Object: The aim of our study was to evaluate and compare the effects of physical exercise interventions on physical fitness and executive functions in children. Methods: Six-year-old children participated in the study and were randomly divided into physical exercise group (PE group, n = 43) and control group (C group, n = 46). The children in the PE group participated in a physical exercise program for 45 min daily, four days a week for 11 weeks. The children in the C group continued with their usual routines. Then, all the children were tested before and after the experiment for body composition (height, weight, BMI), physical fitness (20-m shuttle run test, standing long jump test, grip strength test, 4 × 10 m shuttle run test and sit and reach tests), and executive functions test (animal go/no-go task, working memory span task, simple reaction test and flexible item selection task) before and after the 11-week period. Results: The 11 weeks of physical exercise did not significantly affect the body composition of the children (p > 0.05). The physical fitness and executive functions test results showed that 11 weeks of physical exercise interventions improves physical fitness (cardiopulmonary fitness, muscle strength, speed sensitivity and flexibility quality) and executive functions parameters (inhibitory control, working memory, the reaction time, and cognitive flexibility) in children (p < 0.05, p < 0.01). Conclusion: 11 weeks of physical exercise can improve the physical fitness and executive functions of six-year-old children.

Background: Existing evidence on the association between sedentary behavior (SB) and cognitive function remains inconclusive. Therefore, this study investigated the association between SB and the risk of cognitive decline (CD) or mild cognitive impairment (MCI) in the elderly.Methods: A comprehensive search was independently conducted by two researchers (XC and GQ) in seven electronic databases, including Medline (via PubMed), China Biology Medicine, Embase, Web of Science, China National Knowledge Infrastructure, Wanfang database, and VIP database for Chinese technical periodicals, covering studies published from the inception of database to June 2023. Studies that investigated the relationship between SB and the risk of CD or MCI in the elderly were included. The quality of the literature was assessed using the Newcastle–Ottawa Scale (NOS) and the Agency for Healthcare Research and Quality (AHRQ) assessment tools. The combined effect size analysis, subgroup analysis, and publication bias assessment were performed using STATA 14.0.Results: A total of 13 cross-sectional and 6 cohort studies involving 81,791 individuals were included, comprising 17 high-quality studies and 2 medium-quality studies. We found that SB was significantly associated with an increased risk of CD [odds ratio (OR) = 1.69, 95% confidence intervals (CI): 1.47–1.94] or MCI (OR = 1.34, 95% CI: 1.14–1.56) among the elderly. Subgroup analysis stratified according to comorbidity, lifestyle, family structure, publication year, and region showed statistical differences between groups, and the consistency of the results revealed the sources of the heterogeneity.Conclusion: This meta-analysis showed that SB is positively associated with the risk of CD or MCI in the elderly, providing a higher level of evidence for the promotion of healthy behaviors by clinicians and health policymakers. Due to the number and quality of the included articles, more high-quality longitudinal studies are needed to further confirm our findings.

Background: Despite the well-documented adverse outcomes associated with obesity during pregnancy, this condition remains a promising modifiable fi able risk factor. Objectives: The aim of this study was to ascertain the most effective treatment modalities for gestational weight gain (GWG) in pregnant women classified fi ed as overweight or obese. Methods: A systematic search was conducted across 4 electronic databases: Embase, EBSCOhost, PubMed, and Web of Science. To assess the quality of evidence, the Confidence fi dence In Network Meta-Analysis (CINeMA) approach, grounded in the Grading of Recommendations Assessment, Development, and Evaluation framework, was employed. A Bayesian network meta-analysis was conducted to synthesize the comparative effectiveness of treatment modalities based on GWG outcomes. Results: The analysis incorporated 60 randomized controlled trials, encompassing 16,615 participants. Modes of intervention administration were classified fi ed as remote (R: eHealth [e] and mHealth [m]), in-person (I), and a combination of both (I+R). + R). The interventions comprised 5 categories: education (E), physical activity (PA), dietary (D), behavior modification fi cation (B), and combinations thereof. The quality of the evidence, as evaluated by CINeMA, ranged from very low to high. Compared to the control group, the I-D intervention (mean difference [MD]:- 1.27; 95% confidence fi dence interval [CI]:- 2.23,- 0.32), I-PADB (MD:- 0.60, 95% CI:- 1.19,- 0.00), and I-B (MD:- 0.34, 95% CI:- 0.57,- 0.10) interventions showed significant fi cant efficacy fi cacy in reducing GWG. Conclusions: Preliminary fi ndings suggest that the I-D intervention is the most efficacious fi cacious in managing GWG among pregnant women who are overweight or obese, followed by I-PADB and I-B+R-B(m) + R-B(m) treatments. These conclusions are drawn from evidence of limited quality and directness, including insufficient fi cient data on PA components used in the interventions. Owing to the absence of robust, direct evidence delineating significant fi cant differences among various GWG management strategies, it is tentatively proposed that the I-D intervention is likely the most effective approach. This study was registered with PROSPERO as CRD42023473627.

The provision of advanced specialized content knowledge (SCK) that facilitates in-service teachers’ pedagogical content knowledge (PCK) is one aspect of physical education (PE) worth attention. To some extent, instructional models for training PE teachers on PCK implementation have been studied internationally. Cooperative learning (CL) is rarely reported in China, where direct instruction (DI) is commonly used to assist PE teachers. This study fills in the gaps and investigates whether PE in-service teachers receive proper training during short sessions to improve their PCK. We examined the effect of scaffolding procedures on in-service PE teachers’ PCK, skills, and self-efficacy compared to CL and DI. Hence, the question arose as to whether this support training provided by the instructor would assist in-service teachers in their perception of their efficacy as PE teachers. We deliberately selected 72 in-service PE teachers from twelve middle schools in Chengdu, Sichuan Province, China (23, 22, and 27 teachers for CL with scaffolding, CL, and DI conditions, respectively). CL and CLS participants were divided into mixed-sex teams using the CL procedure (Jigsaw) during the training session, while DI participants practiced the same training session in tandem. Pre- and post-tests were used to measure PE in-service teachers’ SCK, skills, and self-efficacy improvements. Additionally, PCK was also examined in the post-test. The mean scores for teaching self-efficacy, performance, and knowledge of practice for all three training conditions (CLS, CL, and DI) were similar at baseline. These parameters significantly differed between the three groups at the pre- and post-test. Post hoc tests revealed that participants in CLS programs improved their performance scores more from pre-test to post-test than participants in DI programs. Among CLS and CL participants, post hoc analyses indicated that their scores improved more significantly than those of DI participants between the pre- and post-tests. The correlation analysis showed positive correlations between post-test performance, PCK, and teaching self-efficacy in each condition. Direct access to teacher intervention information would be the key to developing instructional knowledge. CL training designs should incorporate scaffolding to help in-service teachers develop self-efficacy through physical activities.

Researchers have examined the common and specialized content knowledge (CCK/SCK) of physical education (PE) teachers and compared their pedagogical content knowledge (PCK) with student learning outcomes globally. However, little research has been reported in China on the relationship between PCK and student learning in PE settings. The aims of the study were (i) to investigate the influence of teacher content knowledge (CCK/SCK) on student development stages in PE settings and (ii) to examine the impact of teachers’ PCK on students’ performance in Tai Chi techniques (TCTs) after six days of instruction. Two PE teachers were chosen from two urban, public, mid-sized middle schools located in Chengdu, Sichuan Province, China. This study involved 332 students from six 5th and six 6th grade classes. The study consisted of 185 5th-grade students (98 boys and 87 girls) and 147 6th-grade students (70 boys and 77 girls). We examined how teacher PCK and student TCT changed after a professional development workshop (PDW). Each PE teacher had two classes randomly assigned to the control or experimental condition groups. This study had three phases. Initially, the control condition was introduced; then, a PDW was provided for the teachers; and finally, the experimental condition was implemented. Teaching behaviors were described using mean values, and t-tests based on the highest TCT scores were conducted to examine the effect of teachers’ PCK on students’ TCT learning. Furthermore, PCK effect sizes were calculated using Cohen’s d. Significant relationships existed between teachers’ PCK, CK, and students’ knowledge, with effect sizes ranging from 1.92 to 6.82. Additionally, improvements in teachers’ PCK were associated with improved TCT performance in students (p < 0.05). Increased knowledge and skills can improve teachers’ PCK behavior, resulting in improved student performance in TCTs. These findings may provide evidence for future recommendations regarding knowledge and skill training programs for physical education teachers.

Background: Vojta therapy (VT) enhances postural control and improves gait abilities. However, there is limited evidence regarding the impact of home-based VT on individuals with Down syndrome (DS).Objective: This study aimed to assess the feasibility and preliminary effects of a two-week home-based VT program on spatiotemporal gait parameters in individuals with DS.Methods: Sixteen individuals with DS (mean age = 17.88 ± 4.57 years, 8 females) participated in a two-week home-based VT program. Feasibility was measured through adherence rates and the occurrence of adverse events. Spatiotemporal gait parameters were evaluated before and after the intervention using the Vicon motion capture system.Results: All participants (100%) successfully completed the home-based VT program with no reported adverse events. Significant improvements were observed in walking speed, cadence, step time (left and right), stride time (left and right), step length (left and right), stride length (left and right), and single support (left and right) (p < 0.05).Conclusion: This preliminary study suggests that home-based VT is a feasible approach and can lead to meaningful improvements in spatiotemporal gait parameters for individuals with DS. Further research with larger sample sizes, more robust designs, and extended follow-up periods is recommended.