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Abstract There is growing concern for young peoples’ mental health nationally and internationally, with third-level students identified as a high-risk group for mental health difficulties. In particular, exams are considered periods of extreme stress for college students, which can lead to poor academic performance, greater tension, and increased physiological stress. The current study examined the impact of an unstructured, canine-assisted intervention delivered during the final week of the semester on undergraduate student wellbeing. Two on-campus events were run, during which N=122 undergraduate students (Males=32, Females=86, Transgender=1, Non-Binary=3; Mage=20.28±1.64) completed a battery of tests [State-Trait Anxiety Inventory – State Anxiety Inventory, Stress Visual Analog Scale, Brunel Mood Scale Questionnaire] as measures of anxiety, perceived stress, and mood, prior to and following spending 10–15 min with a service dog and their handler. Significant reductions were observed in state anxiety (p=

Despite calls for injury prevention exercise programmes (IPEPs) to move to school settings for the general adolescent population, current research has had mixed outcomes regarding their efficacy in schools as many of the traditional barriers to IPEP implementation still exist, for example, lack of engagement with the programme. A games-based approach may negate some of these barriers as it has been shown to increase participation and adherence to activity. The aim of this study was to achieve consensus on the fundamental framework for the development of a games-based IPEP for physical education (PE) class. Nineteen academic and practitioner experts in the areas of PE, injury prevention and adolescent coaching took part in a four-round Delphi poll, consisting of an opening exploration round followed by three subsequent rounds of questions. Agreement of at least 67% was required for consensus to be deemed achieved on outcomes. Agreement was reached on the key components of an IPEP and potential layouts of the programme. Requirements for an activity/exercise to be deemed games-based and key outcome measures for a games-based IPEP for PE class were established. Finally, PE teacher supports and resources required for implementing a games-based IPEP in PE class were determined, including supports for PE teachers and IPEP location within the class. The recommendations of this study provide a fundamental framework for the development of future games-based IPEPs that could be applied internationally as it provides the flexibility to be adapted to suit various constraints of PE classes across the globe.

Although there is a plethora of tools available to assess children's movement competence (MC), the literature suggests that many have significant limitations (e.g. not being practical for use in many 'real-world' settings). The FMS[superscript 2] assessment tool has recently been developed as a targeted solution to many of the existing barriers preventing practitioners from utilising MC assessments. The aim of this study was to investigate the structural and convergent validity of this new tool among 8- to 12-year-old Irish primary school children. As part of this study, 102 children (56.8% female, mean = 9.8 years) were assessed using the FMS[superscript 2], the Test of Gross Motor Development (3rd edition) (TGMD-3) (short version) and the Functional Movement Screen™ (FMS™). Structural validity was assessed using confirmatory factor analysis (CFA). The convergent validity between the FMS[superscript 2], the TGMD-3 (short version) and the FMS™ was investigated using the Pearson product-moment correlation coefficient. Results of CFA for the FMS[superscript 2] indicate a good fit model, supporting a three-factor structure (locomotor, object manipulation, and stability). Additional findings indicate a moderate, positive correlation between the FMS[superscript 2] and the TGMD-3 (short version) (r = 0.66), with a low, positive correlation between the FMS[superscript 2] and the FMS™ (r = 0.48). This study presents the first preliminary findings to suggest that the FMS[superscript 2] may be a versatile, time-efficient, and ecologically valid tool to measure children's MC in multiple settings (e.g. research, education, sport, athletic therapy, and physiotherapy). Future research should also seek to continue to implement this solution, consolidate the existing validity findings with a larger and more diverse sample, and further explore the feasibility of the tool in 'real-world' settings.

Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, M[subscript age] = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development--Third Edition and Bruininks--Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p = 0.74), but teacher fidelity was statistically significant (p = 0.000; moderate effect size). Conclusions: The intervention significantly improved children's FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement.