33 results on '"Nesbitt, Danielle"'
Search Results
2. Understanding Fundamental Movement Skills
- Author
-
Nesbitt, Danielle and Bullard, Derrick
- Abstract
Too often coaches and parents push their children into specialization of sports in the hope their child will become an elite athlete; however, the journey to becoming an elite athlete is a complex one that requires a strong foundation both mentally and physically. It is important for the growth and development of a young athlete to have all the necessary prerequisites for success. These skills are developed through the exploration of a variety of movement opportunities (i.e., sports and play) and the understanding that development of those skills change with age. This article outlines key components and gives practical examples to help the young athlete develop.
- Published
- 2021
- Full Text
- View/download PDF
3. Evidence Supporting the Essential Components of Physical Education as a Measure of Quality
- Author
-
Bryant, Lynne, Burson, Sheri L., Fisher, Jenna, Killian, Chad M., Mulhearn, Shannon C., Nesbitt, Danielle, Pfledderer, Christopher D., and Castelli, Darla M.
- Abstract
Purpose: The purpose of this article is to provide a summary of contemporary empirical evidence supporting the need for the essential components of physical education as the minimum threshold of quality. The collective findings from a series of systematic reviews conducted through university, community, and the Centers for Disease Control and Prevention (CDC) collaborations are timely and warranted given the current trends in physical inactivity and obesity among youth and emerging adults. Methods: Faculty and students from five doctoral physical education teacher education programs (D-PETE) conducted distinct but interrelated systematic reviews of the Essential Components of Physical Education--policy and environment, curriculum, instruction, and assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (identify, screen, determine eligibility, and include), relevant studies were extracted from six databases. Only peer-reviewed publications related to each essential component were examined. Full papers were included in the final analysis if they were published between January 2000 and May 1, 2020, had a primary outcome related to PreK--12 physical education, and were empirical and original investigations. Results: Each essential component, in part, was empirically supported. Some actionable criteria for a given component were underdeveloped and in need of more empirical research to advance our understanding of policy and environment, curriculum, instruction, and assessment in authentic contexts. Conclusions: Implications for the essential components of physical education and future directions for K-12 physical education, teacher education, and research are outlined in this article.
- Published
- 2021
- Full Text
- View/download PDF
4. Appropriate Instructional Practice in Physical Education: A Systematic Review of Literature from 2000 to 2020
- Author
-
Nesbitt, Danielle, Fisher, Jenna, and Stodden, David F.
- Abstract
Appropriate instruction is a key component of quality physical education, which aligns student learning activities with grade-level learning outcomes. Historically, in the 1980s and late 1990s, an abundance of research was conducted to empirically link teacher effectiveness to student learning outcomes. In recent years, however, limited research has been published. Purpose: The purpose of this study was to: (a) identify research studies examining appropriate instructional practice in K-12 physical education since 2000, (b) describe the study characteristics and summarize the findings, (c) compare research to the SHAPE America's guidelines for appropriate instruction, and (d) make recommendations for future research. Methods: This study was conducted using the Preferred Reporting Items for Systematic Reviews (PRISMA) standards of quality for reporting meta-analyses. A systematic search of five electronic databases was conducted. Two reviewers retrieved articles, assessed risk of bias, and performed data extraction. The findings were synthesized using a descriptive analysis. Results: A total of 37 articles met the inclusion criteria. A thematic analysis was conducted to reduce the included articles into four themes that influenced student outcomes: (1) student engagement and participation, (2) motivation, (3) student learning, and (4) physical activity and fitness. Conclusions: This review of the literature provides evidence of the benefits of effective teaching practices and suggests that future studies in instruction should focus on teacher effectiveness and its relation to student learning outcomes. Recommendations and future directions are discussed.
- Published
- 2021
- Full Text
- View/download PDF
5. Comparison of Indirect Calorimetry- and Accelerometry-Based Energy Expenditure during Object Project Skill Performance
- Author
-
Sacko, Ryan S., Brazendale, Keith, Brian, Ali, McIver, Kerry, Nesbitt, Danielle, Pfeifer, Craig, and Stodden, David F.
- Abstract
This study compared the energy expenditure (EE) levels during object projection skill performance (OPSP) as assessed by indirect calorimetry and accelerometry. Thirty-four adults (female n = 18) aged 18-30 (23.5 ± 2.5 years) performed three, 9-min sessions of kicking, over-arm throwing, and striking performed at 6-, 12-, and 30-sec intervals. EE was estimated (METS) using indirect calorimetry (COSMED K4b2) and hip-worn accelerometry (ActiGraph GT3X+). EE using indirect calorimetry demonstrated moderate-intensity physical activity (3.4 ± 0.7 METS--30-sec interval, 5.8 ± 1.2 METS--12-sec interval) to vigorous intensity physical activity (8.3 ± 1.7 METS--6-sec interval). However, accelerometry predicted EE suggested only light-intensity physical activity (1.7 ± 0.2 METS--30-sec interval, 2.2 ± 0.4 METS--12-sec interval, 2.7 ± 0.6 METS--6-sec interval). Hip-worn, ActiGraph GT3X+ accelerometers do not adequately capture physical activity intensity levels during OPSP, regardless of differences in skill performance intervals.
- Published
- 2019
- Full Text
- View/download PDF
6. Sedentary Time and Behavior during School: A Systematic Review and Meta-Analysis
- Author
-
Egan, Catherine A., Webster, Collin A., Beets, Michael W., Weaver, R. Glenn, Russ, Laura, Michael, Daniel, Nesbitt, Danielle, and Orendorff, Karie L.
- Abstract
Background: Sedentarism is uniquely associated with numerous health problems (e.g., obesity). School-age youth spend a considerable portion of their time being sedentary, although relatively little attention has been given to examining youth sedentary time or behaviors during school.Purpose: This systematic review and meta-analysis examined sedentarism (time, behaviors) in children and adolescents during school hours. Methods: Two separate electronic-databases searches were conducted. The first focused on sedentary time and looked for studies that: (1) were conducted in the U.S., (2) targeted the K-12 setting during school-day hours, (3) were an intervention, (4) included objective measures, and (5) reported sedentary outcomes as a time-based metric. The second search focused on sedentary behavior and looked for studies that: (1) were conducted in the U.S., (2) targeted the K-12 setting during school-day hours, and (3) included reporting of sedentary behaviors. A pooled estimate of percent-time spent sedentary was calculated. Results: On average, youth spent 63% of their time in school sedentary. There were no studies that met the inclusion criteria for the sedentary behavior portion of the review. Discussion: The limited number of studies found that report sedentary-time, coupled with the absence of studies describing sedentary behaviors, suggests that further descriptive research is needed to understand school-based sedentarism in youth. Translation to Health Education Practice: Professional development for school staff and intervention work should encompass sedentary time and behaviors across the school day.
- Published
- 2019
- Full Text
- View/download PDF
7. Comparison of Indirect Calorimetry- and Accelerometry-Based Energy Expenditure during Children's Discrete Skill Performance
- Author
-
Sacko, Ryan, McIver, Kerry, Brazendale, Keith, Pfeifer, Craig, Brian, Ali, Nesbitt, Danielle, and Stodden, David F.
- Abstract
Purpose: To compare children's energy expenditure (EE) levels during object projection skill performance (OPSP; e.g., kicking, throwing, striking) as assessed by hip- and wrist-worn accelerometers. Method: Forty-two children (female [rho]= 20, M[subscript age] = 8.1[plus or minus]0.8 years) performed three, nine-minute sessions of kicking, over-arm throwing, and striking at performance intervals of 6, 12, and 30 seconds. EE was estimated using indirect calorimetry (COSMED k4b2) and accelerometers (ActiGraph GT3X+) worn on three different locations (hip, dominant-wrist, and non-dominant-wrist) using four commonly used cut-points. Bland-Altman plots were used to analyze the agreement in EE estimations between accelerometry and indirect calorimetry (METS). Chi-square goodness of fit tests were used to examine the agreement between accelerometry and indirect calorimetry. Results: Hip- and wrist-worn accelerometers underestimated EE, compared to indirect calorimetry, during all performance conditions. Skill practice at a rate of two trials per minute resulted in the equivalent of moderate PA and five trials per minute resulted in vigorous PA (as measured by indirect calorimetry), yet was only categorized as light and/or moderate activity by all measured forms of accelerometry. Conclusion: This is one of the first studies to evaluate the ability of hip- and wrist-worn accelerometers to predict PA intensity levels during OPSP in children. These data may significantly impact PA intervention measurement strategies by revealing the lack of validity in accelerometers to accurately predict PA levels during OPSP in children.
- Published
- 2019
- Full Text
- View/download PDF
8. Preservice Physical Education Teachers' Service Learning Experiences Related to Comprehensive School Physical Activity Programming
- Author
-
Webster, Collin A., Nesbitt, Danielle, Lee, Heesu, and Egan, Cate
- Abstract
Purpose: The purpose of this study was to examine preservice physical education teachers' (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations. Methods: Based on service learning principles, PPETs (N = 18) enrolled in a physical education methods class planned, implemented, and reflected on physical activity promotion events before, during, and after school for youth, staff, and parents. Data sources included focus group interviews, written reflections, field notes, and artifacts. Constant comparison techniques and triangulation guided data analysis and interpretation to identify overarching themes describing the PPETs' successes, challenges, and lessons learned. Results: Four themes were identified: (a) outcomes with youth, parents, and staff, (b) communication, (c) planning and preparation, and (d) priorities and possibilities. Discussion/Conclusion: This study provides insight into the feasibility and outcomes of CSPAP-related service learning for PPETs, and uncovers promising aspects as well as potential issues with CSPAP implementation.
- Published
- 2017
- Full Text
- View/download PDF
9. Motor competence and health-related fitness in children: A cross-cultural comparison between Portugal and the United States
- Author
-
Luz, Carlos, Cordovil, Rita, Rodrigues, Luís Paulo, Gao, Zan, Goodway, Jacqueline D., Sacko, Ryan S., Nesbitt, Danielle R., Ferkel, Rick C., True, Larissa K., and Stodden, David F.
- Published
- 2019
- Full Text
- View/download PDF
10. Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation
- Author
-
Egan, Cate A., Webster, Collin, Weaver, R. Glenn, Brian, Ali, Stodden, David, Russ, Laura, Nesbitt, Danielle, and Vazou, Spyridoula
- Published
- 2018
- Full Text
- View/download PDF
11. Expanded Roles of Physical Education Teachers within a CSPAP and Implications for PETE
- Author
-
Webster, Collin A. and Nesbitt, Danielle
- Abstract
Since the early 1990s, notions about the purpose of physical education (PE) in the United States have increasingly aligned with a public health agenda driven by concerns that youth accrue too little physical activity (PA). In tandem with the shifting tides of thought about PE's purpose, authors have proposed numerous public health-aligned recommendations for physical educators in schools and teacher education. These ideologies and recommendations can be conceptually organized using the comprehensive school physical activity program (CSPAP) model, which includes five components: (1) physical education, (2) PA during school, (3) PA before and after school, (4) staff involvement, and (5) family and community engagement. This article discusses the expanded professional roles of the PE teacher within each CSPAP component, identifies specific strategies for performing these roles, and suggests learning tasks that physical education teacher education faculty can incorporate into their programs to help teacher candidates adopt each strategy.
- Published
- 2017
- Full Text
- View/download PDF
12. Movement integration in elementary classrooms: Teacher perceptions and implications for program planning
- Author
-
Webster, Collin A., Zarrett, Nicole, Cook, Brittany S., Egan, Cate, Nesbitt, Danielle, and Weaver, R. Glenn
- Published
- 2017
- Full Text
- View/download PDF
13. Integrative Public Health-Aligned Physical Education and Implications for the Professional Preparation of Future Teachers and Teacher Educators/Researchers in the Field
- Author
-
Webster, Collin Andrew, Stodden, David F., Carson, Russell L., Egan, Catherine, and Nesbitt, Danielle
- Abstract
This article has two purposes: (a) to consider existing platforms and future possibilities in the United States for what the authors refer to as Integrative Public Health-Aligned Physical Education (IPHPE), which integrates standards-based K-12 physical education with a public health agenda focusing on promoting increased physical activity and fitness, and (b) to consider the implications of IPHPE for the preparation of future physical education teachers and teacher educators/ researchers. First, the historical context that has nurtured the development of ideologies that inform IPHPE is summarized. Second, examples of these ideologies in terms of their current and prospective contributions to IPHPE perspectives are discussed. Third, building from existing public health-aligned recommendations for pre-service physical education teacher education (PETE) programs, IPHPE-based professional preparation requirements for future physical education teachers are considered. Finally, the focus shifts to doctoral PETE (D-PETE) programming and professional preparation requirements for future physical education teacher educators/researchers from an IPHPE perspective. The overall intention of this article is to propose a way forward for physical education which bridges educational priorities of the profession to contemporary and relevant public health needs.
- Published
- 2016
- Full Text
- View/download PDF
14. Preservice Physical Education Teachers' Service Learning Experiences Related to Comprehensive School Physical Activity Programming.
- Author
-
Webster, Collin A., Nesbitt, Danielle, Heesu Lee, and Egan, Cate
- Subjects
PHYSICAL education teachers ,PHYSICAL education ,STUDENTS ,PHYSICAL activity - Abstract
Purpose: The purpose of this study was to examine preservice physical education teachers' (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations. Methods: Based on service learning principles, PPETs (N = 18) enrolled in a physical education methods class planned, implemented, and reflected on physical activity promotion events before, during, and after school for youth, staff, and parents. Data sources included focus group interviews, written reflections, field notes, and artifacts. Constant comparison techniques and triangulation guided data analysis and interpretation to identify overarching themes describing the PPETs' successes, challenges, and lessons learned. Results: Four themes were identified: (a) outcomes with youth, parents, and staff, (b) communication, (c) planning and preparation, and (d) priorities and possibilities. Discussion/Conclusion: This study provides insight into the feasibility and outcomes of CSPAP-related service learning for PPETs, and uncovers promising aspects as well as potential issues with CSPAP implementation. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
15. Integrative Public Health-Aligned Physical Education and Implications for the Professional Preparation of Future Teachers and Teacher Educators/Researchers in the Field.
- Author
-
Webster, Collin Andrew, Stodden, David F., Carson, Russell L., Egan, Catherine, and Nesbitt, Danielle
- Subjects
PHYSICAL education teachers ,PHYSICAL education ,TEACHER educators ,PUBLIC health ,PROFESSIONAL education ,DOCTORAL programs ,EDUCATION - Abstract
This article has two purposes: (a) to consider existing platforms and future possibilities in the United States for what the authors refer to as Integrative Public Health-Aligned Physical Education (IPHPE), which integrates standards-based K–12 physical education with a public health agenda focusing on promoting increased physical activity and fitness, and (b) to consider the implications of IPHPE for the preparation of future physical education teachers and teacher educators/researchers. First, the historical context that has nurtured the development of ideologies that inform IPHPE is summarized. Second, examples of these ideologies in terms of their current and prospective contributions to IPHPE perspectives are discussed. Third, building from existing public health-aligned recommendations for pre-service physical education teacher education (PETE) programs, IPHPE-based professional preparation requirements for future physical education teachers are considered. Finally, the focus shifts to doctoral PETE (D-PETE) programming and professional preparation requirements for future physical education teacher educators/researchers from an IPHPE perspective. The overall intention of this article is to propose a way forward for physical education which bridges educational priorities of the profession to contemporary and relevant public health needs. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
16. Appropriate Instructional Practice in Physical Education: A Systematic Review of Literature From 2000 to 2020.
- Author
-
Nesbitt, Danielle, Fisher, Jenna, and Stodden, David F.
- Subjects
- *
PHYSICAL education , *TEACHER effectiveness , *STUDENTS , *STUDENT engagement , *PHYSICAL activity , *PHYSICAL education standards , *RESEARCH , *TEACHING , *MOTIVATION (Psychology) , *SYSTEMATIC reviews , *PHYSICAL fitness , *LEARNING , *PHYSICAL education administration , *MEDICAL protocols , *FORECASTING , *EXERCISE - Abstract
Appropriate instruction is a key component of quality physical education, which aligns student learning activities with grade-level learning outcomes. Historically, in the 1980s and late 1990s, an abundance of research was conducted to empirically link teacher effectiveness to student learning outcomes. In recent years, however, limited research has been published. Purpose: The purpose of this study was to: (a) identify research studies examining appropriate instructional practice in K-12 physical education since 2000, (b) describe the study characteristics and summarize the findings, (c) compare research to the SHAPE America's guidelines for appropriate instruction, and (d) make recommendations for future research. Methods: This study was conducted using the Preferred Reporting Items for Systematic Reviews (PRISMA) standards of quality for reporting meta-analyses. A systematic search of five electronic databases was conducted. Two reviewers retrieved articles, assessed risk of bias, and performed data extraction. The findings were synthesized using a descriptive analysis. Results: A total of 37 articles met the inclusion criteria. A thematic analysis was conducted to reduce the included articles into four themes that influenced student outcomes: (1) student engagement and participation, (2) motivation, (3) student learning, and (4) physical activity and fitness. Conclusions: This review of the literature provides evidence of the benefits of effective teaching practices and suggests that future studies in instruction should focus on teacher effectiveness and its relation to student learning outcomes. Recommendations and future directions are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
17. Evidence Supporting the Essential Components of Physical Education as a Measure of Quality.
- Author
-
Bryant, Lynne, Burson, Sheri L., Fisher, Jenna, Killian, Chad M., Mulhearn, Shannon C., Nesbitt, Danielle, Pfledderer, Christopher D., and Castelli, Darla M.
- Subjects
PHYSICAL education ,SCHOOL-based management ,ADOLESCENT obesity ,REQUIRED courses (Education) ,META-analysis - Abstract
Purpose: The purpose of this article is to provide a summary of contemporary empirical evidence supporting the need for the essential components of physical education as the minimum threshold of quality. The collective findings from a series of systematic reviews conducted through university, community, and the Centers for Disease Control and Prevention (CDC) collaborations are timely and warranted given the current trends in physical inactivity and obesity among youth and emerging adults. Methods: Faculty and students from five doctoral physical education teacher education programs (D-PETE) conducted distinct but interrelated systematic reviews of the Essential Components of Physical Education—policy and environment, curriculum, instruction, and assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (identify, screen, determine eligibility, and include), relevant studies were extracted from six databases. Only peer-reviewed publications related to each essential component were examined. Full papers were included in the final analysis if they were published between January 2000 and May 1, 2020, had a primary outcome related to PreK–12 physical education, and were empirical and original investigations. Results: Each essential component, in part, was empirically supported. Some actionable criteria for a given component were underdeveloped and in need of more empirical research to advance our understanding of policy and environment, curriculum, instruction, and assessment in authentic contexts. Conclusions: Implications for the essential components of physical education and future directions for K–12 physical education, teacher education, and research are outlined in this article. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
18. Rationale for the Essential Components of Physical Education.
- Author
-
Michael, Shannon L., Wright, Carly, Mays Woods, Amelia, van der Mars, Hans, Brusseau, Timothy A., Stodden, David F., Burson, Sheri L., Fisher, Jenna, Killian, Chad M., Mulhearn, Shannon C., Nesbitt, Danielle R., and Pfledderer, Christopher D.
- Subjects
PHYSICAL education ,REQUIRED courses (Education) ,PHYSICAL activity ,HEALTH ,TEACHER education - Abstract
Purpose: This introductory article provides the context and rationale for conducting systematic literature reviews on each of the essential components of physical education, including policy and environment, curriculum, appropriate instruction, and student assessment. Methods: Four research teams from Doctoral Physical Education Teacher Education programs (D-PETE) conducted these systematic reviews using the PRISMA guidelines process. Results: This article explains the role of the national framework for increasing physical education and physical activity (i.e., Comprehensive School Physical Activity Program) in supporting the essential components of physical education. It also highlights the expectations for physical education and provides a brief history of these components. Lastly, this article highlights each of the articles presented in the special feature. Conclusion: Understanding the implementation of these components may be important for improving the physical education experience for all students and creating a foundation for lifelong physical activity and health. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
19. Understanding Fundamental Movement Skills By.
- Author
-
Nesbitt, Danielle and Bullard, Derrick
- Abstract
Too often coaches and parents push their children into specialization of sports in the hope their child will become an elite athlete; however, the journey to becoming an elite athlete is a complex one that requires a strong foundation both mentally and physically. It is important for the growth and development of a young athlete to have all the necessary prerequisites for success. These skills are developed through the exploration of a variety of movement opportunities (i.e., sports and play) and the understanding that development of those skills change with age. This article outlines key components and gives practical examples to help the young athlete develop. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
20. Comparison of Indirect Calorimetry- and Accelerometry-Based Energy Expenditure During Children's Discrete Skill Performance.
- Author
-
Sacko, Ryan, McIver, Kerry, Brazendale, Keith, Pfeifer, Craig, Brian, Ali, Nesbitt, Danielle, and Stodden, David F.
- Subjects
CALORIC expenditure ,PHYSICAL activity ,PHYSICAL education for children ,INDIRECT calorimetry ,ACCELEROMETRY ,ACCELEROMETERS - Abstract
Purpose: To compare children's energy expenditure (EE) levels during object projection skill performance (OPSP; e.g., kicking, throwing, striking) as assessed by hip- and wrist-worn accelerometers. Method: Forty-two children (female n = 20, Mage = 8.1 ± 0.8 years) performed three, nine-minute sessions of kicking, over-arm throwing, and striking at performance intervals of 6, 12, and 30 seconds. EE was estimated using indirect calorimetry (COSMED k4b2) and accelerometers (ActiGraph GT3X+) worn on three different locations (hip, dominant-wrist, and non-dominant-wrist) using four commonly used cut-points. Bland-Altman plots were used to analyze the agreement in EE estimations between accelerometry and indirect calorimetry (METS). Chi-square goodness of fit tests were used to examine the agreement between accelerometry and indirect calorimetry. Results: Hip- and wrist-worn accelerometers underestimated EE, compared to indirect calorimetry, during all performance conditions. Skill practice at a rate of two trials per minute resulted in the equivalent of moderate PA and five trials per minute resulted in vigorous PA (as measured by indirect calorimetry), yet was only categorized as light and/or moderate activity by all measured forms of accelerometry. Conclusion: This is one of the first studies to evaluate the ability of hip- and wrist-worn accelerometers to predict PA intensity levels during OPSP in children. These data may significantly impact PA intervention measurement strategies by revealing the lack of validity in accelerometers to accurately predict PA levels during OPSP in children. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
21. Sedentary Time and Behavior during School: A Systematic Review and Meta-Analysis.
- Author
-
Egan, Catherine A., Webster, Collin A., Beets, Michael W., Weaver, R. Glenn, Russ, Laura, Michael, Daniel, Nesbitt, Danielle, and Orendorff, Karie L.
- Subjects
HEALTH behavior in children ,MEDLINE ,META-analysis ,ONLINE information services ,STUDENT health ,SYSTEMATIC reviews ,SEDENTARY lifestyles ,PHYSICAL activity - Abstract
Background: Sedentarism is uniquely associated with numerous health problems (e.g., obesity). School-age youth spend a considerable portion of their time being sedentary, although relatively little attention has been given to examining youth sedentary time or behaviors during school. Purpose: This systematic review and meta-analysis examined sedentarism (time, behaviors) in children and adolescents during school hours. Methods: Two separate electronic-databases searches were conducted. The first focused on sedentary time and looked for studies that: (1) were conducted in the U.S., (2) targeted the K-12 setting during school-day hours, (3) were an intervention, (4) included objective measures, and (5) reported sedentary outcomes as a time-based metric. The second search focused on sedentary behavior and looked for studies that: (1) were conducted in the U.S., (2) targeted the K-12 setting during school-day hours, and (3) included reporting of sedentary behaviors. A pooled estimate of percent-time spent sedentary was calculated. Results: On average, youth spent 63% of their time in school sedentary. There were no studies that met the inclusion criteria for the sedentary behavior portion of the review. Discussion: The limited number of studies found that report sedentary-time, coupled with the absence of studies describing sedentary behaviors, suggests that further descriptive research is needed to understand school-based sedentarism in youth. Translation to Health Education Practice: Professional development for school staff and intervention work should encompass sedentary time and behaviors across the school day. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
22. Children's metabolic expenditure during object projection skill performance: New insight for activity intensity relativity.
- Author
-
Sacko, Ryan S., Nesbitt, Danielle, Brian, Ali, Stodden, David F., McIver, Kerry, and Bardid, Farid
- Subjects
- *
ANALYSIS of covariance , *ENERGY metabolism in children , *MOTOR ability , *SEX distribution , *STATISTICS , *T-test (Statistics) , *DATA analysis , *TASK performance , *BODY movement , *THROWING (Sports) , *REPEATED measures design , *EXERCISE intensity , *PHYSICAL activity - Abstract
Objective: To examine children's energy expenditure (EE) during object projection skill performance at three intensity intervals. Methods: Children's (42, Mage = 8.1) average metabolic equivalents of task (METs) were calculated using a COSMED K4b2 while they repeatedly performed blocks of kicking, throwing (overhand), and striking (two-handed) during 6, 12, and 30-s interval conditions. A repeated-measures analysis of covariance examined differences in METs while controlling for skill level. Results: Data indicated a main effect for interval condition (df = 2, 123, F = 94.36, p <.001, η2 =.605). Post hoc t-tests demonstrated decreasing performance interval times yielded progressively higher METs (p <.001) across the three conditions (30s = 4.5±0.8 METs, 12s = 6.3±1.3, 6s = 8.3±1.6). There also was a main effect for sex (df = 1,120, F = 52.28, p <.001 η2 =.305). Boys demonstrated higher METs at each performance interval (p <.001). Conclusion: Skill practice with a maximum of one trial every 30s resulted in the equivalent of at least moderate physical activity (>4.0 METs) and intervals of 6s demonstrated vigorous physical activity (>7.0 METs). Practicing/performing object projection skills, even at intervals that allow for adequate instruction and feedback (i.e., 1 trial/30s), promotes MVPA in children. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
23. Assessment of a Supine-to-Stand (STS) Task in Early Childhood: A Measure of Functional Motor Competence.
- Author
-
Nesbitt, Danielle, Molina, Sergio L., Cattuzzo, Maria Teresa, Robinson, Leah E., Phillips, David, and Stodden, David
- Subjects
- *
MOTOR ability in children , *SUPINE position , *PERFORMANCE , *CHILDREN , *TASK performance - Abstract
This paper examined relationships between qualitative (developmental sequences) and quantitative (time) performance in rising from a supine position in early childhood. One hundred twenty two children ranging in age from 3 to 5 years were videotaped for five trials of rising from a supine position. Children's performance on the supine-to-stand (STS) task was quite variable in terms of both qualitative movement patterns and time (mean = 2.37 s, SD =.60). Results: Component sequences were moderately to strongly correlated with each other (r =.387 to.791). Upper-extremity (r = –.383) and axial (r = –.416) component levels also were inversely correlated with STS time. Results indicated a strong coordinative link between the development of trunk control (i.e., axial movement) and upper-extremity movement levels (r =.791), and together they demonstrated the strongest impact on the ability to rise quickly. These data provide important information relating to a child's motor development that may have clinical relevance for diagnosis. It provides also a greater understanding on how to improve performance on this task. Future research should examine qualitative and quantitative aspects of STS performance to understand its predictive utility as a lifespan assessment of motor competence and its potential importance as a measure to predict healthrelated variables and functional capability across the lifespan. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
24. Comparison of Indirect Calorimetry- and Accelerometry-Based Energy Expenditure during Object Project Skill Performance.
- Author
-
Sacko, Ryan S., Brazendale, Keith, Brian, Ali, McIver, Kerry, Nesbitt, Danielle, Pfeifer, Craig, and Stodden, David F.
- Subjects
ARM physiology ,ACTIGRAPHY ,CALORIMETRY ,COMPARATIVE studies ,ENERGY metabolism ,TASK performance ,BODY movement ,ACCELEROMETRY ,THROWING (Sports) ,PHYSICAL activity - Abstract
This study compared the energy expenditure (EE) levels during object projection skill performance (OPSP) as assessed by indirect calorimetry and accelerometry. Thirty-four adults (female n = 18) aged 18–30 (23.5 ± 2.5 years) performed three, 9-min sessions of kicking, over-arm throwing, and striking performed at 6-, 12-, and 30-sec intervals. EE was estimated (METS) using indirect calorimetry (COSMED K4b2) and hip-worn accelerometry (ActiGraph GT3X+). EE using indirect calorimetry demonstrated moderate-intensity physical activity (3.4 ± 0.7 METS––30-sec interval, 5.8 ± 1.2 METS––12-sec interval) to vigorous intensity physical activity (8.3 ± 1.7 METS––6-sec interval). However, accelerometry predicted EE suggested only light-intensity physical activity (1.7 ± 0.2 METS––30-sec interval, 2.2 ± 0.4 METS––12-sec interval, 2.7 ± 0.6 METS––6-sec interval). Hip-worn, ActiGraph GT3X+ accelerometers do not adequately capture physical activity intensity levels during OPSP, regardless of differences in skill performance intervals. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
25. Examining the Feasibility of Supine-to-Stand as a Measure of Functional Motor Competence.
- Author
-
Nesbitt, Danielle, Molina, Sergio, Sacko, Ryan, Robinson, Leah E., Brian, Ali, and Stodden, David
- Subjects
- *
FEASIBILITY studies , *MOTOR ability , *PHYSICAL activity , *POPULATION aging , *MOTOR learning - Abstract
A person's ability to rise from the floor to a standing position is seen as a precursor for establishing and maintaining bipedal independence. It also is an important primer for the development of other fundamental movement skills and is associated with functional capacity in later life. Thus, the potential importance of developing this movement capability early in life and understanding how it may relate to global function (i.e., motor competence [MC]) across the lifespan may be underestimated. Therefore, this study examined the validity of supine-to-stand test (STS) as a developmental measure of functional MC across childhood into young adulthood using a pre-longitudinal screen approach and examining associations between movement components. STS time also provided a secondary measure of developmental validity in addition to an examination of the concurrent validity of STS against developmentally valid measures of MC (i.e., throwing, kicking, hopping, and standing long jump) in these age groups. Overall, results indicated that cross-sectional data "curves" for the STS components generally fit Roberton's hypothetical model curves. STS time demonstrated weak to moderate (r = −.28 to −.64) correlations to MC product measures across all age groups indicating that STS time can be considered a valid and reliable measure of MC across childhood into young adulthood. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
26. A Pilot Investigation of the Perceived Motor Competence of Children with Visual Impairments and Those Who Are Sighted.
- Author
-
Brian, Ali S., Haegele, Justin A., Bostick, Laura, Lieberman, Lauren J., and Nesbitt, Danielle
- Subjects
MOTOR ability ,ANALYSIS of variance ,COMPARATIVE studies ,STATISTICAL correlation ,STUDENTS with disabilities ,SENSORY perception ,PROBABILITY theory ,STATISTICS ,STUDENTS ,T-test (Statistics) ,VISION disorders ,PILOT projects ,DATA analysis ,PHYSICAL activity ,DESCRIPTIVE statistics - Abstract
The article discusses a study that examines the developmental trajectory of perceptions of motor competence of children ages 3 to 13 years with and without visual impairments. Study highlights include the use of the United States Association of Blind Athletes system, the Test of Perceived Motor Competence for Children with Visual Impairments, and the use of Pearson Product Moment correlations to examine links among age and perceptions of motor competence.
- Published
- 2018
- Full Text
- View/download PDF
27. Assessment of a Supine-to-Stand (STS) Task in Early Childhood: A Measure of Functional Motor Competence.
- Author
-
Nesbitt, Danielle, Molina, Sergio L., Cattuzzo, Maria Teresa, Robinson, Leah E., Phillips, David, and Stodden, David
- Subjects
- *
SUPINE position , *MOTOR ability in children , *MUSCULOSKELETAL system , *PHYSICAL activity , *COGNITIVE ability - Abstract
This paper examined relationships between qualitative (developmental sequences) and quantitative (time) performance in rising from a supine position in early childhood. One hundred twenty two children ranging in age from 3 to 5 years were videotaped for five trials of rising from a supine position. Children's performance on the supine-to-stand (STS) task was quite variable in terms of both qualitative movement patterns and time (mean = 2.37 s, SD = .60). Results: Component sequences were moderately to strongly correlated with each other (r = .387 to .791). Upper-extremity (r = -.383) and axial (r = -.416) component levels also were inversely correlated with STS time. Results indicated a strong coordinative link between the development of trunk control (i.e., axial movement) and upperextremity movement levels (r = .791) and together they demonstrated the strongest impact on the ability to rise quickly. These data provide important information relating to a child's motor development that may have clinical relevance for diagnosis. It provides also a greater understanding on how to improve performance on this task. Future research should examine qualitative and quantitative aspects of STS performance to understand its predictive utility as a lifespan assessment of motor competence and its potential importance as a measure to predict healthrelated variables and functional capability across the lifespan. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
28. A Review of the Promotion of Fitness Measures and Health Outcomes in Youth.
- Author
-
Stodden, Dave, Sacko, Ryan, and Nesbitt, Danielle
- Abstract
The relationship between physical fitness and health in adults is well established, yet until recently, empirical support for the impact of physical fitness levels on health markers in children has not been thoroughly documented. The aim of this review was to provide a summary of current literature that has examined the linkage between measures of health-related physical fitness (ie, cardiorespiratory fitness, musculoskeletal fitness, flexibility, and body composition) and health markers in youth. Specifically, this review focused on the findings from the recent 2012 Institutes of Medicine report on Fitness Measures in Youth as well as other subsequent review articles related to the topic. In addition, recommendations for health-related fitness assessments in youth populations are presented. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
29. Expanded Roles of Physical Education Teachers within a CSPAP and Implications for PETE.
- Author
-
Webster, Collin A. and Nesbitt, Danielle
- Subjects
- *
CHILDREN'S health , *HEALTH , *HEALTH promotion , *PHYSICAL education , *PUBLIC health , *SCHOOLS , *TEACHERS , *COMMUNITY support , *OCCUPATIONAL roles , *FAMILY roles , *PHYSICAL activity , *EVALUATION of human services programs - Abstract
Since the early 1990s, notions about the purpose of physical education (PE) in the United States have increasingly aligned with a public health agenda driven by concerns that youth accrue too little physical activity (PA). In tandem with the shifting tides of thought about PE's purpose, authors have proposed numerous public health-aligned recommendations for physical educators in schools and teacher education. These ideologies and recommendations can be conceptually organized using the comprehensive school physical activity program (CSPAP) model, which includes five components: (1) physical education, (2) PA during school, (3) PA before and after school, (4) staff involvement, and (5) family and community engagement. This article discusses the expanded professional roles of the PE teacher within each CSPAP component, identifies specific strategies for performing these roles, and suggests learning tasks that physical education teacher education faculty can incorporate into their programs to help teacher candidates adopt each strategy. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
30. Comparison of the Aptima and Cervista Tests for Detection of High-Risk Human Papillomavirus in Cervical Cytology Specimens.
- Author
-
Nolte, Frederick S. and Ribeiro-Nesbitt, Danielle G.
- Subjects
- *
ONCOGENIC DNA viruses , *PAPILLOMAVIRUS diseases , *CYTOLOGY , *BIOLOGY - Abstract
Objectives: The Aptima and Cervista tests (Hologic/ Gen-Probe, San Diego, CA) were compared for detection of high-risk human papillomaviruses (HPV) in cervical cytology specimens. Methods: A total of 208 specimens were tested with both tests, and those with discordant results were tested with the Cobas HPV test (Roche Diagnostics, Indianapolis, IN). HPV test results were correlated with cytologic findings for all specimens and concurrent cervical biopsy specimens in 31 women. Results: The agreement between the results of the two tests was only 88% (McNemar test, P < .001). HPV was detected by both tests in 83 specimens, by Aptima alone in two, and by Cervista alone in 23. Both tests were negative in 100 specimens. One (50%) of two specimens positive by Aptima alone and only five (22%) of 23 specimens positive by Cervista alone were positive by the Cobas test. Of the 23 Cervista-positive/Aptima-negative specimens, 13 were positive in all three of the Cervista reaction mixtures for HPV clades A5/A6, A7, and A9, and 85% of these had high human genomic DNA fold-over-zero ratios (≥15). Conclusions: We found poor positive percent agreement between the results of the Aptima and Cervista HPV tests and described an important source of false-positive Cervista results. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
31. Assessment in the Supine-To-Stand Task and Functional Health from Youth to Old Age: A Systematic Review.
- Author
-
Cattuzzo, Maria Teresa, de Santana, Frederico Santos, Safons, Marisete Peralta, Ré, Alessandro Hervaldo Nicolai, Nesbitt, Danielle Rene, Santos, Ariane Brito Diniz, Feitoza, Anderson Henry Pereira, and Stodden, David Franklin
- Published
- 2020
- Full Text
- View/download PDF
32. A Review of the Promotion of Fitness Measures and Health Outcomes in Youth.
- Author
-
Stodden D, Sacko R, and Nesbitt D
- Abstract
The relationship between physical fitness and health in adults is well established, yet until recently, empirical support for the impact of physical fitness levels on health markers in children has not been thoroughly documented. The aim of this review was to provide a summary of current literature that has examined the linkage between measures of health-related physical fitness (ie, cardiorespiratory fitness, musculoskeletal fitness, flexibility, and body composition) and health markers in youth. Specifically, this review focused on the findings from the recent 2012 Institutes of Medicine report on Fitness Measures in Youth as well as other subsequent review articles related to the topic. In addition, recommendations for health-related fitness assessments in youth populations are presented., Competing Interests: Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
- Published
- 2015
- Full Text
- View/download PDF
33. Clinical comparison of Simplexa universal direct and BD GeneOhm tests for detection of toxigenic Clostridium difficile in stool samples.
- Author
-
Nolte FS and Ribeiro-Nesbitt DG
- Subjects
- Adolescent, Adult, Aged, Aged, 80 and over, Child, Child, Preschool, Clostridioides difficile genetics, Clostridium Infections microbiology, Diarrhea microbiology, Female, Humans, Infant, Male, Middle Aged, Young Adult, Bacteriological Techniques methods, Clostridioides difficile isolation & purification, Clostridium Infections diagnosis, Diarrhea diagnosis, Feces microbiology, Molecular Diagnostic Techniques methods
- Abstract
We compared the performance characteristics of the Simplexa universal direct (Focus Diagnostics, Cypress, CA) and BD GeneOhm (BD Diagnostics/GeneOhm Sciences, San Diego, CA) tests for detection of toxigenic Clostridium difficile in 459 stool samples (9.4% positive). The observed agreement for the results of the two tests with 452 samples with valid test results was 98.2% (kappa, 0.9; P value of 0.73 by the McNemar test). When samples with discordant or invalid results were retested, the agreement increased to 100%.
- Published
- 2014
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.