Psychometric evaluation of the Rosenberg Self-Esteem Scale in primary school students with mild intellectual disability: First evidence.

BACKGROUND: Although the Rosenberg Self-Esteem Scale (RSES) is the most widely used measure of self-esteem, the evidential basis to confirm the RSES factor validity and reliability in children with intellectual disabilities (ID) has not been previously addressed. The purpose of this study was to evaluate the psychometric properties of the Greek version of the RSES into a sample consisting of primary school students with mild ID, bearing in mind the aspect of multidimensionality. In addition, gender differences were also investigated. METHODS: The participants were 103 primary school students with mild ID aged 9-12 years old. Fifty-four (52.4 %) of the participants were boys and forty-nine were girls (47.6 %). Using the LISREL software, six different models of factor structure were estimated. The psychometric properties of the RSES, including internal consistency, content validity, convergent and discriminant validity as well as confirmatory factor analysis, were assessed. RESULTS: The findings of this study provide some preliminary support to the robustness of the bifactor model, with a general self-esteem factor and two method effect factors that capture the direction of positive and negative item wording. CONCLUSIONS: Although it is inappropriate to conclude that the results will be extended to all other populations and cultures, it can be assumed that bifactor models, which specify method effects due to wording, fit better than strictly unidimensional or two factor models.

The parental role in adolescent screen related sedentary behavior.

BACKGROUND: Adolescents spend an increasing amount of their time engaged in screen using activities. The present study aimed at identifying parental factors associated with screen time among Greek adolescents. METHODS: A sample of 1141 adolescents, as well as their parents, participated in this survey. Adolescents were asked to complete a questionnaire about time spent on screen-viewing behaviors. Respectively, parents completed a questionnaire concerning family predictors. Multiple regression analysis was used to determine correlates of adolescent screen-viewing with family predictors. RESULTS: The mean screen time per weekday was 193 min. Adolescents, whose parents had received up to secondary school education, spend more time in screen-viewing compared with the other groups. Controlling adolescents' gender and age, all the family variables (perceived rules, parental modeling, parents' screen related sedentary behavior, parental concern for screen viewing, support for physical activity, parental education) were statistically significant in predicting adolescent screen time with Perceived Rules recording a higher negative beta value (ß=-0.18, p<0.00). CONCLUSION: Perceived parental screen time rules play a role in the amount of screen time among adolescents. Interventions that focus on parental limit setting development and physical activity support may be effective in decreasing screen time among youth aged 13-15 years.

Home and Neighborhood Environment Predictors of Adolescents' Screen Viewing.

BACKGROUND: Nowadays, the majority of adolescents exceed the AAP guidelines for screen use and this is likely to be a risk factor for obesity. The current study aims at investigating adolescent screen viewing in the context of home and neighborhood environment. METHODS: A sample of 1141 adolescents as well as their parents participated in this survey. Adolescents were asked to complete a questionnaire about time spent on screen viewing behaviors. Respectively, parents completed a questionnaire concerning environmental predictors. RESULTS: Almost two-thirds of the adolescents surveyed spend more than 2 hours per day on screen entertainment, with boys dealing with personal computers (PCs) and electronic games more than girls. The likelihood for an adolescent to exceed 2 hours of screen time is 3.87 times more when he has his meals in front of a TV screen on a daily basis, 1.69 times more when the TV is on, often as not on his return from school and 1.74 times more when there is a PC in the adolescent's bedroom. CONCLUSION: Certain environmental predictors influence adolescents' screen time, as a result, corrective intervention should aim at the family as a whole, as this whole shapes home environment.

Motor and cognitive performance differences between children with and without developmental coordination disorder (DCD).

The current study adopts the PASS theory of information processing to investigate the probable differences in specific motor and cognitive abilities between children with and without developmental coordination disorder (DCD). Participants were 108 5- and 6-year-old preschoolers (54 children with DCD and 54 children without DCD). The Movement Assessment Battery for Children assessed motor function. Running speed and agility were measured using the Bruininks-Oseretsky Test of Motor Proficiency. Finally, the Planning, Attention and Simultaneous Scales from the Das-Naglieri Cognitive Assessment System evaluated cognitive ability. Children with DCD differed significantly from those without DCD performing at a lower level on all motor and cognitive tasks. A correlation analysis revealed significant relationships between cognitive processes and motor skills. Simultaneous cognitive processing and manual dexterity were significantly correlated for both groups. Furthermore, a significant relationship was revealed between planning cognitive processing and balance for the non-DCD group. Thus, early assessment might identify specific cognitive-motor difficulties. Furthermore, early intervention might prevent some of the developmental comorbidities in the academic and everyday lives of children with movement difficulties.

Reliability and validity of age band 1 of the Movement Assessment Battery for Children--second edition.

The purpose of this study was to examine specific aspects of the reliability and validity of age band 1 of the Movement Assessment Battery for Children--Second Edition (MABC-2) (Henderson, Sugden, & Barnett, 2007) in Greek preschool children. One hundred and eighty-three children participated in the study; the children ranged in age from 36 to 64 months old (M = 50 months, SD = 9 months). Test-retest reliability of the MABC-2 was evaluated using intraclass correlation coefficient (ICC). Cronbach's alpha for the items of each motor domain was estimated to determine internal consistency. Confirmatory factor analysis was used to examine the factorial validity of the MABC-2 test. Correlation coefficients among individual item scores and the total score were also calculated to further examine validity. The ICC for all test items was good, except for the drawing trail task, which was moderate. Cronbach's alpha coefficient values were .51, .70 and .66 for manual dexterity, aiming and catching, and balance, respectively. In the confirmatory factor analysis, goodness-of-fit indices suggested a satisfactory fit of the data to the model. The correlation coefficients between each test item and the total score were moderate. The results suggest that the MABC-2 can be a reliable and valid tool for the assessment of movement difficulties among 3-5-year-old children.

Can the movement assessment battery for children-test be the "gold standard" for the motor assessment of children with Developmental Coordination Disorder?

Developmental Coordination Disorder (DCD) is an important risk factor in the development of children that can have a significant academic and social impact. This reinforces the need for its timely identification using appropriate assessment methods and accurate screening tests. The commonly used standardized motor test for the DCD identification is the Movement Assessment Battery for Children-Test (M-ABC Test) (Henderson & Sugden, 1992). The aim of the present study was to examine if the M-ABC Test can be considered to be the "gold standard" for the motor assessment of children with the aforementioned disorder. For that purpose, a critical review of the extant literature regarding M-ABC Test's psychometric properties was conducted. Neither the test manual nor the studies reviewed provide support for the reliability and validity of the M-ABC Test results in children with DCD. Until sufficient evidence for its technical adequacy is accumulated, the M-ABC Test should not be used in isolation for children with DCD.

Step counts and body mass index among 9-14 years old greek schoolchildren.

The main purpose of this study was the identification of the current pedometer determined physical activity levels of a large sample of 9 -14 years old Greek schoolchildren and the determination of the association between daily step counts and body mass index through the comparison of step counts among overweight, obese and normal-weight children. A total of 532 children (263 boys and 269 girls) were measured for height and weight. Their activity levels were analyzed using pedometers to measure mean steps for 7 consecutive days. Overweight and obese status was determined using the international reference standard (Cole et al., 2000). According to data analysis mean step counts ranged from 15371 to10539 for boys and from 11536 to 7893 for girls. Steps per day were significantly more for boys compared to girls. Children with normal weight performed significantly more steps per day compared to their overweight and obese classmates. Daily step counts reported in this study for 9 -14 year old schoolchildren were relatively low when compared to step counts from other European countries. Only 33.9% of the participants satisfied the body mass index referenced standards for recommended steps per day. Finally, the results of this study provide baseline information on youth pedometer determined physical activity and on youth body mass index levels. High prevalence of low daily step counts and BMI determined obesity was revealed prompting for further exploration of the relationship between objectively measured physical activity and adiposity in particular for children and adolescents that experience both health risk factors. Key pointsThe mean steps/day taken by both boys and girls in Greece 9-14 years old were 13.446 and 10.656 respectively.Daily step counts tended to be leveled for ages 9-12 years and a significant drop in steps/day was apparent for children aged 13 -14 years.According to the IOTF criteria, 23% of the boys that participated in this study were overweight and 7.8% were obese, while in girls the respective rates were 24.8% and 4.7%.Children with normal weight performed significantly more steps/day than the overweight and the obese children.

The effect of different corrective feedback methods on the outcome and self confidence of young athletes.

This experiment investigated the effects of three corrective feedback methods, using different combinations of correction, or error cues and positive feedback for learning two badminton skills with different difficulty (forehand clear - low difficulty, backhand clear - high difficulty). Outcome and self-confidence scores were used as dependent variables. The 48 participants were randomly assigned into four groups. Group A received correction cues and positive feedback. Group B received cues on errors of execution. Group C received positive feedback, correction cues and error cues. Group D was the control group. A pre, post and a retention test was conducted. A three way analysis of variance ANOVA (4 groups X 2 task difficulty X 3 measures) with repeated measures on the last factor revealed significant interactions for each depended variable. All the corrective feedback methods groups, increased their outcome scores over time for the easy skill, but only groups A and C for the difficult skill. Groups A and B had significantly better outcome scores than group C and the control group for the easy skill on the retention test. However, for the difficult skill, group C was better than groups A, B and D. The self confidence scores of groups A and C improved over time for the easy skill but not for group B and D. Again, for the difficult skill, only group C improved over time. Finally a regression analysis depicted that the improvement in performance predicted a proportion of the improvement in self confidence for both the easy and the difficult skill. It was concluded that when young athletes are taught skills of different difficulty, different type of instruction, might be more appropriate in order to improve outcome and self confidence. A more integrated approach on teaching will assist coaches or physical education teachers to be more efficient and effective. Key pointsThe type of the skill is a critical factor in determining the effectiveness of the feedback types.Different instructional methods of corrective feedback could have beneficial effects in the outcome and self-confidence of young athletesInstructions focusing on the correct cues or errors increase performance of easy skills.Positive feedback or correction cues increase self-confidence of easy skills but only the combination of error and correction cues increase self confidence and outcome scores of difficult skills.

Curriculum enrichment with self-testing activities in development of fundamental movement skills of first-grade children in Greece.

The purpose of this study was to investigate the effect of self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group (n = 23 children) received the regular 12-wk. physical education school program and the Experimental group (n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 x 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of children's fundamental movement skills.