Limited research exists on the implementation of Unified Champion Schools (UCS) programs in Taiwanese schools, particularly regarding school-wide implementation and attitudes towards students with intellectual disabilities (IDs). The ecological approach to disability awareness has gained prominence in recent years. This cross-sectional mixed-methods study aimed to investigate the relationship between school awareness of inclusion and attitudes toward students with IDs after a UCS program. After completing the UCS program, 164 secondary school students (79 boys and 85 girls; mean age = 14.9 ± 1.7 years) completed three questionnaires related to school awareness, classroom attitudes, and cognitive attitudes toward peers with IDs. Reflective writing from school project reports was also collected to explore students’ perspectives and experiences. The results from stepwise linear regression showed that school awareness was predicted by classroom attitude and gender. Classroom attitude was predicted by school awareness and cognitive attitude. Cognitive attitude was predicted by classroom attitude, gender, and age. Positive correlations were found between school awareness and attitudes toward students with IDs. Qualitative findings indicated that UCS programs may have psychosocial benefits, encourage inclusion, and foster meaningful interactions between students with and without IDs. In conclusion, the results highlight the need for various approaches, such as training for general peers and grouping strategies, to effectively implement UCS programs and foster a culture of inclusivity within educational settings. Intervention studies are warranted to further support effective inclusion in schools.

This study examined the effects of acute aerobic exercise on sustained attention and discriminatory ability of children with and without learning disabilities (LD). Fifty-one children with LD and 49 typically developing children were randomly assigned to exercise or control groups. The participants in the exercise groups performed a 30-min session of moderate-intensity aerobic exercise, whereas the control groups watched a running/exercise-related video. Neuropsychological tasks, the Daueraufmerksamkeit sustained attention test, and the determination tests were assessed before and after each treatment. Exercise significantly benefited performance in sustained attention and discriminatory ability, particularly in higher accuracy rate and shorter reaction time. In addition, the LD exercise group demonstrated greater improvement than the typically developing exercise group. The findings suggest that the acute aerobic exercise influenced the sustained attention and the discriminatory function in children with LD by enhancing regulation of mental states and allocation of attentional resources.

Social cognitive theory has supported the view that perfectionism can be a hindrance to creativity, and also considers self-esteem to have a moderating effect on their relationship. Therefore, the purpose of this study was to examine the moderating effect of self-esteem on the relationship between perfectionism and creativity in college dancers. Two hundred and sixty-six college dance students completed the Multidimensional Perfectionism Scale of Frost, the Rosenberg Self-Esteem Scale, and the New Test of Creative Thinking. The moderating effect was tested with a four-step moderated hierarchical regression analysis. Bivariate analyses showed that creative thinking was, as a dependent variable, significantly related to multidimensional perfectionism and self-esteem in college dancers. Additionally, the hierarchical regression analysis revealed that self-esteem moderated the association between multidimensional perfectionism and creative thinking after controlling for selected socio-demographic characteristics. It can thus be concluded that self-esteem might regulate the positive effect of multidimensional perfectionism on creative thinking. Professional dance instructors who are working with perfectionist dancers should, therefore, seek ways to improve dancers’ self-esteem as one of the strategies to improve their creative thinking.

Objectives To objectively assess light physical activity (PA), moderate-to-vigorous PA (MVPA), step counts and number of 10 min MVPA bouts and their association with physical function among older adults. Design Cross-sectional design. Setting Urban community setting in Taiwan. Participants 127 Taiwanese older adults aged over 65 years (mean age=70.8±5.3 years; 72% women). Primary and secondary outcome measures Triaxial accelerometers were used to measure PA variables for 10 hours/day for seven consecutive days. Then, five physical function components (handgrip strength, single-leg stance, 5-metre walk speed, timed up and go and sit-to-stand test) were measured. Multiple linear regressions were used to perform separate analyses for older men and women. Results For older women, daily MVPA time (β: 0.39, 95% CI: 0.12, 0.64; p=0.004), daily step counts (β: 0.46, 95% CI: 0.12, 0.78; p=0.009) and number of 10 min MVPA bouts (β: 0.27, 95% CI: 0.001, 0.53; p=0.049) were positively associated with handgrip strength after adjusting for accelerometer wear time, sedentary time and other confounders. Furthermore, daily MVPA time was positively associated with a single-leg stance (β: 0.25, 95% CI: 0.02, 0.49; p=0.036) and higher daily step counts were associated with shorter walking speed performance (β: −0.31, 95% CI: −0.57, −0.001; p=0.049). None of the variables of the objectively assessed PA patterns was associated with physical function outcomes among older men due to their small sample size. Conclusions Daily MVPA, MVPA bouts of at least 10 min and accumulated daily steps are important for improving physical function among older women. Future prospective research should establish causal associations between PA patterns and functional ability among older adults.

Studies based on efficacy beliefs have reported the importance of the relation-inferred self-efficacy (RISE) of students in physical education (PE). To better understand the role of perceived RISE support in student efficacy profiles and outcomes in PE, this study was to: (a) test the mediating effect of RISE in the relationships between the 3 dimensions of RISE support (i.e., positive recognition, task assignment, and relationship establishment) and self-efficacy; and (b) identify the relationship among the 3 dimensions of RISE support, RISE, self-efficacy, and outcomes (i.e., effort, enjoyment, and helping others). A 2-stage study employing structural equation modelling was conducted. The first stage included 372 middle school students with an average age of 14.13 ± 0.96 years, and the second included 402 middle school students with an average age of 13.90 ± 0.97 years. The first-stage results indicated that the relationships between the 3 dimensions of RISE support and self-efficacy were mediated by RISE. The second-stage results demonstrated that the 3 dimensions of RISE support positively predicted RISE and self-efficacy, which in turn positively predicted the outcomes. These findings provide insights into the efficacy profiles and outcomes of perceived RISE support. From a practical perspective, we suggest that RISE support strategies be applied in PE classes.

Purpose: This study examined the effects of coordinative exercise on children’s sustained attention and perceptual discrimination in a school-based physical education (SBPE) setting. Methods: Seventy-three children received an intervention of moderate-to-vigorous intensity coordinative exercise, and 75 children participated in a moderate-to-vigorous intensity physical activity as part of a regular physical education class. Two neuropsychological tests of executive function (EF) were used to assess attention and perceptual discrimination functions before and after each treatment. Results: The results found that coordinative exercise significantly improved the performances on sustained attention and perceptual discrimination, as evidenced by enhanced response accuracy and improved speed of responding. Specifically, higher progressions in task performance were seen following coordinative exercise relative to regular physical activity. Conclusion: These findings suggest that coordinative exercise could enable more robust improvements in sustained attention and perceptual discrimination among children. Overall, we conclude that structured coordinative exercise, implemented in SBPE settings, may be a promising alternative to promote children’s cognitive abilities.