Arve Vorland Pedersen

Effects of socioeconomic status on the physical activity in adolescents: a systematic review of the evidence

The relationship between physical activity and socioeconomic status (SES) is evident in the adult population, but is much discussed with regard to adolescents. The main objective of this review was, therefore, to clarify whether there is a relationship between physical activity and SES in adolescents. Computerized searches were conducted in the databases PubMed, ISI Web of knowledge and SPORTDiscus to identify all relevant articles up to July 2009. Other review articles, descriptive or theoretical articles and articles where the adolescents in the samples were outside the age group of 13–18 years were excluded. Sixty‐two articles were included in the end. The main results support the hypothesis that there is an association between SES and physical activity among adolescents, and that adolescents with higher SES are more physically active than those with lower SES. The findings are, however, far from uniform. Forty‐two percent of the included studies report no or an opposite relation. There is also an inconsistent use of measures for both variables that complicates explanations and interpretations of the findings. This fortifies the claim that there is no single explanation for a possible difference in physical activity between different socioeconomic groups.

Measuring physical fitness in children who are 5 to 12 years old with a test battery that is functional and easy to administer.

Background Valid and reliable measures of childrens physical fitness are necessary for investigating the relationship between childrens physical fitness and childrens health. Objective The objective of this study was to estimate the feasibility, internal consistency, convergent construct validity, and test-retest reliability of a new, functional, and easily administered test battery for measuring childrens physical fitness. Design The study was a cross-sectional descriptive survey applying physical fitness tests across age groups 5 to 12 years. Methods Each of the 9 items in the test battery consists of a compound motor activity that recruits various combinations of endurance, strength (force-generating capacity), agility, balance, and motor coordination: standing broad jump, jumping a distance of 7 m on 2 feet, jumping a distance of 7 m on one foot, throwing a tennis ball with one hand, pushing a medicine ball with 2 hands, climbing wall bars, performing a 10 × 5 m shuttle run, running 20 m as fast as possible, and performing a reduced Cooper test (6 minutes). The test battery was administered to 195 children (aged 5–12 years) from 4 schools and kindergartens in Norway. Results Overall, the children in each age group were able to perform all of the test items, indicating the suitability of the test battery for children as young as 5 years of age. With increasing age, total scores improved linearly, indicating the adequate sensitivity of the test battery for the age range examined in this study. Furthermore, even with the modest sample size used in this study, total scores were normally distributed, thereby fulfilling the necessary assumptions of most statistical procedures. For investigating the reliability of the test battery, 24 children (mean age=8.6 years) in one class were retested 1 week later. Test-retest correlations were high, with intraclass correlation coefficients for individual test items and total score ranging from .54 to .92. Limitations The survey was limited to samples of 5- to 12-year-old Norwegian children. Larger samples in each age group are essential for establishing age- and sex-specific norms. Conclusions These promising results warrant further development of the test battery, including standardization and normalization based on a large, representative sample.

WE CAN CURE YOUR CHILD'S CLUMSINESS ! A REVIEW OF INTERVENTION METHODS

Intervention procedures for treatment of clumsiness have come in many guises. We have looked at some of the most powerful methods put forward in the past 30 years--Perceptual-motor training (PMT), Sensory Integration Therapy (SIT), and some promising new approaches. Both the PMT and the SIT have been heavily criticised. It is hard to find support for the idea that the programmes improve academic skills or that they have more than a limited effect on perceptual-motor development as claimed. The more recently introduced Kinaesthetic training is shown to have an effect on general motor competence but that this may be better explained in terms of the general principles on which this training procedure lies rather than the influence on Kinaesthesis per se. Since other recent studies have also shown a dependence on similar general principles, it might be asked whether it is the teacher rather than the programmes that accounts for the differences shown between different intervention programmes.

Sex differences in lateralisation of fine manual skills in children

Abstract.One hundred and twelve children (55 boys and 57 girls) were tested using two tasks taken from the Movement Assessment Battery for Children. The girls had a larger between-hands asymmetry than boys on the threading nuts on bolt task, thus indicating they were more lateralised. On the other task, placing pegs, no such sex differences were found. We present our findings as a warning to others that even though two tasks are assumed to measure the same, in this case unimanual performance, differences in task constraints will exist. Such differences may constitute a confounding factor when trying to infer about lateralisation based on behavioural tasks.

Conductive Education - A Critical Appraisal

Conductive education (CE) in the treatment of children with cerebral palsy (CP), it is claimed, promotes independent motor functioning as well as having a positive effect on the development of a number of other skills. Such claims have excited the media, parents and professionals alike to campaign for the introduction of CE into the healthcare system. An appraisal of the (few) available studies evaluating CE, however, failed to produce empirical support for such claims. Conductive education would not seem to be any more effective than traditional methods. Where advantageous results in favour of CE have been reported, they can probably be attributed to the very intensive training involved and the strict criteria used for selecting particular CP children for this method. Furthermore, given that CE is also very expensive when compared with traditional methods, it would seem much more logical (and more economical) to invest money and resources into improving existing intervention methods.

A SYSTEMATIC REVIEW AND META-ANALYSIS OF DROPOUT RATES IN YOUTH SOCCER.

Despite the many benefits of involvement in youth sports, participation in them declines throughout childhood and adolescence. The present study performed a systematic review and meta-analysis of 12 studies reporting dropout rates in youth soccer, involving a total of 724,036 youths ages 10–18 years from five countries. The mixed effects meta-regression analyses took into account age and sex as statistical moderators of dropout rate. Potential articles were identified through computerized searches of the databases PubMed, MedLine, Embase, and SportDiscus up until August 2014, without any further time limit. Based on results reported in the 10 included articles, the annual weighted mean dropout rate is 23.9% across the included cohorts. Meta-regression indicated that annual dropout rates are stable from the ages of 10–19 years, with higher rates for girls (26.8%) compared to boys (21.4%). The present study suggests that youth soccer players are prone to dropout rates in which close to one-fourth of players leave the sport annually, which appears to be a consistent finding across ages 10–18 years.

Relative Age Effect and Gender Differences in Physical Education Attainment in Norwegian Schoolchildren

ABSTRACT The relative age effect (RAE) refers to that children born early in their year of birth show higher performance compared to children born late in the same cohort. The present study evaluated whether RAE exists within non-competitive physical education (PE) attainments, change in RAE magnitude with age, and possible gender differences. The results show a drop in PE attainment and a difference in number of high and low marks between the first and second half-year. Of the pupils who attained the highest mark, 73% were born in the first 6 months. In lower-secondary school, RAEs were larger in girls compared with boys. A possible explanation for the results is that the PE-teachers might be inspired by product-oriented criteria.

When Is a Test Score Fair for the Individual Who Is Being Tested? Effects of Different Scoring Procedures across Multiple Attempts When Testing a Motor Skill Task

Tests or test batteries used for assessing motor skills, either in research studies or in clinical settings, apply a variety of procedures for scoring performances, including everything from one to ten attempts, of which the best is scored or an average is computed. The rationale behind scoring procedures is rarely stated, and it seems that the number of attempts allowed is decided without much qualification from research. It is uncertain whether procedures fairly capture an individual’s skill level. Thus, the validity of the tests may be compromised. The present study tested 24 young female soccer players on the juggling of a soccer ball. They were given 10 attempts, and trials were scored according to nine different procedures including the ‘best of’ or ‘mean of’ either one, two, three, five, or ten attempts. Individual raw scores differed widely across trials, but no general effect of trials was found. The mean (SD) percentage difference between the lowest and highest scores was 27.7(9.9)%, with 17 players (71%) demonstrating a significant change from lowest to highest score. Correlations between raw scores were low across trials, while they were generally higher across scoring procedures. The first trial was significantly different from the remaining both as a raw score and as scoring procedure. The mean percentage difference between best-of-two and best-of-ten scores was 95%, with 50 % of the players demonstrating a significant difference between the two scoring procedures. No significant differences were found across mean-of-rule scorings. Best-of-rule and mean-of-rule scorings were significantly different except for the best-of-two vs. mean-of-two. The mean difference between highest and lowest rank across players was 6.7 (3.6), with individual rankings within the group varying 33% on average across procedures. One player moved from 3rd to 23rd place because of procedural differences. Therefore, it is concluded that scoring procedures affect results and may have an impact on test outcomes. This may present consequences for decision-making from test results, such as diagnosing and selection of intervention groups. We hope that our results would inspire further research into the scoring procedures of the vast amount of tests and tasks in common use.

Variations of the Relative Age Effect Within and Across Groups in Elite Alpine Skiing

The term relative age effect (RAE) refers to age differences between athletes within the same cohort, and is frequently found within a plethora of sports. Less clear than the actual occurrence of the effect has been the strength of the effect across, and within, different sports, and also variations across sex, age, and skill level. In this study, we analyzed birth dates among the fifty top ranked alpine skiers in the World Cup system over the last twenty years. The analysis included both male (n = 238) and female skiers (n = 235) grouped into either a speed group (downhill and Super-G) or a technical group (slalom and giant slalom) based on World Cup points. The results show an RAE among the male skiers in the speed disciplines. No significant RAEs were found in men specializing in technical disciplines, and none at all in women. This finding demonstrates that the RAE can vary across subdisciplines within alpine skiing at the elite level.

The impact of physical growth and relative age effect on assessment in physical education.

Abstract Physical education (PE) is perhaps the school subject most likely to produce relative age effects (RAE). Like in sports, physical maturity gives students an advantage in PE, which might well be mistaken for superior ability. The aim of the present study is to investigate the extent to which physical growth, measured as height, and RAE reflect the assessment in Norwegian PE. Furthermore, we wanted to examine whether there is any gender differences in the assessment in PE as a function of physical growth and RAE. The participants (n = 2978) were pupils in the last three years of secondary school (13–16 years old). A custom-made questionnaire was designed to collect the necessary data. The correlations between height and mark in PE for boys in 8th, 9th, and 10th grades are respectively r = 0.14, r = 0.32, and r = 0.29. For girls, the correlations are r = 0.11, r = 0.33, and r = 0.21. All correlations are significant (p < .05). The number of pupils achieving top marks was 114 in the first half of the year, whereas it was 65 in the second half of the year. The present study showed that physical growth has an impact on the pupils’ PE attainment. The physical growth is of course also mediated by the pupils’ age. RAEs were found in PE attainments also in the Norwegian school system for both genders, despite all the intentions expressed in the PE curriculum.