Search Results (48)

Background/Objectives: The Geri-Fit^® program, recognized by the National Council on Aging, is known to improve strength in older adults, yet it lacks robust evidence for clinical outcomes. The current study was performed to assess the change in clinical outcomes in addition to patient-reported change in mobility and general well-being Methods: A total of 227 adults aged 60 and older were recruited from clinics and community sites across Galveston and Harris counties and participated in 45 min classes twice weekly for 12 weeks, led by trained Geri-Fit^® instructors. A mixed-methods approach includes pre- and post-collection of biometric measures of Hemoglobin A1c, total cholesterol, weight, and waist circumference. Participants also completed mid- and post-program surveys, reporting changes in health behaviors, psychosocial outcomes, and physical changes, and provided qualitative feedback. Results: 44% of participants lost weight, nearly half reduced their waist circumference, 43.5% improved their Hemoglobin A1c, and total cholesterol decreased significantly (from 167.77 to 155.04 mg/dL; p = 0.02). Self-reported outcomes indicated that almost 100% of participants showed improvement or maintenance in mobility, strength, physical activity, and well-being. Conclusions: These findings suggest that Geri-Fit^® is associated with favorable clinical outcomes and improved functional health, supporting its potential as a community-based intervention to enhance physical activity, improve self-management, or reduce the risk of chronic disease among older adults. Full article

Objectives: This systematic review identifies and synthesizes quantitative evidence regarding whether psychosocial constructs, specifically groupness, social support, self-efficacy, enjoyment, and instructor behavior, are associated with behavioral adherence to adult group fitness classes. Methods: Electronic searches were conducted in PubMed, Scopus, and Web of Science. Eligible studies included quantitative analyses of adults in instructor-led group exercise. Risk of bias was appraised using ROBINS-I, and JBI critical appraisal tools, as appropriate to study design. Results: Twenty-one studies met inclusion criteria. Self-efficacy was the most consistently supported domain, with several behavior-specific efficacy measures showing small-to-moderate positive associations with attendance-based adherence, although null findings were also observed when measures were less temporally aligned or when outcomes shifted to post-program continuation. Social-relational and instructor-related constructs showed more context-dependent evidence: social attraction, social cohesion, reliable alliance, group identification, and selected leader behaviors were more consistently favorable than generic social support or broad cohesion measures. Enjoyment and affective response showed the weakest independent evidence, with positive associations mainly when affective constructs were measured close to the attendance decision. Adherence in instructor-led group exercise settings appears to be influenced by perceived capability, social-relational processes, instructor-shaped motivational climate, and affective valuation, although the available evidence is heterogeneous and predominantly observational. Future research should use multilevel longitudinal designs, instructor- and class-level clustering, repeated affective assessment, and causal pathway modeling to test how these mechanisms support repeated attendance and longer-term maintenance. Full article

Customer loyalty has become a critical factor for the sustainability of fitness centers amid growing industry competition, yet limited research has examined recommendation patterns across user profiles in mid-cost facilities. This study aimed to analyze customer recommendation in a mid-cost fitness center in Spain using the Net Promoter Score (NPS) and to identify factors associated with loyalty by gender, age, membership duration, and service usage pattern. A cross-sectional observational study was conducted with 102 adult members (63.7% women) who completed a self-administered questionnaire distributed via QR code. The NPS served as the primary outcome measure, complemented by open-ended questions on perceived strengths and areas for improvement. The center achieved a high overall NPS of +66.7, with 70.6% of respondents classified as promoters and only 3.9% as detractors. Women reported significantly higher NPS scores than men (p = 0.037), whereas no significant differences emerged by age, membership duration, or service usage pattern. Qualitative analysis revealed that instructor quality, service organization, and facility management were the primary drivers of recommendation. These findings support the utility of the NPS as a practical tool for assessing customer loyalty in fitness centers and underscore the role of service quality in shaping recommendation behavior. Full article

(1) Background: Driving enables participation and independence for persons with disabilities; however, Korea lacks standardized driver rehabilitation guidelines and clearly defined occupational therapy roles. Current evaluations at the National Rehabilitation Center (NRC) rely heavily on instructors’ experiential judgment, resulting in inconsistent fitness-to-drive decisions. This study developed and field-tested a comprehensive driving evaluation (CDE) tailored to the Korean service context, integrating structured off-road functional assessment with on-road driving evaluation through a collaborative occupational therapist–driving instructor model. (2) Methods: The off-road assessment was refined through a literature review, an analysis of the ICF Core Set for driving rehabilitation, expert surveys, and a workshop with 10 occupational therapists. The on-road assessment was adapted from international tools and validated by NRC driving instructors and an expert committee. The CDE was field-tested with 30 persons with physical disabilities, cerebral palsy, or auditory disabilities enrolled in the NRC Driving Education Program. Eligibility for independent driving was classified as “eligible” or “doubtful.” (3) Results: The CDE was feasible within existing workflows. Off-road deficits predicted on-road difficulties, and cases with discordant judgments benefited from combined assessment. (4) Conclusions: The CDE offers a structured alternative to experience-based evaluations and supports interprofessional collaboration, providing foundational evidence for standardized driver rehabilitation in Korea. Full article

This study examines how transnational online continuing professional development (CPD) supports language instructors’ technological pedagogical content knowledge (TPACK) in transnational higher education (TNHE). To assess this development, an existing TPACK self-report instrument was adapted to reflect cross-border online delivery, platform-mediated assessment and feedback, and collaborative course preparation. Survey data were collected from instructors at University of Southampton partner institutions in China (n = 431). Using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), structural equation modeling (SEM), and paired-samples t-tests, the study examined the instrument’s measurement properties, the structural relations among knowledge domains, and changes over time. Results supported a stable four-factor structure—technological knowledge, content knowledge, pedagogical knowledge, and TPACK—with good model fit and acceptable reliability and validity. SEM showed that pedagogical knowledge and technological knowledge significantly predicted TPACK, whereas content knowledge did not directly predict it. Longitudinal analyses of matched pre–post responses (n = 172) indicated significant increases in technological knowledge, pedagogical knowledge, and TPACK after CPD participation, while content knowledge remained statistically stable. These findings suggest that routine online CPD is most responsive in strengthening instructors’ technology-related and pedagogical capacities, which in turn support integrative teaching competence in TNHE language teaching. Full article

While many benefits exist from regular engagement in physical activity (PA), adults with intellectual and developmental disabilities often do not engage in the recommended levels of PA needed to access those benefits. Barriers, such as a lack of accessible environments or knowledgeable support staff, have been shown to limit participation in PA. This study used an explanatory sequential mixed methods approach to, first, examine the quantitative fitness outcomes of 31 adults with intellectual and developmental disabilities enrolled in an adapted fitness program, followed, second, by inspecting qualitative field observations of fitness classes and interviews with their fitness instructor for possible explanations of the earlier findings. Quantitatively, there was a significant reduction in body mass index after 12 months of participation, while additional fitness outcomes (such as situps and balance) were maintained. Qualitative findings from conducted field observations and interviews provided a possible rationale for these quantitative outcomes. Five themes were generated: (1) personalized goal setting; (2) progressive challenge; (3) safe and flexible environments; (4) connection and belonging; and (5) celebration of progress. These findings, in total, highlight the importance of building capability, providing opportunities, and incorporating motivational strategies to ensure that adults with intellectual and developmental disabilities can achieve positive outcomes from PA engagement. Full article

Background: This study examined the relationship between gamification experience, fitness performance, and physical activity patterns according to gender. Methods: A total of 622 students aged 13–14 years (52.1% boys, 47.9% girls) completed a six-week gamified PE program via the Sworkit platform, integrating progress tracking, digital rewards, and challenge-based progression into three weekly instructor-led sessions. Fitness was measured pre- and post-intervention using the Youth Fitness International Test (YFIT) battery—BMI, 20 m shuttle run, handgrip strength, and standing long jump. Gamification experience was assessed with the Gamification User Experience Scale (GAMEX), and the Y-PATHS framework was applied to classify physical activity patterns. Results: Significant improvements were observed across all physical fitness indicators following the six-week gamified intervention. The largest gains occurred in the 20 m shuttle run (Δ = +4.3; F = 48.22; p < 0.001; η² = 0.60) and handgrip strength (Δ = +2.6; F = 39.74; p < 0.001; η² = 0.51), indicating substantial improvements in aerobic and muscular fitness. Standing long jump also showed notable progress (Δ = +7.7 cm; F = 35.12; p < 0.001; η² = 0.48), while BMI decreased modestly but significantly (Δ = −0.3; F = 7.85; p < 0.001; η² = 0.55). Overall, the ANOVA confirmed significant pre–post changes across all domains (p < 0.01; η² = 0.41–0.62). Higher GAMEX scores correlated strongly with total fitness gains (r = 0.54; p < 0.001) and predicted performance improvement (R² = 0.29). Conclusions: Gamified PE can enhance both fitness performance and physical activity patterns, with clear gender-specific trends. Integrating YFIT, GAMEX, and Y-PATHS offers a comprehensive framework for designing targeted, effective PE programs for adolescents. Full article

Resilience refers to an enduring and yet fluid characteristic that enhances children’s adaptation. It is a dynamic developmental process that is highly promoted by individuals’ internal characteristics, such as self-efficacy and locus of control. The present study examined whether self-efficacy mediates the relationship between locus of control and resilience among Greek primary school students. Participants were 690 students aged 9–12 years who were enrolled at primary schools in Greece in Grades 4, 5, and 6. Participants completed a questionnaire including measures assessing resilience, locus of control, and self-efficacy. Structural equation modeling using AMOS 26.0 was used to analyze the data. The results indicated that locus of control and self-efficacy function as significant predictors for all dimensions of resilience, while demographic characteristics such as gender and grade only predict some dimensions of resilience. The hypothesized model was a good fit to the data, and self-efficacy partially mediates the relationship between locus of control and resilience. Psychologists, instructors, and practitioners can develop and apply intervention programs in order to strengthen children’s resilience by enhancing their self-efficacy and helping them adopt an internal locus of control. Full article

Background/Objectives: The educational system thinking approach (ST) takes a holistic vision of instructors/teachers and learners’ relationships, making sports pivotal for reflection on education. This study evaluated the efficacy of a multisport ST-based course on minirugby instructors’ teaching competence and children players’ motor conduct. Methods: The twenty-five rugby instructors (IAC) attended the 25 h course and the children of their teams (n = 109, Ch-IAC) participated in this study as experimental groups. Twenty-five rugby instructors who were not attending the course (I-CON) and their pupils (n = 111, Ch-CON) acted as control groups. Changes in instructors’ teaching competence (by the Instrument for Identifying the Teaching Style and the System for Observing Fitness Instruction Time) and children’s motor conduct (by the Körperkoordinationtest für Kinder test, the Game Performance Assessment Instrument, the Physical Activity Enjoyment Scale, and the physical self-efficacy scale for children) were assessed. Results: Thanks to the education received, IAC improved in didactics and methodological competence. They learned to use more production teaching styles than CON (10.5 ± 9.3% vs. 0% of the lesson time, p < 0.05), reduce children’s inactive lesson time for management (−5.1 ± 3.3% vs. 1.1 ± 3.1%, p < 0.05) and promote more outside lesson topics (4.4 ± 3.2% vs. 0%, p < 0.05). In addition, compared to Ch-CON, Ch-IAC significantly improved motor coordination, game performance, enjoyment, and self-efficacy (p < 0.05). Conclusions: Children’s enjoyment and self-efficacy acted as mediators that amplified the effects of the multisport training course. At the same time, the instructor’s didactical and methodological competence were moderators directly favoring or worsening children’s motor competence. Such an integrated multisport model is applicable and suggested for improving sports performance and education processes. Full article

Fitness instructors play an essential role in fitness services, as they require both technical and interpersonal skills. A good image of a fitness instructor can be defined as having a pleasant appearance and good presentation in terms of hygiene and/or clothing used, which is appropriate for the context and characteristics of the participants. Their image significantly influences participants’ perceptions and satisfaction. The objective of this study was to conduct a comparative analysis between Romania and Portugal regarding the quality of services offered within group fitness classes, focusing on instructors. It involved 133 group fitness instructors and 210 participants from Romania and Portugal. An adaptation of the Szumilewicz questionnaire was used to assess the importance of the different attributes of the fitness instructor’s image. Statistical analyses included descriptive statistics, t-tests, and effect size to compare perceptions between countries and groups. Romanian instructors and participants generally attributed more importance to the fitness instructor’s image compared to their Portuguese counterparts. Significant differences were found in attributes like physical fitness, technical execution, and communication. Instructors tended to overestimate the importance of their image compared to participants. The fitness instructor’s image is crucial in determining participant satisfaction and the perceptions of service quality. The innovative aspect of this study lies in its intercultural comparison, which highlights how cultural context influences the perception of a fitness instructor’s attributes, such as physical fitness, technical execution, and communication. The practical application of these findings lies in the suggestion that fitness professionals should tailor their approach, balancing technical skills and interpersonal communication to align with the cultural expectations of their participants. This culturally sensitive approach is essential for enhancing participant satisfaction and improving the overall quality of fitness services. Full article

(1) Background: Exploring the relationship between spontaneous breathing patterns and aerobic and anerobic running exercise performance can greatly improve our understanding of optimizing physical fitness. Spontaneous breathing patterns refer to how the rhythm and depth of breathing affect performance and physical adaptation during exercise. (2) Methods: This study aimed to investigate this relationship by enrolling 240 college students (120 males and 120 females, aged 18–22). We evaluated their resting respiratory rate (RR), the combined total of abdominal and thoracic movements (AM+TM), the proportion of abdominal movement to the overall respiratory movement (AM/(AM+TM)), and the inhalation to exhalation ratio (I/E ratio). Additionally, their performance in a 50 m sprint (measuring anerobic capability), an 800- or 1000 m run (assessing mixed aerobic and anerobic capacity), and a 12 min distance run (evaluating aerobic capacity) was recorded. (3) Results: Our findings, through both correlational and comparative analyses, indicate that a larger AM+TM is predictive of a greater distance covered in the 12 min run, suggesting enhanced aerobic capacity. Interestingly, among female participants, a lower body mass index (BMI) coupled with a higher proportion of abdominal movement (AM/(AM+TM)) was linked to better performance in the 800 m run, indicative of superior mixed aerobic and anerobic capacities. These results imply that women with a larger tidal volume and those with a lower BMI but higher abdominal contribution to breathing at rest may exhibit better aerobic and mixed exercise capacities, respectively. (4) Conclusions: Based on these findings, we recommend that healthcare professionals and physical education instructors incorporate respiratory pattern assessments into their practices to potentially improve the physical health of their clients and students, with a particular emphasis on female populations. This study underscores the importance of understanding the intricate relationship between spontaneous respiratory patterns and exercise capabilities in enhancing overall physical fitness and health. Full article

This dataset shows the original validation and standardization of the Questionnaire for the Self-Assessment of Service-Learning Experiences in Higher Education (QaSLu). The QaSLu is the first instrument to measure university service-learning (USL), validated following a strict qualitative and quantitative process by a sample of experts in USL and generating rating scales for different profiles of professors. The Delphi method was used for the qualitative validation by 16 academic experts, who evaluated the relevance and clarity of the items. After two consultation rounds, 45 items were qualitatively validated, generating the QaSLu-45. Then, 118 instructors from 43 universities took part as the sample in the quantitative validation procedure. Quantitative validation was carried out through goodness-of-fit measures using confirmatory factor analysis and the final configuration optimized using one-factor robust exploratory factor analysis, determining the most optimal version of the questionnaire under the law of parsimony, the QaSLu-27, with only 27 items and better psychometric properties. Finally, rating scales were calculated to compare different profiles of USL professors. These findings offer a valid, strong, and trustworthy instrument. The QaSLu-27 may be helpful for the design of USL experiences, in addition to facilitating the assessment of such programs to enhance teaching and learning processes. Full article

Information and Communication Technology (ICT) such as smartphones has been attracting attention to prevent elderly people from becoming isolated. For this reason, recent research has proposed training methods for acquiring smartphone functions. However, since the types of smartphone functions required vary from person to person, a one-size-fits-all approach fails to engage all individuals adequately, leading to limited outcomes. On the other hand, with a view to social implementation, it is necessary to clarify a method that is effective in both cost and time. Previous research suggests that self-efficacy and social capital are the keys to acquiring smartphone skills among elderly people. Therefore, in this review, while looking back at previous research, we propose a study to demonstrate that by providing careful individual instruction by an experienced instructor to elderly people with little experience in smartphones and then having them take turns teaching other participants after the instruction, their self-efficacy and social capital can be increased, and a positive spiral effect can be achieved to maximize the improvement of smartphone skills widely. Full article

Teacher professional well-being (TPWB) is crucial in education, affecting educators and students. The Teacher Professional Well-Being Scale (TPWBS) measures five core dimensions—self-efficacy, job satisfaction, aspiration, recognition, and authority—initially developed in Turkey. This study aims to adapt, develop, and validate the Teacher Professional Well-Being Scale (TPWBS) in Ethiopia. Investigate the TPWBS factor structure and evaluate its measurement invariance (MI) across gender, university type, and teaching experience. By examining teachers’ perceptions of professional well-being, this study contributes to understanding Ethiopian higher education. Exploratory factor analyses (EFA) and confirmatory factor analyses (CFA) use data from Ethiopian university instructors. Conduct initial EFA on a sample of 82 men and 222 women (sample 1), followed by CFA on a sample of 529 men and 179 women (sample 2). Assess factor loadings of TPWBS items across sub-dimensions. Use data from Ethiopian higher education institutions and involve 1012 instructors. The EFA reveals excellent factor loadings for all TPWBS items within each sub-dimension, indicating a robust factor structure. TPWBS exhibits acceptable construct validity, good reliability, and satisfactory convergent and divergent validity. The CFA demonstrates good model fit, supporting TPWBS validity: χ² (289) = 942.20, p < 0.001, χ²/df = 3.26, GFI = 0.912, TLI = 0.935, CFI = 0.943, RMSEA = 0.057, 95% CI [0.053, 0.061]. TPWBS is a valid and reliable tool for assessing the professional well-being of Ethiopian university teachers. Its adaptation and validation process highlight cultural and contextual factors in well-being evaluation. Findings offer insights for practitioners and researchers in well-being assessment. Full article

Background: Persons with disabilities (PWDs) face significant barriers in accessing dental care, resulting in poorer oral health outcomes compared to the general population. To reduce dental healthcare disparities, dental professionals must develop positive attitudes and acquire the necessary skills to treat PWDs effectively. This study aimed to assess the experiences, education, training levels, and attitudes of dental students and interns toward PWDs, and to explore the relationships between their exposure to PWDs, their education/training regarding managing PWDs, and their attitudes toward PWDs. Methods: Participants were recruited using convenience sampling. From May to June 2023, a pretested, validated online questionnaire (developed based on existing survey instruments and modified to fit the study context) was distributed to 98 eligible dental students and interns at King Faisal University. Descriptive and analytical statistics were used for analysis. Results: The response rate was 88.78%. There was a statistically positive correlation between students’ exposure to PWDs and their attitudes (p < 0.05). Statistically significant relationships were found between students’ education/training and their attitudes towards educational experiences and instructors (p < 0.01) and interpersonal interactions with PWDs (p < 0.05). No statistically significant relationship existed between the year of study and future encounters with PWDs (p = 0.176). Additionally, 42.5% of students felt inadequately prepared to treat PWDs, and 88.5% expressed a desire for further education. Notably, 20.7% reported no training on PWDs, while 70.1% preferred clinical education. Conclusions: The study underscores the importance of exposure and training in shaping dental students’ attitudes toward PWDs. Dental schools should prioritize structured teaching, greater contact with the disabled community, and hands-on experiences to ensure dental professionals are both well prepared and positively inclined to treat PWDs. These findings have significant implications for improving dental education curricula. Full article