James Robert Rudd

• Durden-Myers, Liz; Bartle, Gillian; Whitehead, Margaret; Dhillon, Karamjeet; Wilkie, Brett & Rudd, James (2026). Physical Literacy Origin(s). In Durden-Myers, Liz (Eds.), Routledge Handbook of Physical Literacy. Routledge. ISSN 9781032703336. p. 13–18. doi: 10.4324/9781032703466-3. Full text in Research Archive Show summary

  This handbook is a comprehensive, authoritative, and evidence-based guide to contemporary and global developments in the field of physical literacy. It brings together leading scholars and practitioners from around the world to examine the importance of physical literacy across the life course. Centred on the International Physical Literacy Association’s definition of physical literacy as the “motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”, this book explores the philosophical and theoretical foundations of this powerful concept. It then takes a broad look at the impact that physical literacy has had on policy, research and practice, in sport, health, education, leisure, and recreation. Drawing on a substantial and growing evidence base, this book considers the global need for different and more impactful approaches to engaging populations in sustained and lifelong participation in physical activity. This book presents case studies of physical literacy enactment in action, considers critical perspectives on physical literacy, and suggests future directions for physical literacy research, policy, and practice. Offering an unprecedented collection of theoretical and applied material across a range of sectors, this book is an essential reference for any student, researcher, practitioner, or policymaker with an interest in physical education, physical activity and health, the philosophy or sociology of sport and exercise, sports coaching and pedagogy, or curriculum development and teacher training in education.

• Wilkie, Brett & Rudd, James (2026). Unpacking Physical Literacy Definitions and Domains. In Durden-Myers, Liz (Eds.), Routledge Handbook of Physical Literacy. Routledge. ISSN 9781032703336. p. 19–30. doi: 10.4324/9781032703466-4. Full text in Research Archive Show summary

  This handbook is a comprehensive, authoritative, and evidence-based guide to contemporary and global developments in the field of physical literacy. It brings together leading scholars and practitioners from around the world to examine the importance of physical literacy across the life course. Centred on the International Physical Literacy Association’s definition of physical literacy as the “motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life”, this book explores the philosophical and theoretical foundations of this powerful concept. It then takes a broad look at the impact that physical literacy has had on policy, research and practice, in sport, health, education, leisure, and recreation. Drawing on a substantial and growing evidence base, this book considers the global need for different and more impactful approaches to engaging populations in sustained and lifelong participation in physical activity. This book presents case studies of physical literacy enactment in action, considers critical perspectives on physical literacy, and suggests future directions for physical literacy research, policy, and practice. Offering an unprecedented collection of theoretical and applied material across a range of sectors, this book is an essential reference for any student, researcher, practitioner, or policymaker with an interest in physical education, physical activity and health, the philosophy or sociology of sport and exercise, sports coaching and pedagogy, or curriculum development and teacher training in education.

• Modell, Børge S.; Pacheco, Matheus M.; Opheim, Arve Isak; Hestetun-Mandrup, Ann Marie; Løvstad, Marianne & Øra, Hege Prag [Show all 8 contributors for this article] (2026). A reduced sensor configuration for upper extremity monitoring after stroke. Journal of NeuroEngineering and Rehabilitation. doi: 10.1186/s12984-026-02149-6. Full text in Research Archive Show summary

  Abstract Background Home rehabilitation for stroke survivors is crucial for promoting upper extremity (UE) movements, improving functional ability, and enhancing independence and quality of life. Wearable sensors enable monitoring of movement trends and progress during home rehabilitation. The feasibility of using sensors in the homes of stroke survivors depends both on user acceptability and the accuracy of the sensors in capturing the complexity of movement. The aim of this study was to identify a reduced and more practical sensor configuration that preserves the ability to capture movement complexity for monitoring UE movements in stroke survivors during daily activities at home. This was informed by aligning user acceptability data with movement complexity measures derived from a nine-sensor reference configuration in a home-like environment. Methods Eleven chronic stroke survivors were observed in a natural or simulated home environment while attempting to attach and detach sensors and wearing them while performing self-chosen activities of daily living. Nine inertial measurement unit sensors were placed on the participants’ UEs and sternum. Acceptability was assessed with a custom-made questionnaire consisting of 14 items scored on a 1–5 Likert scale, and five open-ended questions. Furthermore, information entropy was calculated to determine the minimal number of sensors needed to capture movement complexity. Results Total acceptability of wearing the 9 sensors was high, with a median score of 57 out of 70 (81%; IQR = 11), whereas usability was moderate, with a median score of 11 out of 20 (55%; IQR = 5.5). The usability challenges were related mostly to attaching and detaching sensors on the hands and non-affected UE. The minimal sensor configuration to capture behavior complexity consisted of three-to-four sensors, placed on the sternum, non-affected and affected forearms, with or without affected upper arm. Conclusions The 9-sensor configuration had high acceptability, but lower usability. A reduced configuration with three-to-four sensors was sufficient to maintain the accuracy of the sensors, while potentially increasing stroke survivors’ usability. In turn, this may increase the feasibility of wearing sensors at home for stroke survivors.

• Opheim, Arve Isak; Oppici, Luca; Hestetun-Mandrup, Ann Marie; Sunnerhagen, Katharina Stibrant; Rafsten, Lena & Bērziņa, Guna [Show all 14 contributors for this article] (2026). Pedagogy and Enriched Environment for Rehabilitation in the HOME After Stroke (PEER-HOMEcare): Study Protocol for a Single-Group Feasibility Study. Translational Stroke Research. ISSN 1868-4483. 17(4). doi: 10.1007/s12975-026-01459-0. Full text in Research Archive
• Hordvik, Mats; Jønsberg, Ståle; Beni, Stephanie Lynn & Rudd, James Robert (2026). Developing experiential signature pedagogies for integrating theory and practice in PETE: teacher educator enactments and pre-service teachers’ engagement. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2026.2679473. Full text in Research Archive
• Oppici, Luca; Hestetun-Mandrup, Ann Marie; Pacheco, Matheus M.; Simonsen, Emilie Halmrast; Opheim, Arve Isak & Rafsten, Lena [Show all 10 contributors for this article] (2026). Strengths, limitations, and way forward of home-based rehabilitation practices after stroke: a scoping review. BMC Health Services Research. 26(1), p. 1–11. doi: 10.1186/s12913-026-14139-4. Full text in Research Archive Show summary

  Background Home-based motor rehabilitation after stroke has a great potential to promote task-specific and context-specific training in a familiar, functionally rich context, supporting more personalised, engaging, and adaptable rehabilitation experiences. This review aims to map existing practices in home-based motor rehabilitation after stroke and critically examine whether this potential is fully utilized and identify strengths and limitations. It further explores how healthcare professionals can optimise their planning and delivery of interventions. Methods A scoping review was conducted following the PRISMA guidelines. Comprehensive searches were conducted in 5 databases: PubMed, CINAHL, MEDLINE, APA PsycINFO and Web of Science. Two reviewers independently screened the studies for eligibility and extracted characteristics of each study into a data charting table. Results Sixty-six studies met the inclusion criteria. The results highlighted a consistent implementation of task-specific exercises but limited implementation of context-specific stimuli, inadequate training dosage, and limited contextual adaptation to the home environment. Further, instructional methods tended to be overly prescriptive, co-design strategies applied inconsistently, and caregiver engagement often underutilised. Conclusions Existing practices do not fully utilize the potential of home-based rehabilitation. We argue clinical work should prioritise early-phase interventions with adequate intensity and develop pedagogical frameworks to guide home modifications and instructional methods. The framework should support progressive and engaging practice, and fully adopt co-designed, person-centred approaches that meaningfully involve family caregivers.

• Rossum, Tom van; Miller, Andrew; Rudd, James Robert; Issartel, Johann; Goodway, Jacquline D. & O'Connor, Donna [Show all 9 contributors for this article] (2025). The MOGBA randomized controlled trial: Evaluation of a complex movement skill intervention for 8–12 year old children in primary school Physical Education. PLOS ONE. 20. doi: 10.1371/journal.pone.0327136. Full text in Research Archive Show summary

  A global decline in levels of movement competence and physical activity in children presents the urgent need to look at how to reverse this trend. The Movement Oriented Games Based Assessment (MOGBA) is an intervention designed to improve children’s complex movement skills, based on principles of motor development and assessment theories. There is a positive relationship between children’s movement competence and physical activity (PA), with a further relationship established between PA and childhood obesity. This study aimed to assess how using MOGBA in PE lessons might impact primary children’s movement competence, PA, muscular fitness and self-perceptions of game and physical competence. A cluster randomized controlled trial (RCT) was conducted involving 229 children (51% girls) from nine different schools located in the north of England. The average age of participants was 9.1 years (SD = 0.21). Participants were randomized at the school level into either the MOGBA intervention group (n = 128 students) or a wait-list control group (n = 101). The MOGBA intervention was delivered over nine weeks during PE lessons by trained deliverers. The main components of the intervention included the implementation of 14 games-based activities, which were designed to support assessment within PE lessons and enhance children’s movement competence. The game-based cards also provided guidance on how to tailor activities to meet the children’s individual needs by manipulating space, effort and relationships. Pre-Post test design was employed, with participants being assessed at baseline and within 7 days post intervention. The assessment included measures of movement competence (Dragon Challenge), in-class PA (accelerometer), muscular fitness (standing long jump and plank), and perceived game and self competence (Game Play Perception Profile and Perceived Competence and Social Acceptance for Young Children). Findings show that MOGBA had a positive effect on the primary outcome of movement competence (ES: 0.18; 95%CI: −0.02, 0.38; p = 0.071) and a significant positive outcome (ES: 0.30; 95%CI: 0.04, 0.56; p = 0.025) on the way that students perceived their ability in game play. An impact was not observed on in-class PA and muscular fitness. These findings are significant as we know that increased movement competence and game self-perceptions mean children are more likely to engage with future movement, sport and physical activity opportunities. This could positively influence lifelong PA levels and promote better health. Further work should involve teachers and coaches using MOGBA to support children’s movement competence in the hopes of supporting their involvement in sport and PA. The trial is registered at the Australia New Zealand Clinical Trial Registry (ACTRN12619001320145p, 27 Sep 2019).

• Boddy, Lynne M.; Rowlands, Alex V.; Cruz, Borja del Pozo; Taylor, Sarah L.; Noonan, Robert J. & Hurter, Liezel [Show all 17 contributors for this article] (2025). Physical Activity Volume and Intensity for Healthy Body Mass Index and Cardiorespiratory Fitness: Enhancing the Translation of Children's and Adolescents' Accelerometer Physical Activity Reference Values. Scandinavian Journal of Medicine & Science in Sports. ISSN 0905-7188. 35(8). doi: 10.1111/sms.70118. Full text in Research Archive Show summary

  This secondary data analysis aimed to demonstrate the utility of physical activity (PA) wrist accelerometer outcome reference values by identifying the PA volume (average acceleration) and intensity distribution (intensity gradient) centiles and values associated with body mass index (BMI) status (normal weight, overweight, and obese) and cardiorespiratory fitness (CRF, multistage shuttle runs test) status (low, moderate, and high) in children and adolescents. We assessed the dose–response associations between average acceleration and intensity gradient with BMI and CRF outcomes using restricted cubic spline linear mixed models. To aid translation of the findings, we calculated the increases in average acceleration needed to shift exemplar participants to “healthy” weight and CRF status. For boys and girls, there was a nonlinear inverse association between average acceleration and BMI. In both sexes, a positive dose–response was observed between average acceleration and intensity gradient with CRF. The values and centiles of average acceleration and intensity gradient that aligned with BMI and CRF statuses were identified. To move from an average acceleration associated with overweight to healthy weight, 10-year-old boys and girls would need to increase daily average acceleration by 23 mg (~30-min running) and 16 mg (~18-min running), respectively. These findings further demonstrate the importance of PA in relation to BMI and CRF and the utility of PA reference values for the translation of accelerometer outcomes into meaningful information. Additional studies demonstrating how PA reference values can be used to track behaviors and provide insights into health associations could inform practice further.

• Davies, Katie Fitton; Ball, Emma; Bardid, Farid; Foweather, Lawrence; Rudd, James Robert & Knowles, Zoe (2025). Exploring young children's enjoyment of physical education using the Write, Draw, and Tell method. European Physical Education Review. ISSN 1356-336X. p. 1–23. doi: 10.1177/1356336X251388626. Full text in Research Archive Show summary

  Although young children generally enjoy physical education (PE), little is known about what they enjoy and why. The aim of this study was to qualitatively explore what 5- to 6-year-old children like and dislike about PE. Seventy-seven children drew pictures of what they both liked and disliked about PE and were then interviewed to explore their reasons. Content analysis of the drawings and reflexive thematic analysis of their transcript data revealed common themes across both positive and negative perspectives, including movement skills, sports, playground-based games, use of equipment, and social interactions. Differences emerged in the sub-themes; for example, under the theme of sport, children expressed liking both individual and team sports, citing fun and perceived benefits, while team sport was only disliked most prevalently due to lack of competency. Children provided explanations of their likes and dislikes in PE, along with the reasons behind them, resulting in five recommendations for practice: (1) clearly and consistently outline the benefits of PE to children, (2) ensure activities provide an optimal level of challenge, (3) foster socially safe environments, (4) incorporate equipment within activities wherever possible, and (5) shift the focus away from sport and knock-out games to more inclusive and fundamental movement skill activities. Children's voices around their PE experiences revealed perceived facilitators and barriers to their enjoyment. A deeper understanding of young children's enjoyment in PE offers valuable guidance for researchers and practitioners to design high-quality, meaningful PE programmes that prioritise enjoyment and positive experiences to foster beneficial outcomes.

• Magill, Ceri; Rudd, James Robert & Cronin, Colum (2025). Developing pre-service teacher efficacy during PETE programmes: helping pre-service teachers find their way. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2025.2598294. Full text in Research Archive Show summary

  Physical education (PE) teacher efficacy describes the belief, skills, and competency to facilitate teaching and learning activities within a PE setting. This is important because highly efficacious teachers have a significant impact on learning outcomes for students. This makes teacher efficacy a significant factor in the development and retention of teachers. Yet, despite international consensus on its importance, practical strategies to develop pre-service teacher efficacy, during PE teacher education (PETE) programmes, have been underexplored. As PE teacher educators working in higher education (HE), we have built on existing research, including our own, to introduce an alternative anthropological perspective on how PE teacher educators can develop pre-service teachers’ efficacy. Specifically, this conceptual paper advances the development of pre-service teacher efficacy using a ‘wayfinding’ approach. Wayfinding refers to the skilled actions individuals develop as they navigate physical, social, and temporal spaces to find their own way. Thus, shifting the development of efficacy from a decontextualised and competency-based development process, to one where efficacy is cultivated and grown in professional learning contexts and communities. Through this, we position pre-service teachers as wayfinders who are actively navigating landscapes of a PETE programme, with PE teacher educators providing guidance throughout the journey. To enact this reconceptualisation, we provide illustrative examples so that PE teacher educators can guide pre-service teachers to find their way through three important PETE programme constructs: (1) school experience placements (SEP), (2) advanced subject knowledge (ASK), and (3) professional learning communities, including role models (PLC). This approach may improve the design and curricular content of future PETE programmes and support PE teacher educators’ ability to develop efficacious pre-service teachers.

• Oppici, Luca; Aadland, Katrine Nyvoll; Aadland, Eivind; Li, Minghui & Rudd, James Robert (2025). How can physical enrichment of school playgrounds improve movement behaviours and developmental outcomes in children and adolescents? A systematic review with meta-analysis. International Journal of Behavioral Nutrition and Physical Activity. 22(1). doi: 10.1186/s12966-025-01856-y. Full text in Research Archive Show summary

  Abstract Objective This study reviewed (1) the effects of physical enrichment of (pre-)school playgrounds on children’s and adolescents’ movement behaviours and their cognitive, psychological, and social development, and (2) how enrichment characteristics influenced these outcomes. Methods A systematic review with meta-analysis was conducted following the PRISMA guidelines. We searched 7 databases (SPORTDiscus, CINAHL, MEDLINE, APA PsycINFO, Cochrane Library, Web of Science, and Scopus) and two reviewers independently screened studies for eligibility. Effect sizes of interventions were calculated using standardized mean differences (Hedges’ g) and tested using random-effects models. Meta-regression was used to explore heterogeneous findings. Narrative syntheses were conducted when meta-analysis was not possible. Results Twenty-eight studies and 19,753 participants were included. Three studies had low risk of bias, 11 studies had high risk of bias, while 14 studies had some concerns. The meta-analyses for movement behaviours showed significant increases in vigorous physical activity (VPA, n  = 7 studies, g = 0.17, 95% Confidence Interval (CI): 0.06, 0.27), moderate-to-vigorous physical activity (MVPA, n  = 17, g = 0.17, CI: 0.03, 0.30), and steps per minute ( n  = 3, g = 0.81, CI: 0.03, 1.59) for enrichment interventions relative to control conditions. The results for MVPA had large heterogeneity and were only significant short-term. Line markings alone or in combination with physical structures (e.g., climbing walls) increased MVPA, while involving end-users decreased MVPA. Line markings alone or in combination with physical structures or equipment increased VPA. There was no effect of enrichment for sedentary behaviour, low or moderate intensity physical activity. The results for cognitive (attention restoration and executive functioning), psychological (wellbeing and quality of life), and social (interactions, orientations, and bullying) development were mixed. Conclusion Our findings show that studies on physical enrichment had low methodological quality and findings had high heterogeneity. Line markings in isolation or combined with other enrichment strategies might increase levels of VPA and MVPA in children and adolescents. Evidence on cognitive, psychological and social development is inconclusive due to few and weak studies for these outcomes. We provide future directions for research and practice by drawing from the environmental enrichment paradigm. Trial registration PROSPERO registration number CRD42022364392.

• Gilson, Laurens; Martins, Ricardo; Bjørndal, Christian Thue; Rudd, James Robert; Gjesdal, Siv & Beuckels, Maxime [Show all 20 contributors for this article] (2025). Fundamental movement skills in grassroots soccer: A comparative study of coaches’ perceptions and practices in 9 European countries. International journal of sports science & coaching. ISSN 1747-9541. 20(5), p. 1814–1827. doi: 10.1177/17479541251336673. Full text in Research Archive
• Oppici, Luca; Bērziņa, Guna; Hestetun-Mandrup, Ann Marie; Løvstad, Marianne; Opheim, Arve Isak & Pacheco, Matheus [Show all 9 contributors for this article] (2025). A Scoping Review of Preclinical Environmental Enrichment Protocols in Models of Poststroke to Set the Foundations for Translating the Paradigm to Clinical Settings. Translational Stroke Research. ISSN 1868-4483. 16, p. 1850–1873. doi: 10.1007/s12975-025-01335-3. Full text in Research Archive Show summary

  The translation of the highly effective Environmental Enrichment (EE) paradigm from preclinical animal models to human clinical settings has been slow and showed inconsistent results. The primary translational challenge lies in defining what constitutes an EE for humans. To tackle this challenge, this study conducted a scoping review of preclinical EE protocols to explore what constitutes EE for animal models of stroke, laying the foundation for the translation of EE to human application. A systematic search was conducted in the MEDLINE, PsycINFO, and Web of Science databases to identify studies that conducted an EE intervention in the post-stroke animal model. A total of 116 studies were included in the review. A critical reflection of the characteristics of the included studies revealed that EE for post-stroke is a strategy that frequently modifies the animals’ daily environment to create a richness of spatial, structural, and/or social opportunities to engage in a variety of daily life-related motor, cognitive, and social exploratory activities. These activities are relevant to the inhabiting individual and involve the activation of the body function(s) affected by the stroke. This review also identified six principles that underpinned the EE protocols: complexity (spatial and social), variety, novelty, targeting needs, scaffolding, and integration of rehabilitation tasks. These findings can be used as steppingstones to define what constitutes EE in human clinical applications and to develop a set of principles that can inform the design of EE protocols for patients after a stroke.

• Magill, Ceri; Cronin, Colum; Polman, Remco & Rudd, James Robert (2025). Exploration of the Longitudinal Development of Physical Education Teacher Efficacy: Understanding the Key Influences Impacting Preservice Teachers. Journal of teaching in physical education. ISSN 0273-5024. 44(3), p. 584–591. doi: 10.1123/jtpe.2024-0006. Full text in Research Archive Show summary

  Purpose: The purpose of this study is to investigate the longitudinal development of physical education (PE) teacher efficacy (TE) of preservice teachers. Method: Participants included 287 preservice teachers from six U.K. higher education institutions. Data were collected over 3 years using an online questionnaire that included a validated PE teaching efficacy scale with the same preservice teachers. Primary analysis included a one-way analysis of variance to examine variances across institutions, gender, and time, followed by four multilevel linear regression models using MLwiN. Results: No significant mean score differences were found in PE TE between entry point and program completion, F(5, 282) = 1.29, p = .268; F(5, 283) = 0.66, p = .65. Yet, significant differences in PE TE concerning gender, teaching, coaching, and voluntary experiences were found at the intralevel (p < .01). Discussion: The professionalization phase did not lead to significant advancements in PE TE. Findings support the necessity of a PE efficacy development model during professionalization.

• An, Mi; Sasai, Takehiro; Ito, Ryotaro; Inoue, Mayumi; Komaki, Misa & Kusano, Yusuke [Show all 14 contributors for this article] (2025). Development and Further Content Validation of the Motivation Assessment Tool for Physical Activity (MATPA) Among Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. ISSN 0162-3257. doi: 10.1007/s10803-025-06824-w. Full text in Research Archive Show summary

  This study describes the content validity process, focusing on children, to create and validate a tool for assessing motivation toward out-of-school physical activity (PA) among children with autism spectrum disorder (ASD) aged 6 to 17 years. Additionally, it establishes the eligible verbal communication age range necessary for its application. The initial development and content validity process with external experts is described elsewhere (An et al., 2025 under review). The MAT-PA was iteratively refined during the content validity process with twenty children (two with version 0.1, ten with version 0.2, and eight with version 0.3). Modifications were made based on feedback from children who completed the entire interview. The Vineland Adaptive Behavior Scales, Second Edition (VABS-2), assessed the age-equivalent for daily verbal communication skills required for the MAT-PA. Feedback from the twelve children who completed the entire interview process (two with version 0.1, six with version 0.2, and four with version 0.3) provided evidence supporting the tool’s content validity. Challenges with attention spans and verbal abilities limited full participation from the remaining eight children. Parent-reported VABS-2 scores indicated that the MAT-PA is suitable for children with ASD who have verbal communication skills equivalent to 3-year-olds (receptive) and 6-year-olds (expressive). The MAT-PA is the first tool specifically designed to explore the psychological needs and behavioral regulation of children with ASD, providing evidence of content validity. Future work should focus on improving the tool's reliability for trial integration, exploring its applicability across diverse contexts, and leveraging technology to boost scalability and impact.

• Terlizzi, B.M.; Hulteen, R.M.; Rudd, James Robert; Sacko, R.S.; Sgrò, F. & Jaakkola, T. [Show all 12 contributors for this article] (2024). A pre-longitudinal screen of performance in an integrated assessment of throwing and catching competence. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2024.2335147. Full text in Research Archive
• Davies, Katie Fitton; Clarke, S.; Martins, R.; Rudd, James Robert & Duncan, M. (2024). The effect of a home-based, gamified stability skills intervention on 4-5-year-old children's physical and cognitive outcomes: A pilot study. Psychology of Sport And Exercise. ISSN 1469-0292. 73. doi: 10.1016/j.psychsport.2024.102636. Full text in Research Archive Show summary

  Background: Stability skills (e.g., static/dynamic balance) are a precursor for other movement skill development (e.g., jumping, catching). However, young children consistently demonstrate low stability and movement skill ability. There is therefore a need to develop effective strategies to improve stability skills in early childhood. Aim: To pilot the effect of a home-based gamified stability skills intervention on 4-5-year-old children’s physical skills, self-perceptions and cognitions. Methods: One-hundred-and-eleven 4-5-year-old children participated from three schools. Two schools were allocated into the intervention group (n = 66 children, 33 boys) and one to the control group (n = 45 children, 25 boys). Stability, fundamental movement skills, perceived motor competence, and cognition were assessed at baseline and at post-intervention. The intervention group was given a booklet detailing the 12-week gamified stability skill intervention. The control group participated in their usual weekly activities. Results: A series of ANCOVAs controlling for baseline values demonstrated significantly higher stability skills (F(1,93) = 24.79, p ＜ 0.001, partial η2 = 0.212), fundamental movement skills (F(1,94) = 15.5, p = ＜ 0.001, partial η2 = 0.139), perceived motor competence (F(1,96) = 5.48, p = 0.021, partial η2 = 0.054) and cognition (F(1,96) = 15.5, p = ＜ 0.001, partial η2 = 0.139) at post-test for the intervention versus control groups. Discussion: This study demonstrates that a home-based, gamified, stability skills intervention enhances stability skills, fundamental movement skills, perceived motor competence and cognition in children aged 4-5-years old.

• Sum, Kim Wai Raymond; Sit, Cindy Hui-Ping; Rudd, James Robert; Chow, Jia Yi & Zhang, Xiao Fei (2024). An ecological dynamics approach to promote physical literacy and well-being of primary school children: a cluster randomised controlled trial study protocol. BMJ Open. 14(6), p. e088312–e088312. doi: 10.1136/bmjopen-2024-088312. Full text in Research Archive
• Sánchez-Matas, Yolanda; Hernández-Martínez, Andrea; Gutiérrez, David & Rudd, James Robert (2024). Actual and perceived motor competence in children with motor coordination difficulties: Effect of a movement-based intervention. Research in Developmental Disabilities. ISSN 0891-4222. 151. doi: 10.1016/j.ridd.2024.104797. Full text in Research Archive Show summary

  Background: The present study analyses the effect of a Movement-Based Intervention to improve Actual and Perceived Motor Competence in children with probable Developmental Coordination Disorder aged four and six years. Methods and procedures: A longitudinal pre-experimental study was designed with measurements conducted at pre-test, post-test and follow-up (after 5 months without intervention). The group, composed of children with probable Developmental Coordination Disorder or low motor competence, consisted of 57 participants, and the duration of a Movement-Based Intervention was 27 sessions allocated in nine weeks. Outcomes and results: Actual Motor Competence was evaluated with the Movement Assessment Battery for School children and Perceived Motor Competence with Pictorial Scale of Perceived Motor Skill Competence for Children. The results showed significant improvements in both study variables (Actual Motor Competence and Perceived Motor Competence), both at post-test and follow-up, five months after the end of the intervention. In conclusion, a Movement-based Intervention is effective in improving Actual and Perceived Motor Competence in the participants of this research, children with low motor competence or probable Developmental Coordination Disorder. What this paper adds: Considering the improvements observed after the program in Spanish sample, it seems that the usual practice in Early Childhood Education in our context may not be sufficient, i.e., it may not provide children with the necessary support (number of lesson and time) and appropriate learning contexts to promote the development of their motor skills. Considering the results, this study suggests that using an Movement-Based Intervention with an appropriate pedagogical approach, and offering different learning opportunities to children according to their needs, could positively influence their Actual and Perceived Motor Competence, and could motivate them towards future practice.

• Taylor, Sarah L; Downs, Samantha J; Rudd, James Robert; McGrane, Bronagh; Melville, Craig A & McGarty, Arlene M [Show all 8 contributors for this article] (2023). Associations between motor competence and physical activity levels of children with intellectual disabilities and/or autism spectrum disorder: Movement matters. Journal of Intellectual Disabilities. ISSN 1744-6295. doi: 10.1177/17446295231203764. Full text in Research Archive Show summary

  Motor competence is important for lifelong physical activity (PA). The current study aimed to examine associations between PA and motor competence. In total, 43 children aged 7–12 years with intellectual disabilities and/or autism spectrum disorder completed anthropometric measures, the Bruininks-Oseretsky Test of Motor Proficiency-2, and wore a wrist accelerometer to capture total PA, moderate-to-vigorous PA (MVPA), average acceleration, and intensity gradient. No significant associations were found between PA outcomes and motor competence. Motor competence performance was commonly ‘below average’ or ‘average’. The weakest subtests were upper limb coordination and strength. The strongest subtest was running speed and agility. Total weekly MVPA was 336.1 ± 150.3 min, higher than UK recommendations of 120-180 per week for disabled children and young people. Larger scale studies are needed to better understand the relationship between PA and motor competence. Future research should also consider the influence of environmental factors on PA in this group.

• Magill, Ceriann; Cronin, Colum; Walsh, Barbara; Polman, Remco & Rudd, James Robert (2023). Teaching efficacy of undergraduate PE students; what are the key predictors and what can PE educators learn from this? Frontiers in Education. 8. doi: 10.3389/feduc.2023.1166613. Full text in Research Archive Show summary

  Introduction: Teaching efficacy describes the belief in a teacher's ability to promote learning and this belief is an invaluable asset for all teachers. This study examined the contextual influences that predict the teaching efficacy of first-year undergraduate PE students wishing to enter teacher training programs. Method: Using a mixed methods study design, 168 PE students completed an online questionnaire and 16 of these participants took part in semi-structured focus groups. The data collection procedures investigated students' perceptions of PE teaching efficacy and examined students' awareness of how their involvement in PE or sports influenced their decision to study PE. Results: Teaching experiences and role model influences were the key predictors of students' perceived PE teaching efficacy. Discussions: We recommend that higher education PE programs should facilitate theoretically informed reflective learning opportunities to enable students to understand and make sense of the impact of these key predictors. These opportunities will enable students to understand their starting point in PE teaching efficacy and identify the requirements to develop it. The study extends the existing literature by identifying the key predictors of PE teaching efficacy derived from the acculturation experiences of undergraduate PE students.

• O'Callaghan, Laura; Foweather, Lawrence; Crotti, Matteo; Oppici, Luca; Pesce, Caterina & Boddy, Lynne [Show all 8 contributors for this article] (2023). Associations of physical activity dose and movement quality with executive functions in socioeconomically disadvantaged children aged 5–6 years. Psychology of Sport And Exercise. ISSN 1469-0292. 70. doi: 10.1016/j.psychsport.2023.102546. Full text in Research Archive Show summary

  Background: Growing up in areas of high deprivation can negatively impact children's movement behaviours and cognitive development. Enhancing the quantity and quality of children's movement experiences is believed to enhance cognitive development. This study investigated the association of three different modes of movement assessment, movement proficiency and divergent movement ability (collectively understood as motor competence) and PA dose with executive function in a low socio-economic demographic. Demographics, motor competence, and a combination of motor competence and physical activity were hypothesized to be significantly predictor of executive functions. Method: In this cross-sectional study, 360 children aged 5–6 years from deprived areas were assessed using three movement assessments: wrist-worn accelerometery for physical activity dose, Test of Gross Motor Development-3 for movement proficiency, and divergent movement assessment. Executive function, including inhibitory control, working memory, and cognitive flexibility, was measured using the NIH Toolbox on an iPad. Multiple linear regression models were designed to evaluate the independent and combined association of demographics, movement competence and physical activity variables with executive function. Results: The regression analysis, with demographic factors only, explained 12% of EF variance (r2 = 0.12 95%CI 0.06–0.18). In addition to this demographics the model with divergent movement explained 19% of EF variance (r2 = 0.19 95% CI = 0.12–0.28), the model with movement proficiency explained 16% of EF variance (r2 = 0.16 95% CI = 0.08–0.26) and the model with PA dose explained 13% of EF variance (r2 = 0.13 95% CI = 0.07–0.20). In these models both divergent movement and proficiency were significant predictors, whilst physical activity variables were not. The final models, combining motor competence and physical activity variables, explained 24% and 23% of EF variance (r2 = 0.24 CI = 0.14–0.33 and r2 = 0.23 CI = 0.14–0.32). In these models, motor competence variables were significant predictors, and only vigorous physical activity and Euclidean Norm Minus One emerged as significant PA dose predictors. Discussion: These findings emphasise that motor competence and physical activity variables better predict executive functions when they are combined. When considered individually both motor competence variables were significant predictors of executive function whilst physical activity variables were not. Importantly, among the two movement competence facets, divergent movement assessment exhibited the strongest association with executive function. Future interventions should consider how to facilitate both movement and cognitive development in children. Future interventions should consider both the interplay of movement quality and quantity and the importance of environments that invite children’s exploratory movement behavior.

• Wilkie, Brett; Jordan, Alastair; Foulkes, Jonathan; Woods, Carl T.; Davids, Keith & Rudd, James Robert (2023). Examining the validity, reliability and feasibility of capturing children's physical literacy through games-based assessment in physical education. Frontiers in Sports and Active Living. 5. doi: 10.3389/fspor.2023.1188364. Full text in Research Archive Show summary

  Background: Observational tools can help refine practice design and guide the creation of effective learning environments. The intention of this study was to design and validate an observational instrument for assessing physical literacy that remains more faithful to the philosophically complex and holistic nature of the concept. Methods: Framed by concepts of ecological dynamics, the emergent games-based assessment tool enables capture of children's interactions with their environment, providing insight on the manifestation of physical literacy within physical education games. The design and validation of the instrument consisted of a multistage process: (1) design of the observational instrument and establishing face validity; (2) pilot observation study; (3) expert qualitative and quantitative review to establish content validity; (4) observation training; and (5), establishing observer reliability. Results: Following expert qualitative and quantitative evaluation, Aiken's V coefficient was used to determine content validity. Results achieved demanding levels of validity (V ≥ 0.78) for all retained measurement variables. Cohen's κ values for inter- and intra-observer reliability ranged from 0.331 to 1.00 and 0.552 to 1.00, generally reporting “substantial” agreement during inter-observer analysis and “substantial” to “almost perfect” agreement during intra-observer analysis. Conclusions: The final model of the emergent games-based assessment tool, with 9 ecological conceptualisations of behaviour, 15 measurement variables, and 44 categorical observational items was found to be valid and reliable, providing both educators and researchers with a useful mechanism to assess physical literacy during gameplay.

• Fairclough, Stuart J.; Rowlands, Alex V.; Cruz, Borja del Pozo; Crotti, Matteo; Foweather, Lawrence & Graves, Lee E. F. [Show all 17 contributors for this article] (2023). Reference values for wrist-worn accelerometer physical activity metrics in England children and adolescents. International Journal of Behavioral Nutrition and Physical Activity. 20. doi: 10.1186/s12966-023-01435-z. Full text in Research Archive Show summary

  Background: Over the last decade use of raw acceleration metrics to assess physical activity has increased. Metrics such as Euclidean Norm Minus One (ENMO), and Mean Amplitude Deviation (MAD) can be used to generate metrics which describe physical activity volume (average acceleration), intensity distribution (intensity gradient), and intensity of the most active periods (MX metrics) of the day. Presently, relatively little comparative data for these metrics exists in youth. To address this need, this study presents age- and sex-specific reference percentile values in England youth and compares physical activity volume and intensity profiles by age and sex. Methods: Wrist-worn accelerometer data from 10 studies involving youth aged 5 to 15 y were pooled. Weekday and weekend waking hours were first calculated for youth in school Years (Y) 1&2, Y4&5, Y6&7, and Y8&9 to determine waking hours durations by age-groups and day types. A valid waking hours day was defined as accelerometer wear for ≥ 600 min·d−1 and participants with ≥ 3 valid weekdays and ≥ 1 valid weekend day were included. Mean ENMO- and MAD-generated average acceleration, intensity gradient, and MX metrics were calculated and summarised as weighted week averages. Sex-specific smoothed percentile curves were generated for each metric using Generalized Additive Models for Location Scale and Shape. Linear mixed models examined age and sex differences. Results: The analytical sample included 1250 participants. Physical activity peaked between ages 6.5–10.5 y, depending on metric. For all metrics the highest activity levels occurred in less active participants (3rd-50th percentile) and girls, 0.5 to 1.5 y earlier than more active peers, and boys, respectively. Irrespective of metric, boys were more active than girls (p < .001) and physical activity was lowest in the Y8&9 group, particularly when compared to the Y1&2 group (p < .001). Conclusions: Percentile reference values for average acceleration, intensity gradient, and MX metrics have utility in describing age- and sex-specific values for physical activity volume and intensity in youth. There is a need to generate nationally-representative wrist-acceleration population-referenced norms for these metrics to further facilitate health-related physical activity research and promotion.

• Rothwell, Martyn; Davids, Keith; Woods, Carl T.; Otte, Fabian; Rudd, James & Stone, Joseph A. (2022). Principles to Guide Talent Development Practices in Sport: The Exemplar Case of British Rugby League Football. Journal of Expertise. 5(1), p. 28–37. Full text in Research Archive Show summary

  The value of talent development programs, aimed at nurturing children and adolescents into high performance sport, has been widely questioned. However, there seems to be some agreement that the general concept of talent development is not the issue; rather, the problems exist in the design, implementation, and management of these systems. These challenges were exemplified in 2021 across British Rugby League Football, where the academy system came under scrutiny from the National Governing Body and many commentators from within the sport. In this paper, we argue that without a theoretical framework to guide learning in development, further operational guidance will continue to foster many of the practices that lead to criticism within the academic literature and from key stakeholders. Situated within the theoretical framework of ecological dynamics, we propose six principles to guide talent development practices of youth athletes: (1) non-linear development of athletes; (2) academies that are development focused, not performance driven; (3) importance of generality and specificity of practice in athlete development; (4) implementation of contemporary pedagogical models; (5) skilled intentionality; (6) an ethos of amateurism in a professional academy. We encourage practitioners to consider implementing these principles to realign talent development programs, thereby supporting fun, collaboration, inclusion, and a long-term enjoyment of movement and sports participation.

• Wilkie, Brett; Foulkes, Jonathan; Woods, Carl T.; Sweeting, Alice; Lewis, Colin & Davids, Keith [Show all 7 contributors for this article] (2022). A games-based assessment in ecological dynamics for measuring physical literacy. Asian Journal of Sport and Exercise Psychology (AJSEP). 2(1), p. 50–58. doi: 10.1016/j.ajsep.2022.03.002. Full text in Research Archive Show summary

  Ideas and concepts taken from ecological dynamics might provide an alternative perspective on physical literacy assessment. The aim of this paper was to pilot an assessment of physical literacy conceptualised in an ecological dynamics theoretical rationale. The assessment that was designed has a number of unique features: its scale of analysis is captured at an individual-environment interaction level during game play and it captures key affordances that a child is attuning to and how they are functionally playing the game. Data collection involved observing primary school children playing invasion games in physical education classes. Digital, video-based tagging (Dartfish Pro) of children's behaviours using the emergent game-based assessment tool was completed. Pilot data provided insights on the potential rich interpretations possible, such as readily differentiating between low and high physical literacy learners’ behaviours when playing small-sided games. Greater knowledge of the performance environment was observed in children with higher physical literacy, noted through a greater capacity to favourably regulate their relative positioning between competing and cooperating players, adopting more varied offensive functionality, and exhibiting greater attunement to key affordances. Better understanding children's knowledge of the environment during games play, provides practitioners novel insight into how physical literacy reveals itself through embedded actions. This appreciation can help inform practice more holistically, contributing to richer learning environments and task design.

• Oppici, Luca; Stell, Frederike Marie; Utesch, Till; Woods, Carl T.; Foweather, Lawrence & Rudd, James Robert (2022). A Skill Acquisition Perspective on the Impact of Exergaming Technology on Foundational Movement Skill Development in Children 3–12 Years: A Systematic Review and Meta-analysis. Sports Medicine - Open. 8. doi: 10.1186/s40798-022-00534-8. Full text in Research Archive Show summary

  Background: Sedentary, digital screen time in children represents a major concern due to its detrimental effect on children’s development. Nowadays, however, advances in technology allow children to actively interact with a digital screen using their whole body (e.g., exergaming), providing potential for movement learning. Exergaming technology may prove valuable in supporting children’s development of foundational movement skills (FMS). Objective: To examine the impact of exergaming technology on the development of FMS in children 3–12 years through a skill acquisition lens. Methods: Systematic review and meta-analysis were conducted following the PRISMA guidelines. Web of Science, PubMed, PsycINFO and SPORTDiscus databases were searched between 2007 and 2022. Studies were eligible if they conducted an exergaming intervention to improve FMS in typically developing children aged three to twelve with a control group, using a baseline and post-intervention assessment design. FMS outcomes were pooled with a random effects model. Results: Nine trials (4 RCTs, 2 cluster RCTs and 3 non-randomized trials) of varying methodological quality (2 had low, 6 had some concerns, and 1 had a high risk of bias) were included, with a total of 783 participants. FMS outcome measures across studies comprised object control skills, locomotor skills, coordination, agility, balance and balance-related skills. The meta-analysis included showed a small positive effect in favor of the exergaming intervention (r = 0.24 [95% confidence interval: 0.11–0.36]). Conclusion: Our results indicate that screen-based technology that requires an active engagement of the child can promote the development of FMS. Considering that FMS are the foundation of a child’s physical, mental, health and academic development, this finding could lead to a reshaping of the perception of digital screen-based technology and the role this should play in children’s lives. We speculate that the observed benefits most likely depend upon the quality of information–movement coupling specificity and the motor learning strategies built into the exergame and/or the intervention design. We do not believe this is dependent on the type of FMS being performed or the amount of practice. We recommend therefore that future research should examine how practitioners (school teachers, coaches and parents) can facilitate the interaction between a child and exergaming technology.

• Duncan, Michael J.; Foweather, Lawrence; Bardid, Farid; Barnett, Anna L.; Rudd, James & O'Brien, Wesley [Show all 11 contributors for this article] (2022). Motor Competence Among Children in the United Kingdom and Ireland: An Expert Statement on Behalf of the International Motor Development Research Consortium. Journal of Motor Learning and Development. ISSN 2325-3193. 10(1), p. 7–26. doi: 10.1123/jmld.2021-0047. Full text in Research Archive Show summary

  The United Kingdom and Ireland have a well-established research base in motor competence (MC) research, ranging from reporting and monitoring levels of MC, developing assessment tools for MC, providing innovative curriculum and intervention design to support learning and development, as well as providing advocacy for particular groups, such as those with motor impairments. This expert statement, on behalf of the International Motor Development Research Consortium, draws together what is currently known about levels of MC in the United Kingdom and Ireland as well as current approaches to intervention in both countries. Subsequently presented are recommendations for researchers and practitioners to advance the field of MC for the benefit of children and youth in the United Kingdom, Ireland, and worldwide.

• Li, Ming Hui; Rudd, James; Chow, Jia Yi; Sit, Cindy Hui Ping; Wong, Stephen Heung Sang & Sum, Raymond Kim Wai (2022). A Randomized Controlled Trial of a Blended Physical Literacy Intervention to Support Physical Activity and Health of Primary School Children. Sports Medicine - Open. 8. doi: 10.1186/s40798-022-00448-5. Full text in Research Archive Show summary

  Background: The concept of physical literacy (PL) has been advocated as the need to create environments fostering sustainable engagement in PA. This study adopted ecological approach to evaluate the effectiveness of a blended PL intervention embedded into the school day to support children’s PA and health. Method: Designed as a three-arm randomized controlled trial, a total of 79 participants (59.5% girls) were randomly assigned to: the “Quantity + Quality” blended PL group combining sit–stand desks and play-based recess (SSPlay), the “Quality” group with play-based recess only (Play) or the control group. The intervention lasted for 13 weeks, and all the variables were collected at baseline, post-intervention and 3-month follow-up. Results: SSPlay and Play group significantly improved on two of the embodied PL domains, Physical Competence (− 2.96 vs − 5.15, p < 0.05) and Knowledge and Understanding (− 2.35 vs − 2.00, p < 0.05), total errors of cognitive flexibility (24.00 vs 12.92, p < 0.05), and this difference was maintained at follow-up (p < 0.05). Whilst there was no interaction effect between groups, and time effects were found for PA and planning from baseline to post-intervention. Conclusion: This was the first to adopt an ecological approach as an innovative strategy to provide the emergence of PA for children in Hong Kong. The blended intervention design that embedded both quantity and quality of PA into children’s school day has shown promise in supporting children’s all round development. PL intervention where environments are designed to increase the “Quantity + Quality” of children’s everyday interactions has led to improvements in PA and health outcomes, which may provide insights for future studies to adopt cost-friendly and feasible measures for promoting children’s PA in the school settings.

• Li, Ming Hui; Sit, Cindy Hui Ping; Wong, Stephen Heung Sang; Wing, Yun Kwok; Ng, Ching Kong & Rudd, James Robert [Show all 8 contributors for this article] (2022). Effects of a blended classroom-based intervention on aerobic fitness, motor skills, inhibition, and daytime sleepiness among Hong Kong children. Frontiers in Public Health. 10. doi: 10.3389/fpubh.2022.944423. Full text in Research Archive Show summary

  In response to the all-round development of primary school children, this study aimed to evaluate the effectiveness of a blended intervention program on children's health-related outcomes of aerobic fitness, motor skills, inhibition and daytime sleepiness in classroom settings. Three experimental conditions include: (1) the “Stand + Move” group combining sit-stand desks and physical activity (PA) recess, (2) “Move” group with PA recess only, and (3) Control group (CG; normal class schedule). A total of 64 primary school children (37.5% girls and 62.5% boys, M [SD] = 9.6 [0.61], BMI mean = 17.0 ± 3.0) participated in all assessments, including aerobic fitness, motor skills, inhibitory control, and daytime sleepiness. The baseline data collection starts from January 2019, with the intervention lasting for 13 weeks and followed by post-intervention and follow up tests conducted in July and October 2019. There was a significant interaction effect on aerobic fitness [F(2,76) = 10.62, p < 0.001, η2 = 0.22] after the intervention period, whereas no significant interaction was observed for other variables. Significant main effects were observed in aerobic fitness (pre – post: −11.75 and −7.22) for both experimental groups, with the blended group showing greater improvements immediately post the test, while motor skills only showed a significant increase at the three-month follow-up, with the greatest increase in the blended group (pre-follow-up: −2.50). For inhibition control and daytime sleepiness, better improvements were shown for the experimental groups than for the control group. The blended designed intervention, by incorporating multiple components as an innovative strategy to reconstruct children's traditional classroom environment in Hong Kong, has demonstrated improved physical and psychological development of school children.

• Crotti, Matteo; Rudd, James Robert; Roberts, Simon; Davies, Katie Fitton; O’Callaghan, Laura & Utesch, Till [Show all 7 contributors for this article] (2022). Physical activity promoting teaching practices and children’s physical activity within physical education lessons underpinned by motor learning theory (SAMPLE-PE). PLOS ONE. 17(8). doi: 10.1371/journal.pone.0272339. Full text in Research Archive Show summary

  Purpose: Movement competence is a key outcome for primary physical education (PE) curricula. As movement development in children emerges through physical activity (PA), it is important to determine the extent of PA promotion within movement competence focused teaching pedagogies. Therefore, this study aimed to assess children’s moderate-to-vigorous PA (MVPA) and related teaching practices in primary PE within Linear pedagogy and Nonlinear pedagogy and to compare this to current practice within PE delivery in primary schools. Methods: Participants (n = 162, 53% females, 5-6y) were recruited from 9 primary schools within the SAMPLE-PE cluster randomised controlled trial. Schools were randomly-allocated to one of three conditions: Linear pedagogy, Nonlinear pedagogy, or control. Nonlinear and Linear pedagogy intervention schools received a PE curriculum delivered by trained deliverers over 15 weeks, while control schools followed usual practice. Children’s MVPA was measured during 3 PE lessons (44 PE lessons in total) using an ActiGraph GT9X accelerometer worn on their non-dominant wrist. Differences between conditions for children’s MVPA were analysed using multilevel model analysis. Negative binomial models were used to analyse teaching practices data. Results: No differences were found between Linear pedagogy, Nonlinear pedagogy and the control group for children’s MVPA levels during PE. Linear and Nonlinear interventions generally included higher percentages of MVPA promoting teaching practices (e.g., Motor Content) and lower MVPA reducing teaching practices (e.g., Management), compared to the control group. Teaching practices observed in Linear and Nonlinear interventions were in line with the respective pedagogical principles. Conclusions: Linear and Nonlinear pedagogical approaches in PE do not negatively impact MVPA compared to usual practice. Nevertheless, practitioners may need to refine these pedagogical approaches to improve MVPA alongside movement competence.

• Fairclough, Stuart J.; Hurter, Liezel; Dumuid, Dorothea; Gába, Ales; Rowlands, Alex V. & Cruz, Borja del Pozo [Show all 18 contributors for this article] (2022). The Physical Behaviour Intensity Spectrum and Body Mass Index in School-Aged Youth: A Compositional Analysis of Pooled Individual Participant Data. International Journal of Environmental Research and Public Health (IJERPH). ISSN 1661-7827. 19(14). doi: 10.3390/ijerph19148778. Full text in Research Archive Show summary

  We examined the compositional associations between the intensity spectrum derived from incremental acceleration intensity bands and the body mass index (BMI) z-score in youth, and investigated the estimated differences in BMI z-score following time reallocations between intensity bands. School-aged youth from 63 schools wore wrist accelerometers, and data of 1453 participants (57.5% girls) were analysed. Nine acceleration intensity bands (range: 0–50 mg to ≥700 mg) were used to generate time-use compositions. Multivariate regression assessed the associations between intensity band compositions and BMI z-scores. Compositional isotemporal substitution estimated the differences in BMI z-score following time reallocations between intensity bands. The ≥700 mg intensity bandwas strongly and inversely associated with BMI z-score (p < 0.001). The estimated differences in BMI z-score when 5 min were reallocated to and from the ≥700 mg band and reallocated equally among the remaining bands were −0.28 and 0.44, respectively (boys), and −0.39 and 1.06, respectively (girls). The time in the ≥700 mg intensity band was significantly associated with BMI z-score, irrespective of sex. When even modest durations of time in this band were reallocated, the asymmetrical estimated differences in BMI z-score were clinically meaningful. The findings highlight the utility of the full physical activity intensity spectrum over a priori-determined absolute intensity cut-point approaches.

• Davies, Katie Fitton; Foweather, Lawrence; Watson, Paula M.; Bardid, Farid; Roberts, Simon J. & Davids, Keith [Show all 9 contributors for this article] (2021). Assessing the motivational climates in early physical education curricula underpinned by motor learning theory: SAMPLE-PE. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2021.2014436. Full text in Research Archive Show summary

  Background: Traditionally, Physical Education (PE) has adopted a multi-skills approach, where children generally engage in decontextualised practice of sport techniques to develop specific movement skills and facilitate sports participation. This approach has been critiqued for having a weak conceptual and philosophical justification, and a lack of empirical proof of its educational value. The SAMPLE-PE research project set out to challenge this by creating two PE curricula distinguished by contrasting theories of motor learning: information processing theory and ecological dynamics. While both approaches have shown promise in enhancing children’s movement skills, to date, there has been little consideration of their impact on the motivational climate of primary PE lessons. This study explored to what extent traditional PE, ecological dynamics, and information processing theory-based approaches create empowering and disempowering motivational climates when viewed through a self-determination and achievement goal theory lens. Method: Forty-four PE lessons were video recorded and coded by two trained researchers using the Multidimensional Motivational Climate Observation System. ANOVA, MANOVA and Bonferroni post-hoc tests were run to explore differences in data on motivational climate under the three different pedagogical approaches. Results: The group taught with concepts from ecological dynamics (referred to as Ecological) displayed a significantly lower disempowering motivational climate in comparison to the group taught with a basis in information processing theory (referred to as IPT) and the traditional PE groups. The ecological group revealed significantly more autonomy support than the traditional PE and the IPT group. The IPT group methods provided significantly more structure than traditional PE and the ecological group. Conclusion: The findings of this study have shown how the approach taken in delivering PE in primary schools may differentially affect motivational climates. Results imply that underpinning PE with theories of motor learning provides differing, viable and beneficial alternatives to create positive learning environments, compared to traditional PE practices.

• Woods, Carl T.; Rudd, James; Araújo, Duarte; Vaughan, James & Davids, Keith (2021). Weaving Lines of Inquiry: Promoting Transdisciplinarity as a Distinctive Way of Undertaking Sport Science Research. Sports Medicine - Open. 7(1). doi: 10.1186/s40798-021-00347-1. Full text in Research Archive
• Stodden, David F.; Lakes, Kimberly; Côté, Jean; Aadland, Eivind; Benzing, Valentin & Brian, Ali [Show all 21 contributors for this article] (2021). Exploration: an overarching focus for holistic development. Brazilian Journal of Motor Behavior. ISSN 2446-4902. 15(5), p. 301–320. doi: 10.20338/bjmb.v15i5.254. Full text in Research Archive
• Woods, Carl T.; Araújo, Duarte; Davids, Keith & Rudd, James (2021). From a Technology That Replaces Human Perception–Action to One That Expands It: Some Critiques of Current Technology Use in Sport. Sports Medicine - Open. 7(1), p. 1–10. doi: 10.1186/s40798-021-00366-y. Full text in Research Archive

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• Oppici, Luca; Opheim, Arve Isak; Sunnerhagen, Kathrina Stibrant; Rafsten, Lena; Bērziņa, Guna & Kārkliņa, Agnese [Show all 13 contributors for this article] (2026). Enriching the home environment to improve rehabilitation after stroke: Introducing the PEER-HOMEcare project. Full text in Research Archive
• Hestetun-Mandrup, Ann Marie; Rafsten, Lena; Karklina, Agnese; Oppici, Luca; Simonsen, Emilie Halmrast & Rudd, James Robert (2026). Nordic and Baltic healthcare professionals’ perspectives on home-based stroke rehabilitation. European Stroke Journal. ISSN 2396-9873. 11(Supplement_1). doi: 10.1093/esj/aakag023.1121. Full text in Research Archive Show summary

  Abstract Background and aims Two-thirds of stroke survivors require additional rehabilitation at home. The home has the potential to offer a rich environment for rehabilitation and recovery following stroke, as Environmental Enrichment research has repeatedly shown. Nevertheless, the successful implementation of home-based rehabilitation remains a challenge in the Nordic and Baltic regions. The perspectives and lived experiences of healthcare professionals can provide insights for improving current practices and maximizing the use of the home environment. Aim To explore how healthcare professionals perceive home-based rehabilitation and the potential of home modifications to support the rehabilitation process. Methods Interviews were conducted with 19 healthcare professionals in Latvia, Sweden, and Norway. The interviews were performed in native languages, transcribed into English, and analysed using codebook thematic analysis. Results Participants highlighted that rehabilitation focused on ADL training, and collaborative goal setting with stroke survivors and families was essential for effective home-based rehabilitation. Rehabilitation success relied on patients’ responsibility, family involvement, tailored functional goals, and self-management. The coordination of multidisciplinary home visits was identified as a key challenge. Further, the home was often underutilised as a recovery space. Modifications to the home environment primarily focused on accessibility, such as safety aids, rather than integrating the home into the therapeutic process. Conclusions Home-based rehabilitation has the potential for meaningful recovery, but its success depends on addressing organisational challenges and fully leveraging the potential of home environment. Greater emphasis on multidisciplinary collaboration and developmentally appropriate modifications to the home environments can enhance outcomes for stroke survivors. Conflict of interest Ann Marie Hestetun-Mandrup: nothing to disclose

• Rafsten, Lena; Hestetun-Mandrup, Ann Marie; Karklina, Agnese; Oppici, Luca; Simonsen, Emilie Halmrast & Rudd, James Robert (2026). Nordic and Baltic stroke survivors’ perspectives on transition to home environment and home-based stroke rehabilitation. European Stroke Journal. ISSN 2396-9873. 11(Supplement_1). doi: 10.1093/esj/aakag023.1792. Full text in Research Archive Show summary

  Abstract Background Every year approximately 5.5 million stroke survivors need rehabilitation to manage persistent functional impairment. Implementation of early discharge with home rehabilitation in Nordic and Baltic region is beginning to play a crucial role. Environmental Enrichment research has shown that the home has the potential to offer a rich environment for rehabilitation and recovery following stroke. Yet there is a need to improve rehabilitation to ensure that stroke survivors receive the support they need for a better quality of life, and to explore whether enriched environment can improve function. Aim To explore stroke survivors experiences of home rehabilitation, particularly the transition to home environment after stroke, the rehabilitation process and the patients' thoughts of home modifications to support the rehabilitation process. Methods A qualitative interview study were strokesurvivors from Latvia, Norway and Sweden who have undergone home rehabilitation were included. Semi-structured interviews were performed in native languages, transcribed into English and analysed using codebook thematic analysis. Results One overarching theme elucidates that there are positive and negative challenges with early discharged after a stroke, especially cognitiv. Having access to the ESD team is experienced as very positive. Other overarching theme clarify that it is difficult for patients to understand what enriched environment means and that they think that changes in the home are unnecessary and that their home works well as it is. Conclusions Our findings raise awareness about problems after returning home and how the patients think about enriched environment which is important for us in the continued development of this concept. Conflict of interest Lena Rafsten:nothing to disclose

• Fernandes, Aléxia; Santos, Letícia; Arantes, Aline; Sousa, Andreia; Silva, Augusta & Oppici, Luca [Show all 8 contributors for this article] (2026). Quantifying exploratory motor behaviour in daily living tasks after stroke: A PEER-HOMEcare exploratory study. Gait & Posture. ISSN 0966-6362. 130, p. 110484–110484. doi: 10.1016/j.gaitpost.2026.110484. Full text in Research Archive
• Grindheim, Maria; Tveten, Kine Melfald; Ødegaard, Elin Eriksen; Jorem, Gøril Tvedten; Rudd, James Robert & Haugland, Elisabeth Straume [Show all 7 contributors for this article] (2025). Mapping the Nexus of Movement, Play and Exploration in Research in Early Childhood Education and Care: A Protocol for a Scoping Literature Review. doi: https:/osf.io/mr75k/files/a3jfk. Full text in Research Archive
• Modell, Børge Sorken; Opheim, Arve Isak; Rudd, James Robert & Oppici, Luca (2025). Acceptability of wearing IMU sensors in a home environment in stroke patients. Gait & Posture. ISSN 0966-6362. 121, p. 232–232. doi: 10.1016/j.gaitpost.2025.07.248. Full text in Research Archive
• Pacheco, Matheus Maia; Oppici, Luca; Rudd, James Robert & Opheim, Arve Isak (2025). Identifying the type and number of sensors required to capture behavioral complexity in daily activities in chronic stroke patients. Gait & Posture. ISSN 0966-6362. 121, p. 175–175. doi: 10.1016/j.gaitpost.2025.07.187. Full text in Research Archive
• Oppici, Luca & Rudd, James Robert (2025). An opinion on how a qualitative lens can advance translational and rehabilitation practices: The example of Environmental Enrichment. Brazilian Journal of Motor Behavior. ISSN 2446-4902. 19(1). doi: 10.20338/bjmb.v19i1.498. Full text in Research Archive
• Ye, Zheng; Rudd, James Robert; Chow, Jia Yi; Sit, Cindy Hui Ping; Leung, Suzannie Kit Ying & Choi, Siu Ming [Show all 8 contributors for this article] (2025). Advancing movement and physical literacy earlier (AMPLE) program for promoting physical literacy and executive function among young children: study protocol of a cluster randomized crossover trial. doi: 10.1186/s12889-025-25753-y. Full text in Research Archive
• Aadland, Eivind; Sadownik, Alicja R.; Rudd, James Robert; Tjomsland, Hege Eikeland; Okely, Anthony David & Eriksen, Pernille Buschmann [Show all 13 contributors for this article] (2025). Move-play-explore in early childhood education (MoveEarly) – study protocol of a cluster randomized controlled trial of staff professional development for quality pedagogical practices and holistic child development in Norwegian kindergartens. doi: 10.1186/s12889-025-25831-1. Full text in Research Archive Show summary

  Abstract Introduction Physical inactivity in young children and schoolification within early childhood education are worrisome trends that curtail young children’s natural inclination to move, play, and explore. There is a need for high-quality evidence on effective, sustainable, and scalable interventions integrating the concepts of movement, play and exploration in early childhood education. Realization of such efforts depends on kindergarten contexts and requires highly competent staff. Through transdisciplinary intervention research, we seek to respond to these child development challenges by developing and testing a holistic move-play-explore early years pedagogy. The main aims of the MoveEarly study are to investigate the 1) effects of professional development for kindergarten staff on child movement, play and exploration and whole-child development and 2) how different kindergarten contexts influence implementation and institutionalization of the intervention. Methods The study use a two-arm (intervention, control) cluster randomized design with 7- and 18-months follow-ups and will be conducted in Norway 2024–2026. We aim to recruit 50 kindergartens and 500 children aged 4 years to provide sufficient power to detect effect sizes between 0.25 and 0.40. The intervention is nested within two levels: the kindergarten and the child. The main intervention is an 18-month professional development/education module for kindergarten staff, aimed at supporting staff in developing their capacity to deliver an early years pedagogy integrating movement, play and exploration for all children. The outcome evaluation (4-year-olds) includes a range of child-level outcomes, including physical activity, physical fitness, movement competence, creativity, adiposity, socioemotional health, well-being, self-regulation, and early academic performance. The process evaluation (staff and all children) will describe implementation and adaptation processes using several types of quantitative and qualitative data. Discussion Professional development of staff targeting a whole-child early years pedagogy that integrates movement, play and exploration in the kindergarten setting may provide a feasible avenue to enhance child health, development and learning. MoveEarly is designed to test this hypothesis to provide evidence for an early solution to lifelong public health and developmental challenges. Trial registration www.ClinicalTrials.gov identifier NCT06488508 (05.07.2024).

• Ulset, Vidar Sandsaunet; Oppici, Luca; Hamre, Karin; Rudd, James Robert; Stornæs, Annett Victoria & Haraldsen, Heidi Marian [Show all 7 contributors for this article] (2025). Inclusion in Motion: Promoting Equitable Physical Activity and Health in Childhood and Adolescence. Children. 12(7). doi: 10.3390/children12070942. Full text in Research Archive Show summary

  Inclusion in play, physical education, outdoor life, organized sports, and other movement-based activities can promote resilience and support physical, emotional, and social well-being. These arenas are particularly important for reducing health disparities and preventing social marginalization across the lifespan. Yet, children and adolescents from vulnerable or disadvantaged backgrounds encounter persistent barriers to participation, rooted in broader inequalities related to their socioeconomic position, disability, gender, ethnicity, and access to supportive environments. This perspective outlines how inclusive movement contexts, when informed by developmental systems theory and resilience frameworks, can interrupt trajectories of marginalization and promote long-term equity in health, education, and work inclusion. We emphasize the need for interdisciplinary approaches, combining longitudinal and qualitative methods, to uncover how vulnerability and participation interact dynamically over time. By integrating insights from developmental science, education, public health, and spatial ecology, we identify strategic pathways for research and action. Addressing these challenges requires coordinated efforts across sectors and stakeholders to co-create inclusive, context-sensitive interventions

• Bjørndal, Christian Thue & Rudd, James Robert (2024). Systems and settings for youth sport and physical education. In Marttinen, Risto & Girginov, Vassil (Ed.), Routledge Resources Online - Sport Studies. Routledge. ISSN 9780367766924. doi: 10.4324/9780367766924-RESS166-1. Full text in Research Archive
• Grindheim, Maria; Ødegaard, Elin Eriksen; Rudd, James Robert & Aadland, Eivind (2023). Guided tours in kindergarten - An investigation of teachers’ and children’s situated understandings of the relationship between movement, play and exploration using Guided Tours. Full text in Research Archive
• Grindheim, Maria; Ødegaard, Elin Eriksen & Rudd, James Robert (2023). Children’s communication and negotiation in and through movement, play and exploration. Full text in Research Archive
• Radmann, Aage; Rudd, James Robert & Gjølme, Egil Galaaen (2022). Sustainable social and educational integration through sport activities – A Romanian case study. Full text in Research Archive

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