ECSS Paris 2023: CP-SH08
INTRODUCTION:Physical literacy (PL) is an inclusive and holistic concept, conceived from its inception to promote lifelong health and well-being by centering on the person-in-the-world and their lived experience within their cultural context (1). Consequently, different cultures, governance structures, geographical locations, and physical environments may necessitate distinct conceptualizations and pedagogies to effectively foster physical literacy (2). Thus, it is crucial to provide physical and sport educators with validated assessment tools to ensure accurate evaluation within different contexts. One of the best-known and validated assessments of PL is the Canadian Assessment of PL (CAPL-2) (3). This study aimed to validate the Italian translation and cultural adaptation of the CAPL-2 questionnaire. METHODS: We recruited 111 children (57 females, 8-12 year old, BMI = 17.9 kg/m²) who completed the Italian version of CAPL-2 questionnaire twice over a 10‐day interval under trained supervision. Internal consistency was evaluated with Cronbach’s alpha (α = 0.60).The study was Approved by the IRB of University of Cassino. We used ROC curve analysis and AUC to evaluate the capacity of CAPL-2 score to predict adherence to WHO physical activity guidelines measured using CAPL-2 items about self-reported physical activity. Before data collection, the CAPL‑2 questionnaire was translated via a forward–backward procedure by bilingual experts. A pilot test with 10 children identified and resolved comprehension and cultural issues. RESULTS: Results showed high internal consistency for the motivation and confidence domain (Cronbach’s α: 0.88–0.97; mean: 5.3 ± 1.4) and lower internal consistency for the knowledge and understanding domain (Cronbach’s α: 0.20–0.34; mean: 9.3 ± 0.98). Furthermore, the results revealed that the CAPL‑2 questionnaire exhibited highly predictive performance in identifying children active for at least 5 days (AUC: 0.95) compared to those active for at least 6 days (AUC: 0.89). CONCLUSION:Although the knowledge and understanding domain exhibited low internal consistency—likely due to limited variability—our findings suggest that the CAPL‑2 questionnaire, translated and culturally adapted for the Italian context, is a reliable measurement tool, thereby supporting the full adaptation of the CAPL‑2 test battery for Italian children aged 8 to 12 years. References: 1)Whitehead M. Physical literacy: throughout the lifecourse. Routledge; 2010. 2)Edwards LC, Bryant AS, Keegan RJ, Morgan K, & Jones AM. 2017. Definitions, Foundations and Associations of Physical Literacy: A Systematic Review. Sports medicine, 47(1), 113–126. 3)Longmuir PE, Gunnell KE, Barnes JD, Belanger K, Leduc G, Woodruff SJ, & Tremblay MS. 2018. Canadian Assessment of Physical Literacy Second Edition: a streamlined assessment of the capacity for physical activity among children 8 to 12 years of age. BMC public health, 18(Suppl 2), 1047.
Read CV Alice IannacconeECSS Paris 2023: CP-SH08
Background: Executive functions (EF) play a crucial role in academic performance, influencing students’ ability to plan, regulate behavior, and adapt to complex tasks [1]. Given the well-established cognitive benefits of physical activity [2], physical education (PE) serves as an important vehicle for fostering EF development in children and youth. The aim of this literature review was to create a framework for teaching pre-service teachers (PST) about the relationship between physical activity and EF, with a focus on how to integrate these insights into their PE practices. Method: A literature search using PubMed and SportDiscus identified key articles on the benefits of physical activity for EF development in children and youth (search terms: physical activity OR exercise OR sport AND executive function OR inhibitory control OR working memory OR cognitive flexibility AND child OR youth OR adolescent). The Pedagogical Content Knowledge model [3] provided the theoretical framework for analysis, guiding the organization of findings into three domains: content knowledge, pedagogical knowledge, and curricular knowledge. Results: PST should be able to define EF as comprising inhibitory control, working memory, and cognitive flexibility and recognize its role in academic success [1]. They should be able to explain basic neurobiological mechanisms linking physical activity to EF [2] and identify optimal physical activity parameters—complex movements in unpredictable environments [4] at moderate-to-high intensity [5] for at least 30 minutes [6]. Developing pedagogical knowledge requires translating content into effective teaching. PST should be familiar with how Modeled Learning can be leveraged to teach students about perceived intensity, and how Cooperative Learning can maximize activity time while scaffolding both fundamental and functional movement skills in cognitively engaging ways [7]. PST should also be able to recall and explain regional educational standards and demonstrate how exercise-cognition science aligns with them. Assessments such as case-based problem-solving, time-on-task analyses, and interdisciplinary lesson plans help evaluate PST skills and competencies across these domains. Conclusion: This literature review highlights the importance of educating PST on how PE can be leveraged to nurture EF development. By developing content, pedagogical, and curricular knowledge, PST can effectively integrate exercise-cognition science into their teaching, ensuring PE supports EF development and, by extension, success in the classroom. References: [1] Diamond, Annu. Rev. Psychol., 2013. [2] Dupuy et al., Nat. Hum. Behav., 2024. [3] Shulman, Educ. Research., 1986. [4] Shi et al., Brain Sci., 2022. [5] Hsieh et al., J. Sports Sci., 2021. [6] Wang et al., PloS One, 2023 [7] Arufe-Giráldez et al., Int J Environ Res Public Health, 2023
Read CV David SellesECSS Paris 2023: CP-SH08
Introduction Health status has always been a vital concern for all governments, and practical assessment of it is challenging and costly (Lovecchio et al., 2019). Physical fitness is a significant measure of health, and Eurofit tests are one of the standard and widespread methods for measuring physical fitness (Mijanovic, 2022). This study aimed to examine and compare physical fitness between Iranian and Hungarian female students using standardized Eurofit tests. Methods Physical fitness tests were assessed on 539 students aged 13-15 years (Mean age = 13.93; SD = 0.82) from Iran and Hungary. Participants were selected from five Iranian schools and nine Hungarian schools The investigation utilized a cross-sectional design. Data was collected during the academic year 2022-2023. The Research Ethics Committee of the Hungarian University of Sports Science approved this study with the reference number TE-KEB/27/2022. Results The results of the MANOVA test indicated a significant difference in physical fitness levels between countries, age groups, and countries*age groups. The Hungarian female students performed better in all tests, with the exception of the Plate Tapping test, compared to the Iranian female students. The findings of the Univariate test of variance (ANOVA) indicated that the countries effect on all variables, with the exception of the Sit and Reach test, is significant. The interaction of Age groups and Countries*Age groups affected fewer variables with smaller effect sizes. Discussion and conclusions The reasons for these results are primarily to be found in the differences in the public education systems of the two countries. An important factor is the number of lessons in PE, which in Hungary is five hours per week, while in Iran it is two hours per week. Among the reasons could be the differences in the cultural habits and lifestyles of female adolescents, as well as the different infrastructural conditions. The data can serve as a standard norm for easily assessing the physical fitness and health status of 13-15-year-old female students in Iran and Hungary.
Read CV Narges GhazviniECSS Paris 2023: CP-SH08