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The aim of this study was to investigate the convergent and divergent validity between the Body Coordination Test for Children (KTK) and the Motor Proficiency Test for 4- to 6-Year-Old Children (MOT 4-6). A total of 638 children (5-6 yr old) took part in the study. The results showed a moderately positive association between the total scores of both tests (rs = .63). Moreover, the KTK total score correlated more highly with the MOT 4-6 gross motor score than with the MOT 4-6 fine motor score (rs = .62 vs. .32). Levels of agreement were moderate when identifying children with moderate or severe motor problems and low at best when detecting children with higher motor-competence levels. This study provides evidence of convergent and divergent validity between the KTK and MOT 4-6. However, given the moderate to low levels of agreement, either measurement may lead to possible categorization errors. Children's motor competence should therefore not be judged based on the result of a single test.

In this chapter, the authors describe the situation and challenges of Physical Education (PE) in Flanders and Wallonia in order to encourage young people to adopt a healthy lifestyle and to become critical sports consumers. In school-age children, about one out of six has problems with obesity/overweight. Compared with earlier measurements there is a trend of increasing sedentary time per day and not enough physical activity (PA) to reach international norms. Girls can be definitely considered as a public at risk regarding the physical activity component of their healthy lifestyle. In recent years, the emphasis has shifted from motor- and/or physical-testing towards the development of a positive attitude towards physical activity and being socially engaged. The main concern of the course-specific final attainment levels is teaching how to deal with the current movement culture of games, sports, fitness, and daily activity. In both regions, it is expected that children are taught to transfer movement and personally-related competencies learned in PE to other contexts. Initiatives to develop and enhance links between PE and other opportunities to be physically active in the wider community are receiving more attention during the last few years, but the situation is still far from ideal. Because of the complex role of promoting a healthy lifestyle during PE and in the whole school, there is a need to educate teachers during their teacher training and lifelong education on how to provide relevant choices, satisfying the need for autonomy.

Analyse van de huidige werking van de Brede school in Vlaanderen.

Inactivity, overweight and malnutrition rank among the most frequent risk factors concerning the healthy development of children. The project „children today“ focuses on physical activity, eating habits and media consumption of ten year old children. On the basis of international survey data the complex interaction of these lifestyle-elements is described and analysed. ispartof: International Journal of Physical Education issue:1 pages:31-39 status: published

The main goal of this series of four studies was to examine the contribution of organised youth sport to adolescents’ antisocial and prosocial behaviour, and to gain insight into educationally relevant factors that were hypothesized to explain differences in antisocial and prosocial behaviour among athletes that could be attributed to characteristics of the sporting environment were studied in three cross-sectional studies, using multilevel regression analyses, followed by an intervention study. A total of N = 1030 male and female athletes, aged 9 tot 19 years, who were members of 54 competitive swimming, football, basketball, athletics and taekwondo clubs, participated in four consecutive empirical studies. Summarising the results of the four studies, we concluded that organised youth sport substantially contributed to the behaviour of the young athletes. Moral reasoning, moral atmosphere and fair play attitude were identified as factors having a positive educational value for young athletes, but the coach was found to exert the greatest socialising influence. The final conclusion is that efforts to enhance the educational quality of organised youth sport should focus on equipping coaches with the skills to develop and to maintain good relationships with their young athletes.

Inherited antithrombin (AT) deficiency is associated with a predisposition to familial venous thromboembolic disease. Type I AT deficiency is characterized by an approximately 50% reduction of immunological and functional plasma AT levels, with no variant form of protein identifiable. We have investigated the genomic basis underlying this type of inherited deficiency in five unrelated kindreds. DNA studies have been performed using Southern blot analysis, polymerase chain reaction-single strand conformation polymorphism analysis (PCR-SSCP) and direct DNA sequencing of the seven exons and flanking intronic sequences. Five novel mutations have been identified. A nonsense mutation has been observed in exon 2 (np2588), replacing codon 42 by a stop codon. In exon 6, a frameshift deletion (13286,-A) leads to premature translation termination at codon 395. Another exon 6 mutation has been found (13258, T to G), predicting an arginine instead of a serine at the PI4 position (codon 380). This residue is located in the proximal hinge of the reactive-centre loop and playing an important role in the mobility of this domain of the antithrombin molecule. In our case it probably results in an unstable form of the protein. A T to C transition has been observed in exon 2 at np 2462. This missense mutation predicts a Cys to Arg change at codon position -I. The mature AT protein of 432 amino acids is normally cleaved at this point from its N-terminal signal peptide. This 32 amino acid peptide is removed in the hepatocyte, prior to the secretion of AT in the plasma. The described mutation probably disturbs this cleavage with subsequent inhibition of export of the molecule. In the fifth case we have characterized a partial gene deletion removing a part of intron 3B and a part of exon 4. Using PCR with nested primers spanning this region, we could precisely define the defect of 698 bp. Studying the molecular defects underlying type I AT deficiency in five unrelated families, we confirm the heterogeneity of the genomic abnormalities. We report 4 novel point mutations and one partial gene deletion, known as a rare basis for AT deficiency.

Verbreding versus verdieping in de LO en Bewegingswetenschappen

BACKGROUND: After-school physical activity (PA) programs promote PA among youth. Few studies have used socio-ecological health models to identify barriers and facilitators of after-school PA programs. This study examined which socio-ecological factors are associated with having an after-school PA program. METHODS: A questionnaire was administered to key representatives of 114 elementary and 129 secondary schools. The association between socio-ecological factors and having an after-school PA program was analyzed at school level. RESULTS: In both types of schools more knowledge about community schools was positively associated with having an after-school PA program (odds ratio [OR] = 1.96; 95% confidence interval [CI] = 1.18-3.27; OR = 1.88; 95% CI = 1.27-2.80, respectively). In elementary schools, environmental factors associated with having an after-school PA program included PA facilities (OR = 4.98; 95% CI = 1.08-23.05), a PA working group (OR = 3.37; 95% CI = 1.02-11.10), agreements with thecommunity (OR = 1.60; 95% CI = 1.05-2.43), shortage of human resources (OR = 0.57; 95% CI = 0.37-0.89) and lack of support from teachers (OR = 0.51; 95% CI = 0.33-0.80). In secondary schools, environmental factors included the presence of a remunerated coordinator (OR = 5.12; 95% CI = 1.38-19.10) and partnerships with "sport and PA leaders" (OR = 3.54; 95% CI = 1.01-12.41). CONCLUSION: Having an after-school PA program was associated with personal and environmental factors, which supports the use of socio-ecological frameworks for explorative and intervention studies aiming to increase after-school PA programs.

Geen lichamelijk opvoeding zonder Lichamelijk Opvoeding

Introduction: In the context of 'Health Promoting School' (HPS), schools organise a lot of initiatives to promote movement, while the holistic approach of health promotion is usually missing. Therefore we started a project, funded by GO! with the aim to gather information on factors contributing to the process of health policy. In the research project, data was collected among (a) staff members of secondary schools and (b) pupils. This presentation focuses on the perception of pupils in order to understand what kind of initiatives and health policy reaches this target group. Methods: While the data collected from the staff members of the 16 selected school was qualitative (in depth and focus group interview), a questionnaire was used for data collection among the children. The target group consisted of 214 children between the age of 14 to 16 years old (2nd grade at secondary school). The questionnaire focused on the children's knowledge on the minimum amount of movement, their experiences with the health policy at school and their motives and own expectations concerning movement at school. For this question data was analyzed by qualitative analysis. Results & conclusion: We analysed the data concerning the motives of the children to participate in movement activities at school. Most of these individual motives can be affiliated with the categories that stimulate the autonomous motivation according to the Self Determination Theory (Deci & Ryan, 1985). The pupils mention that they are especially stimulated to participate in movement activities if they can take part together with their friends (relatedness). Moreover they also feel the necessity to suggest their own activities (autonomy) and the intention to learn new technical and tactical skills (competence). In addition we found quite a lot of motives referring to more practical requirements and role modelling (stimulus of teacher and parents). Acknowledgement. The GO! Flemish Community Education is acknowledged for his financial support.

Scholen worden dagelijks, vanuit allerlei richtingen, 'overladen' met tal van informatie om de schoolwerking te optimaliseren. In combinatie met de taken die van bovenaf worden opgedragen, zorgt dit voor een omgeving waarbij scholen soms zelf het bos door de bomen niet meer zien. Een deel van dit bos bestaat uit het gezondheidsbeleid. Het VIG voert elke drie jaar een indicatorenbevraging uit bij alle scholen van het GO! rond rook-, voeding-, en bewegingsbeleid. Hierin werd in 2006 voor het eerst 'beweging' opgenomen, het thema dat in de bevraging van 2009 verder zal worden uitgediept. Specifiek naar beweging toe, worden er reeds vele werkvormen aangeboden om leerlingen te stimuleren tot meer beweging. Van scholen wordt verwacht dat zij een essentiële bijdrage leveren aan het promoten van gezond gedrag bij jongeren. De vraag die het personeel, zowel de directeur als de leerkrachten, zich hierbij stelt is hoe men ondanks het grote aanbod aan gezondheidsthema's in het algemeen en het thema bewegen in hetbijzonder, het promoten van gezond gedrag bij jongeren het best kan aanpakken om gericht en efficiënt te werken. Daarom werd in deze studie dieper ingegaan op de organisatie en implementatie van initiatieven en van een eigen gezondheidsbeleid. Er werd gezocht naar succesfactoren en belemmeringen waar scholen mee te maken hebben bij het implementeren van bewegingsinitiatieven. En we bekijken waarom er op de ene school wel veel georganiseerd wordt en op de andere minder. Met behulp van al deze informatie zal er in de toekomst mogelijk een digitale zoekrobot worden ontwikkeld die de secundaire scholen van het GO! optimaal tracht te ondersteunen bij het implementeren van bewegingsinitiatieven. Het GO!, waar sowieso reeds bijzondere aandacht aan gezondheidsbeleid wordt geschonken, zou zich op deze manier de komende jaren nog beter kunnen onderscheiden. We trachten dus een antwoord te geven op volgende onderzoeksvragen: 1) Welk zijn succesfactoren waar scholen mee te maken hebben bij het implementeren van beweging op school? Is hier een verschil tussen de verschillende onderwijstypen? 2) Welk zijn belemmeringen waar scholen mee te maken hebben bij het implementeren van beweging op school? Is hier een verschil tussen de verschillende onderwijstypen? 3) Op welke wijze is er sprake van educatie, reglementering, participatie, netwerking, kwaliteitszorg, beleid en communicatie omtrent beweging op school?