Global Matrix of Para Report Cards on Physical Activity of Children and Adolescents With Disabilities.

This is an overview of the results from 14 countries or jurisdictions in a Global Matrix of Para Report Cards on physical activity (PA) of children and adolescents with disabilities. The methodology was based on the Active Healthy Kids Global Alliance's Global Matrix 4.0. Data were aligned with 10 indicators (Overall PA, Organized Sport, Active Play, Active Transport, Physical Fitness, Sedentary Behavior, Family & Peers, Schools, Community & Environment, and Government) to produce Para Report Cards. Subsequently, there were 139 grades; 45% were incomplete, particularly for Active Play, Physical Fitness, and Family & Peers. Collectively, Overall PA was graded the lowest (F), with Schools and Government the highest (C). Disability-specific surveillance and research gaps in PA were apparent in 14 countries or jurisdictions around the world. More coverage of PA data in Para Report Cards is needed to serve as an advocacy tool to promote PA among children and adolescents with disabilities.

Physical Activity Para Report Card for Children and Adolescents With Disabilities in Lithuania.

Despite the recognized benefits of physical activity (PA) for children and adolescents with disabilities (CAWD), collective information on this is lacking in Lithuania. The purpose of this study was to investigate the current "state of the nation" PA levels of CAWD, based on the 10 indicators from the Active Healthy Kids Global Alliance Global Matrix 4.0 methodology. Scientific articles, practical reports, and published theses related to the 10 indicators from the Global Matrix 4.0 on CAWD age 6-19 years were reviewed, and data were converted to grades from A to F. (A) Strengths, Weaknesses, Opportunities, and Threats analysis was carried out to interpret the grades by four experts. Data on organized sport participation (F), school (D), community & environment (D), and government (C) were available. Data on other indicators are largely missing yet are needed for policymakers and researchers to be aware of the current state of PA among CAWD.

"WOT" Do We Know and Do About Physical Activity of Children and Adolescents With Disabilities? A SWOT-Oriented Synthesis of Para Report Cards.

The purpose was to synthesize information gathered from the interpretation and conclusion sections of the Global Matrix of Para Report Cards on the physical activity of children and adolescents with disabilities. The synthesis was based on the strengths, weaknesses, opportunities, and threats framework. The procedure consisted of three stages: (a) the application of the International Classification of Functioning, Disability and Health as the theoretical framework; (b) identifying and aligning Global Matrix indicators and benchmarks with the International Classification of Functioning, Disability and Health components through a Delphi approach; and (c) using content analysis to identify themes from specific report cards. Outcomes reveal that further attention toward including children and adolescents with disabilities in fitness assessments is needed as well as adapted assessment methods. Program availability, equipment and facilities, and professional training emerged as strengths but need further development to overcome weaknesses. Paralympic inspiration was an opportunity, whereas extreme weather conditions presented potential threats to physical activity participation among children and adolescents with disabilities.

Promoting Physical Activity Among Children and Adolescents With Disabilities: The Translation of Policy to Practice Internationally.

BACKGROUND: Physical inactivity among children and adolescents with disabilities (CAWD) is a global public health issue. Policy efforts to promote physical activity (PA) among CAWD have increased. This study summarizes the international policy trend for promoting PA among CAWD, with behavioral and policy insights specific to CAWD from country/regional indicators from the Active Healthy Kids Global Alliance Matrix on Physical Activity for Children and Adolescents to determine policy translation into practice. METHODS: International and national PA policy documents on CAWD were assessed. Data from the Global Matrix Para Report Cards on the behavioral and government indicators from 14 countries or regions (grouped by human development index) were reviewed and compared. RESULTS: Policy instruments began promoting PA for CAWD in 1989 via the Convention on the Rights of the Child. International policy has been advocating PA specifically for CAWD recently. In 2020, the World Health Organization published specific PA guidelines for CAWD. Data from the 14 Para Report Car found 14 grades on the average behavioral indicator and 12 on the government indicator. A gap between the average behavioral indicator (D-) and the government indicator (C+) was found in the Para Report Card data. CONCLUSIONS: Although international policies are consistent in their attention to the needs of CAWD, national/regional policies vary. Coverage ranges from nonexistent to embedded in broader inclusion concepts. A gap in policies to promote PA of CAWD is prevalent and is more prominent in countries or regions with a lower human development index ranking.

The Emotions, Coping, and Psychological Well-Being in Time of COVID-19: Case of Master's Students.

Background: Master's students have been affected by COVID-19 and the changing study conditions due to the lockdown. The aim was to uncover changes in emotions, coping strategies, and psychological well-being during a pandemic. Methods: Ryff scale, multidimensional emotion questionnaire, and Brief COPE scale. Participants: sample of 118 master's students after the first wave and 128 master's students after the second wave. Results: After the second wave of COVID-19, the happy, enthusiastic, and inspired scores of the emotion construct components increased statistically significantly (p < 0.05), but the scores of the components sad, afraid, angry, ashamed, and anxious decreased significantly (p < 0.05). After the first wave, students commonly used planning, positive reframing, self-blame, humor, and acceptance coping strategies, which are classified as problem-focused and emotion-focused coping strategies. The psychological well-being of master's students after the second wave was statistically (p < 0.05) better than that after the first wave in many indicators. Environment mastery skills did not change significantly. Significant associations were revealed between the same components of psychological well-being, emotion, and coping strategies. Conclusions: This study showed that the master's students improved their adaptive abilities probably in the environment of long-term exposure to coronavirus disease, as most psychological well-being indicators improved significantly after the second wave.