Flexible nonlinear periodization (FNLP) is a form of exercise programming that encourages individuals to acutely match exercise demand to their physical and mental resource availability. It is unclear how exercise is chosen and experienced by individuals following this invitation. This mixed-method study aimed to understand the viability of FNLP-based exercise. Twenty-four participants initiated pre-and postexercise surveys when asked to engage in FNLP for 14 days. Each participant was interviewed to review visualized survey data and elaborate on reasonings for and consequences of their decisions. Integrated quantitative and qualitative data were analyzed using reflexive thematic analysis to generate patterns of meaning. Resource-concordant decisions were perceived to support recovery, training overload, and novel activities. Resource-discordant decisions were made to distract from stressors, for social engagement, or in response to self-imposed expectations. Experiences were neither universally pleasant nor unpleasant. Findings begin to disentangle the complexity of exercise behavior and inform FNLP refinement.

Personalized exercise programming requires more than physiologically sound prescriptions; it depends on understanding individual’ histories, meanings, and lived experiences with physical activity. Biographical mapping (bioMAP) is a participatory narrative and visual method, which offers an approach for understanding personally meaningful experiences related to physical activity across the lifespan. This study explored adults’ perceptions of the goals, procedures, and effects of bioMAP when contextualized as an intake activity preceding personalized exercise programming. Twenty-four individuals (67% women, aged 34 ± 10 years) completed a one-on-one bioMAP session wherein they identified significant life events and drew developmental curves for well-being, enjoyment, exercise volume, and exercise intensity across a timeline. The bioMAP session served to provide relevant guiding information for co-creating a personalized exercise program, which was then trialed for two weeks. Afterwards, participants participated in semi-structured interviews to understand the social validity of the bioMAP process, and data were analyzed using reflexive thematic analysis. Four themes captured participant experiences: (1) struggles with recounting exercise histories; (2) navigating vulnerability as it enabled deeper insights; (3) interviewer practices that created psychological safety and validation; and (4) connecting the dots, where participants identified meaningful patterns that informed exercise choices and future perspectives. Findings provide preliminary evidence for the feasibility and social validity of bioMAP in the context of exercise programming, while also highlighting areas for refinement, such as streamlining procedures and strengthening facilitation. By eliciting rich, personally relevant insights into exercise-related experiences, continued research is warranted to understand bioMAP as a foundation to guide personalized exercise programming.

Physical activity is known to have multiple health benefits for youth with developmental disabilities (DDs). Individuals with DDs are at risk for adverse health-related outcomes. Limited research has shown that the prevalence of youth meeting recommendations for physical activity is low. However, there are challenges in assessing physical activity and achieving adequate compliance in this population, which may lead to inaccurate data. Factors that play a role in the ability of an individual to participate in adequate physical activity to meet recommendations include the ability to perform motor skills and the functional capacity to pursue and engage in a variety of activities. The purpose of this narrative review is to describe the current practices, barriers and strategies associated with physical activity, motor proficiency and metabolic assessments in youth with DDs. This paper elucidates barriers to physical activity, motor proficiency and metabolic assessments in youth with DDs while providing strategies to aid in the successful administration of protocols. Evidence-based and anecdotal evidence provided in this paper supports the use of the following strategies to aid in assessment: peer modelling, parent support, individualised behaviour techniques, positive reinforcement and the use of social narratives. Future work in this area should continue to (a) critically evaluate, implement and develop assessment tools and protocols in youth with DDs and (b) establish reference data specific to the target population.

(1) Background: The developmental model describes possible mechanisms that could impact the trajectory of children and adolescents’ health behaviors related to obesity; however, few data are available that support this model in the adolescent population. This study investigated the associations among motor competence (MC), moderate-to-vigorous physical activity (MVPA), perceived motor competence (PMC), and aerobic fitness in children and adolescents and the mediating and moderating effects of PMC, aerobic fitness, and weight status on the MC–MVPA relationship. (2) Methods: Participants included 47 adolescents (12.2 ± 1.6 y; 55% male) who completed the Bruininks–Oseretsky Test of Motor Proficiency, 2nd Edition (MC), Harter’s perceived self-competency questionnaire (PMC), and the PACER test (aerobic fitness) and whose MVPA was measured via accelerometry. The body mass index (BMI) was calculated from measured height and weight. (3) Results: There were positive correlations between MC and fitness [rs(47) = 0.469, p < 0.01], PMC and fitness [rs(47) = 0.682, p < 0.01], and PMC and MC [rs(47) = 0.416, p < 0.01]. There were no associations among MVPA and MC, PMC, or fitness (p > 0.05). There were inverse associations between BMI and both MVPA [rs(44) = −0.410, p < 0.01] and fitness [rs(47) = 0.295, p < 0.05]. The association between MC and MVPA was mediated by fitness (β = 0.3984; 95% CI (0.0564–0.7985)). (4) Conclusions: The associations among MC, PMC, and fitness highlight the critical role of MC in health and partially support the proposed developmental model concerning the relationships that exist among MC, MVPA, PMC, fitness, and BMI.

The purpose of this study was to explore the prevalence, varieties, and motivations behind parent-selected incentivization for children's physical activity (PA). Parents (n = 90; 30.0 +/- 8.5 years) of children (8.7 +/- 2.1 years) completed a web-based survey that included items regarding the use of PA rewards, children's moderate-to-vigorous PA (MVPA, min center dot week-1), access to electronic devices, and demographic characteristics. Open-ended questions were used to determine the type of activity rewarded, type of reward given, and parents' reasoning for not using PA rewards. Independent sample t-tests were used to determine differences between reward groups (reward and no reward) and parent-reported children's MVPA. Open-ended responses underwent thematic analysis. Over half (55%) of the respondents provided PA rewards. There was no difference between reward groups for MVPA. Parents reported their children having access to various technology modes, including TV, tablets, video game systems, computers, and cellphones. Most of the parents (78.2%) reported restricting their child's technology time in some capacity. Rewarded PAs were thematized as "children responsibilities", "non-sport activity", and "sport". Two themes regarding types of rewards included "tangible" and "nontangible". Two underlying themes as to why parents did not give rewards were deemed "built-in-habit" and "enjoyment". Rewarding children's PA is prevalent among this sample of parents. Substantial variety exists regarding the type of PA incentivized and the type of reward provided. Future studies should explore whether parents use reward structures and how they conceptualize nontangible, electronics-based rewards versus tangible rewards to incentivize children's PA to promote lifelong behavior.

Physical activity has been shown to be positively associated with improved motor skill and cognitive development in young children. Intervention designs are often constructed without focus on interrelatedness of the development of motor and cognitive self-regulatory skills. PURPOSE: To investigate the impact of a movement-based curriculum designed to integrate both motor skill and cognitive development in preschool children. METHODS: Preschool-aged children [n = 34; intervention group (n = 28); control group (n = 6)] participated in the study. Locomotor and object control motor skills were assessed via the Test of Gross Motor Development - 3rd Edition. Cognitive self-regulation (attention, working memory, and inhibition) was assessed via the Early Years Toolbox. These assessments were completed at pre- and post-intervention time points. Perceived competence and enjoyment were assessed during the curriculum via adaptations of Harter’s Perceived Competence Scale for Children and the Physical Activity Enjoyment Scale. Multiple 2x2 repeated measures ANOVAs were run to determine the impact of the curriculum on motor skills (locomotor and object control scaled scores) and cognitive self-regulation (accuracy and reaction time). RESULTS: There were no differences between intervention and control groups from pre- to post-intervention for motor skill scores. There were differences in locomotor (F = 4.5b, p = 0.045) and object control scores (F = 13.1b, p = 0.001) in the total group (intervention plus control groups) from pre-intervention (11.5 ± 0.5 and 11 ± 0.4, respectively) to post-intervention (12.3 ± 0.4 and 12.2 ± 0.5). There was a significant improvement in the intervention (3.1 ± 2.4 to 4.1 ± 2.5) compared to the control group (6.4 ± 2.6 to 4.2 ± 2.7) for visual working memory accuracy (F = 5.15b, p = 0.035). In the total group, there was a significant time effect only for the auditory working memory reaction time (9.5 ± 1.1 to 7.1 ± 0.7; F = 5.9b, p = 0.025). Child self-reported perceived competence and enjoyment were perceived as high throughout the program (2 ± 2.6 out of 25, and 30.2 ± 4.3 out of 35, respectively). CONCLUSION: This study provides evidence of an impact of a movement-based curriculum on visual working memory and support for further investigation into the use of similar curricula such as the one in this study.

Recess offers an opportunity for youth to engage in physical activity during the school day. During recess, youth typically have autonomy to choose the activities, context, and who they engage with. PURPOSE: To evaluate physical activity and related context and social engagement during recess in school age youth. METHODS: A total of 13 children (9 males) enrolled in first and second grade (7.2 ± 0.4 years) participated in this study. The Observational System for Recording Physical Activity in Children-Elementary (OSRAC-E) was used to evaluate activity level and type, context, and social behavior during recess. Two trained researchers completed the direct observation during the recess period (n = 13). A total of 36 observations were performed. Descriptive statistics were run for all variables. RESULTS: Most recess periods (~74%) occurred on the playground (~26% classroom). During the observations most of the time was spent 68.4% in light activity [stationary - easy movements of the limbs (40.4%) and translocation at a slow easy pace (28.0%)], 19.8% of the time in moderate to vigorous physical activity [translocation at a moderate pace (5.7%); translocation at a fast pace (14.1%)] and the remaining time being stationary [stationary or motionless with no major limb movements (10.5%)]. Activity type reflected the intensity level of the activity. The most common activity type was standing (25.9%), followed by sitting/squatting (21.7%), walking (16.6%), and swinging (10.3%). The children spent one third of the time on the playground equipment (33.9%), 18.3 % of the time transitioning between activities, 11.2% of time in an open space, and 9.9% of time engaging in sociodramatic play. The children spent most of the time engaged in play with other children [1-on-1 with a peer (35.6%) and in a group with other children (26.1%)]. The remaining time was spent in solitary play (36.2%). There was no engagement with the teachers during the recess sessions. CONCLUSIONS: The children spent ~90% of the time in some level of activity (light, moderate, or vigorous). Additionally, it appears that children participate in a variety of activity types with different contexts and group compositions during the recess period. Future research should explore the associations of the various contextual factors and physical activity patterns of youth.

Readiness-to-exercise is a multidimensional concept (e.g., physical, psychological, motivational states) when regularly monitored has potential in guiding person-specific adjustments on a session-by-session basis. Research demonstrated between-person differences regarding which dimension is mathematically most important, but further insight on social validity of personalized readiness profiles is needed. PURPOSE: Explore individuals' perceptions and utility of their person-specific readiness profile. METHODS: Thirteen individuals underwent 21 days of ecological momentary assessment (4 surveys per day). Participants provided “right now” ratings from constructs determined to influence readiness to exercise. Eleven participants (64% F, 32 ± 7y, Race = 100% White, 9 ± 6 years training experience) completed at least the minimum number of surveys (50/84; 73 ± 9) to construct a profile and participate in a qualitative interview. Readiness profiles were constructed utilizing P-technique factor analysis and presented to gauge initial perceptions during a one-on-one, semi-structured interviews. RESULTS: Three themes emerged. Accuracy encompassed mixed perceptions of relevance (“description of my personality”, “kinda accurate”). Facilitators of Skepticism was comprised of two subthemes: ‘atypical circumstances’ (“spent a week [of the assessment period] in the hospital, heavily medicated”), ‘interaction between perceptions and data feedback’ (“[if] that machine says I’m feeling like [expletive] like I am going to feel like [expletive]. I don’t want to know that”). Resilience Overruling Readiness emerged as participants noted the importance of recognizing readiness but overcoming unfavorable states (“overcoming the mental side of things”, “value in not wanting to do this, but I have to if I want to get stronger”). CONCLUSION: While profiling readiness based on time-series data offers insight into individualized mathematical importance within multi-dimensional data, the results demonstrate mixed perceptions towards relevance and utility of this information. To refine the operationalization of readiness-to-exercise, further research is needed to understand both the social and criterion validity of mathematically-determined profiles.

The purpose of the study was to examine the feasi-bility of translating the FunDoRooTM mobile device application, a parental home-based physical activity (PA) intervention, for youth with disabilities in five spe- cial education classrooms (elementary through high school). A supervisor's fidelity checklist on the FunDo- RooTM protocol, along with narrative comments, was completed after each session. The fidelity checklist was designed to assess the implementation and fa-cilitation of the FunDoRooTM sessions. FunDoRooTM included Get Ready exercises, Get Strong exercises, and Games. Fidelity checklist data were not reported in this study. Qualitative analysis on implementation and facilitation was conducted on the narrative com-ment data from the fidelity checklists from 31 different FunDoRooTM sessions across the five classrooms. Five themes were identified using an inductive approach: equipment modification, exercise/movement adap- tation, location/space, challenges with group setting, and time constraints. Based on the thematic analysis, facilitators need to be cognizant of students' ability levels as these abilities will inform equipment modifi- cation and adaptations to the activities/exercises in the FunDoRooTM application. Results from this study indicate that with these considerations, the FunDo-RooTM application curriculum can feasibly be translat-ed for use in special education classrooms, as a fun, interactive way to reach the educational goals of students with disabilities that may increase PA in the school setting.

Youth with developmental disabilities (DD) face challenges that may impact their participation in physical activity. One of the biggest challenges is the availability of opportunities to engage in activities that are adapted for youth with DD. In addition, due to challenges with current physical activity assessment methods for youth with DD, the activity levels during modified activities remain unclear. The purpose of this investigation was to determine the activity levels of youth with DD during structured and unstructured activities offered during a therapeutic camp. This camp was a five-day, overnight experience in an outdoor camp center in the southeastern region of the U.S. Youth (n = 29; 14.6 ± 3.9 years) with more than one DD and with varying abilities wore accelerometers while they engaged in 13 activities of varying categories (functional/gross motor, game, sociodramatic, fine motor, free play) and contexts (ropes, horses, outdoor adventure, music and movement, yoga, come on down, sports and games, theatre, cabin challenge, arts, cooking, mad science, free play). Activity level varied by activity category and context and the intensity level of the majority of the camp activities was classified as either sedentary or light. There was a time course effect on activity; most activities resulted in a gradual decline over the session, except for cooking, sports and games, and free play. This therapeutic camp provided an opportunity for youth to engage in physical activity that would be classified as light intensity. The activities available at this camp were designed to address specific goals and objectives and provided enrichment opportunities (e.g., life skills, social skills) for youth to obtain multiple skills while using movement as a framework to deliver the content.

GoNoodle is an online activity platform that allows for activity participation in a confined space, at home or in a classroom, without equipment. PURPOSE: To evaluate metabolic responses, enjoyment, perceived competence, and rating of perceived exertion (RPE) while participating in GoNoodle’s Indoor Recess. METHODS: Twenty-two children (8.6 ± 2.2y; 64% male) participated in the study and 16 had complete metabolic data. Oxygen Consumption (VO2; mL·kg-1·min-1) was measured using a portable metabolic system (OxyCon Mobile) during three different phases (Warm-Up, Activity, Cool-Down) of two trials of Indoor Recess. Youth METs (METy), volume of activity (METy·min-1), and respiratory exchange ratio (RER) were calculated from VO2 and carbon dioxide produced (VCO2) measured during the three phases of each trial. Participants reported enjoyment (range 7-35), perceived competence (range 5-25), and RPE (OMNI scale) after each trial. Four 2X3 (TrialXPhase) repeated measures ANOVAs were run to examine differences in metabolic responses (n = 16) between trials, among phases, and interactions. Paired samples t-tests were used to examine differences in enjoyment, competence, and RPE between trials (n = 22). RESULTS: Table 1 shows the mean ± standard deviation for VO2, METy, METy·min-1, RER for each phase and enjoyment, perceived competence, and RPE for each trial of Indoor Recess.CONCLUSIONS: The Warm-up, Cool-down and overall intensities were considered light and Activity was moderate based on METy values. These findings indicate that Indoor Recess is a feasible means for youth to accumulate activity in settings with limited space and resources, especially during the COVID-19 pandemic.

Current data show that children with intellectual and/or developmental disabilities (IDD) are less physically active than their typically developing peers. The school setting may provide a promising solution to offer physical activity (PA) opportunities for children with and without IDD. However, there is a lack of data on school-based PA levels of youth with IDD and limited comparisons between youth with IDD and their typically developing peers. PURPOSE: To compare the PA levels and PA context of youth with and without IDD during the total school day, physical education (PE), and recess. METHODS:A total of 13 children (n = 3 with IDD) enrolled in first and second grade participated in the investigation. Accelerometry was used to assess PA during the total school day, PE, and recess. Additionally, PA levels and context were assessed using the System for Observing Fitness Instruction Time (SOFIT; 1 observation) and Observational System for Recording Physical Activity in Children-Elementary School (OSRAC-E; 2 observations) during PE and recess, respectively. A Friedman Test was used to compare the differences in PA intensity (sedentary, light, moderate, and vigorous) during the total school day, recess, and a PE class. Independent samples t-tests were used to compare the differences in PA behaviors between groups (with IDD vs without IDD) during the total school day and recess only. For PE only one individual with IDD was observed, so no comparisons were made. RESULTS: During the total school day, children with IDD spent less time engaging in sedentary activities (p = .032) and more time in moderate intensity activities (p = .011). During an inclusive PE class, children spent a majority of time in the seated position (56%) and engaged in the management lesson context (51%). Additionally, about 33% of the time was spent accumulating moderate to vigorous intensity PA. Children with and without IDD spent most of the recess period engaged in sedentary (~39%) and light PA (~37%). Finally, during recess, children with IDD preferred solitary play compared their peers that preferred to be in a group or with another peer. CONCLUSIONS: It appears that the school setting is a viable option for IDD to accumulate PA. However, these individuals seem to participate in non-traditional PA (i.e., outside of recess and PE) isolated from their peers.

Physical activity (PA) and motor skill development (MSD) have been shown to impact cognitive aspects of self-regulation (attention, working memory, and inhibition). However, there is little evidence supporting these relationships in preschool-aged children (3-5 years old). PURPOSE: Determine if PA and MSD are associated with the cognitive aspects of self-regulation in preschool-aged children. METHODS: Participants were 24 preschool-aged children (4.6 + 0.7y, 16 females) attending a university preschool. On Day 1, an ActiGraph GT3X+ was placed on the hip of each participant and worn for 7 consecutive days during waking hours to assess PA. Minutes per hour spent in light, moderate, and vigorous PA were calculated using the Pate cutpoints. Additionally, on Day 1, the Test of Gross Motor Development-2nd Edition was used to measure MSD. On subsequent days, cognitive aspects of self-regulation (one assessment per day) were measured via the Head Knees Toes Shoulders (all aspects) and the Early Years Toolbox [Card Sorting (attention shifting), Mr. Ant (visual/spatial working memory), Not This (phonological working memory), and Go-NoGo (inhibition)]. Tertile groups created from self-regulation scores were analyzed using one-way ANOVAs to determine differences in PA and MSD scores among groups for each test of self-regulation. RESULTS: Average ActiGraph GT3X+ wear time was 9.9 ± 2.7 hours/day for 6.4 ± 1.5 days/week. Average time spent in light, moderate, and vigorous intensity PA averaged 14.6 min/hour. MSD scores averaged at the 58th percentile. Performance on the “Not This” task was significantly associated with locomotor, object control, and total motor skill development scores (F(2,21) = 4.203, F(2,21) = 4.558, F(2,21) = 4.777, p < 0.05, respectively). Performance on the “Mr. Ant” task approached significance with both locomotor and total motor skill development scores (F(2,21) = 2.714, p = 0.089, F(2,21) = 2.806, p = 0.083, respectively). There were no differences in PA or MSD scores for any other self-regulation assessment. CONCLUSION: It appears higher levels of MSD are associated with higher working memory scores. This association may be due to the fact that many motor skills require sequencing of activity (e.g. galloping, throwing, etc.) which may tap into the child’s working memory to execute those skills.

Background: It is unclear whether assessments of motor proficiency are reliable for individuals with Down syndrome. The purpose of the study was to evaluate the test–retest reliability of the Bruininks–Oseretsky Test of Motor Proficiency-Short Form (BOT-2 SF) in youth with Down syndrome. Methods: Ten youth (ages 13.1–20.7 years) with Down syndrome completed the BOT-2 SF (14 items) plus a standing long jump on two separate occasions. Intraclass correlation coefficients (ICC), 95% confidence intervals (CIs), and standard error of measurement (SEM) were calculated to determine the test–retest reliability of the BOT-2 SF and the standing long jump. Results: The test–retest reliability of the BOT-2 SF overall scores and percentile rankings were considered excellent. The test–retest reliability of each of the subtests varied with classifications of poor (n = 5), fair to good (n = 6), and excellent (n = 4). Conclusion: Current evidence suggests that children with Down syndrome have reduced motor skills. However, there appears to be a lack of assessment tools that reliably evaluate the motor skills of this population. The results from this investigation suggest that the BOT-2-SF provides “excellent reliability” (≥0.75) to assess the motor skills in youth with Down syndrome.

This study examined whether associations exist between PA intensity, self-regulation, and indicators of school readiness, a proxy for academic achievement, in young children. Thirty young children completed assessments of physical activity, school readiness indicators, and self-regulation. Physical activity intensity was classified as light, moderate or vigorous. School readiness indicators were assessed using expressive and receptive subtests. There were no associations between light and moderate physical activity, school readiness indicators, and self-regulation. Additionally, there was no association between vigorous activity and the receptive subtest of the school readiness indicators. Correlations were significant between vigorous activity, self-regulation, and expressive subtest. School indicator expressive scores and self-regulation were significantly predicted by the level of vigorous activity. Results suggest the existence of an intensity threshold influencing the PA, self-regulation, and school readiness association.