper And Pencil Test Of Symbolic And Nonsymbolic Numerical Magnitude Processing Explains Variability In Primary School Children’S Arithmetic Competence, Nadia Nosworthy, Stephanie Bugden, Lisa Archibald, Barrie Evans, Daniel Ansari

Faculty Publications

Recently, there has been a growing emphasis on basic number processing competencies (such as the ability to judge which of two numbers is larger) and their role in predicting individual differences in school-relevant math achievement. Children’s ability to compare both symbolic (e.g. Arabic numerals) and nonsymbolic (e.g. dot arrays) magnitudes has been found to correlate with their math achievement. The available evidence, however, has focused on computerized paradigms, which may not always be suitable for universal, quick application in the classroom. Furthermore, it is currently unclear whether both symbolic and nonsymbolic magnitude comparison are related to children’s performance on tests …

Tips For Working With Children And Youth With Disabilities, Mary Anne Prater

Faculty Publications

The following is adapted from a presentation at the 2006 BYU Women's Conference by Mary Anne Prater, PhD, chair of the Department of Counseling Psychology and Special Education. All children deserve to learn. Children with disabilities have needs as well as different learning styles that parents and teachers need to be aware of. When we understand what each student needs and how we can provide a positive learning environment, we can facilitate all children's learning and growth.