Littérature scientifique sur le sujet « Physical ability self-perception »

The Perceived Physical Ability scale developed by Ryckman, Robbins, Thornton, and Cantrell in 1982 was translated into the Italian language and modified to be applicable to children and youth. The scale was administered to 2,546 subjects, 1,269 females and 1,277 males, aged 10 to 20 years. Composed of 10 items, the scale assesses an individual's perception of his physical ability and motor performance. The scale showed good reliability and discriminative capacity. From factor analysis, two factors linked to perceptions of physical efficiency and difficulties with movements emerged. Findings with this scale showed that higher scores on Perceived Physical Ability were reported for males than for females, and for subjects with sport experience than for subjects without. Further, high scores on Perceived Physical Ability tended to be associated with high scores on Self-perception, Confidence with own body, and Positive Attitude when facing motor tasks.

Nonacademic self-perceptions (social acceptance, athletic ability, physical appearance and behavioral conduct) of depressed and nondepressed children with and without learning disabilities were compared. The nonacademic subscales of the Self-Perception Profile for Learning Disabled Students, a domain-specific self-perception measure, and the Children's Depression Inventory, a self-report inventory of depressive symptomatology, were administered to students in grade 5 ( n=83) and grade 8 ( n=88). Results indicated that self-perceived social acceptance demonstrated a significant relationship with depression only for students with learning disabilities. Furthermore, lower self-perception of physical appearance was related to depression for females but not males. Depressed subjects, regardless of gender, reported lower self-perceptions of behavioral conduct and athletic ability. Consistent with previous findings regarding stereotypical self-perceptions, males reported better self-perceptions of athletic ability than females but lower self-perceptions of behavioral conduct. Clinical and theoretical implications are discussed.

Self-esteem changes among adult women who had been practicing seido karate for at least six months and had acquired the perceived ability to physically self-defend were examined in this study. The research site was a feminist martial arts dojo for women in a midwestern state. Thirty women, aged 26-62, participated in strucured interviews. All of the women perceived improvements in self-esteem after participating in martial arts training for at least six months. These self-esteem changes were perceived to be related to improvement in physical self-perception. Recovery from psychosexual abuse, eating disorders, substance abuse, and growing up in dysfunctional families was another commonly perceived consequence of martial arts training, and most of the participants who had experienced such problems believed their martial arts practice was a valuable adjunct to traditional therapeutic approaches. Significantly, however, they viewed certain aspects of the feminist environment, particularly its gynocentricity, as essential to the self change process. A relationship between the martial arts experience, particularly gaining the ability to defend oneself physically, and other attitudes and behaviors related to self-perception is suggested.

A characteristic hallmark motor in proficiency marks developmental coordination disorder (DCD). Children with DCD have low confidence in their physical abilities and lower perceived self-efficacy toward physical activities than their age-matched peer-group children without DCD. The study aims to evaluate aerobic fitness among children diagnosed with Developmental Coordination Disorder and to examine whether their lies any individual differences among children, who were suspects of DCD. Twenty children were enrolled in after baseline examination as DCD using DCDQ. Each child completed 6 Minute Walk test and Children’s Self-perception of Adequacy in and the predilection for Physical Activity (CSAPPA). When considering the individual differences among children with DCD, there occurs a different result and cardiovascular fitness trend in children with DCD. Fitness is related to the self-perception of ability among children. This study provides evidence that self-perception ability among children is an essential component that needs to be considered when planning therapeutic intervention to enhance cardiovascular fitness in children with DCD.

This study examined the relationships between older women’s comparison styles, physical self-perceptions, and functional fitness. Participants were community-dwelling women (N= 102, age 65-99) living in the mid-Atlantic region of the United States. Individuals were categorized as relying primarily on social comparisons, temporal comparisons, or a combination of both styles. Also of interest was whether individuals evaluated themselves positively or negatively when making comparisons. Participants who evaluated themselves positively as compared with others were found to have higher levels of physical self-perception. Analyses revealed that women who relied primarily on temporal comparisons had higher self-perceptions of their functional ability than those who relied on a combination of comparison styles. An avoidance of both temporal and social comparisons was also related to higher levels of physical self-perception.

The present study examined the relationship between perceptual style and perception of physical effort. Perceptual style of 10 men and 10 women was assessed by the rod-and-frame apparatus. Perception of physical effort was defined as the difference in heart-rate responses between a standard work task and the subject's self-selected task. Heart-rate response on the preselected standard work task on a cycle ergometer (600 kpm · min.−1) was extremely variable, ranging from 111 to 188 beats per minute ( M = 153 ± 23.5). However, average error between heart rate during the standard work task and the subjects' self-adjusted workload was extremely low (range 0 to 18 beats per minute; M = 5.4 ± 5.5 beats per minute). Pearson correlation of .78 showed a moderate relationship between heart rate and rating of perceived effort, but was nonsignificant (-.12) between perceptual style and perception of physical effort. The data confirm the absence of a significant relationship between perceptual style (i.e., field dependence-independence) and ability to reproduce a standard work task. In addition, these results suggest that there has been possible bias in studies of relationships between heart rate and rating of perceived effort or workload and rating of perceived effort during incremental testing.

Objective: Understanding gender differences in self-perception of health (SPH) and self-efficacy can inform the design of tailored programs to improve health behaviors. We aimed to assess gender-specific differences in SPH and self-efficacy for maintaining wellness habits at a work-place wellness center. Methods: A workplace wellness center member survey was conducted in 2016. Information about SPH and self-efficacy to maintain wellness habits was assessed. Data were analyzed to assess gender differences in SPH and self-efficacy. Results: The survey was completed by 2784 members (mean age, 49.2 years; 68.2% women). SPH was similar between genders despite more men reporting health problems such as hypertension, diabetes, high cholesterol, and cigarette smoking. Women had higher self-efficacy about maintaining healthy diet, but the difference was not clinically meaningful. Women had lower self-efficacy in their ability to maintain physical activity. Conclusions: In this large cohort of worksite wellness center members, men and women had similar self-perception of health despite higher disease burden among men. Women had lower self-efficacy in their ability to maintain physical activity level but similar self-efficacy for maintaining healthy diet. These differences may inform the design of tailored wellness programs to meet the needs of both genders.

The purpose of the study was to develop a physical self-efficacy scale to assess children's perception of personal strength, speed, and coordinative abilities. A 6-item scale, titled Perceived Physical Ability Scale for Children, was presented to a sample of 1914 children, 997 girls and 917 boys, ranging in age from 8 to 10 years, drawn from 15 elementary schools representing different regions of Italy. Exploratory and confirmatory factor analyses of the data provided support for the internal validity and reliability of a single factor structure of the scale across sex and age categories. It is argued that the scale can be used for both research and applied purposes.

Extrasensory Perception merupakan suatu kemampuan untuk menerima rangsang atau informasi bukan melalui indera fisik, melainkan melalui pikiran (Rhine, 1997). Individu yang menghayati dirinya memiliki kemampuan extrasensory perception tidak selalu dapat menerima. Adanya kesadaran karakteristik kemampuan diri berbeda dengan orang lain akan mempengaruhi fungsi diri dan penerimaan diri individu. Penelitian ini bertujuan untuk memberikan gambaran penerimaan diri pada individu yang memiliki extrasensory perception. Metode penelitian ini menggunakan metode kualitatif dengan tipe penelitian fenomenologi. Subjek dalam penelitian ini terdiri dari tiga orang yang dipilih secara purposif. Teknik penggalian data menggunakan wawancara semi terstruktur, sedangkan teknik analisis menggunakan penelitian fenomenologi deskriptif (PFD). Hasil penelitian ini menunjukkan tahapan proses penerimaan setiap individu tidak sama, hal ini dipengaruhi oleh penilaian dan kesadaran yang dimiliki oleh individu terhadap keadaan yang dialaminya. Faktor pendorong dalam penerimaan diri yang paling berpengaruh adalah dukungan sosial. Semua subjek dapat memaknai proses penerimaan diri terhadap kemampuan extrasensory perception secara positif. Extrasensory perception is the ability to receive stimuli or information not through the physical senses, but through the mind (Rhine, 1997). Individuals who have the ability to extrasensory perception cannot always accept. Characteristics of abilities different from others will affect self-function and self-acceptance. This study provides an overview of self-acceptance in individuals who have extrasensory perception. The research method uses qualitative methods with phenomenological research types. The research subjects were three people who were chosen purposively. Data extraction techniques use interviews, while analysis techniques use descriptive phenomenology research (PFD). The results of the study show that the individual acceptance process is not the same, because it is influenced by the assessment and awareness possessed by the individual towards the situation they experience. The driving factor in influencing self-acceptance is social support. All subjects can interpret the process of self-acceptance of the ability of extrasensory perception positively.

How children perceive their physical ability is important in understanding their reported adequacy, preferences, and predilection of physical activity. This relationship is useful in identifying lifelong physical activity behaviors. Purpose: To examine the relationship between perceived physical ability and self-perceptions of adequacy and enjoyment of physical activity in elementary school children. Methods: Students (N = 120) in grades K-5 completed the Perceived Physical Ability Scale (PPAS) and the Children’s Self-Perceptions of Adequacy and Predilection for Physical Activity (CSAPPA). Results: A statistically strong significant positive correlation (r = .49, P < .01) was found between the PPAS and CSAPPA indicating that students with higher perceived physical ability also reported higher scores on the CSAPPA. The high CSAPPA scores are indicative of students having a higher likelihood of choosing physical activity over a non-active option. No significant differences were noted between males and females or across grade levels. Conclusions: Based on these results students who have a greater perception of their physical ability also report being more likely to select a physically active option when given the choice. The findings of this study are noteworthy as previous studies have shown that differences between male and female students may exist with similar measures. These results may be indicative of the environment that has been created at the study site. The study site promotes a culture centered on respect, care, and a growth mindset within its student body. Future research comparing student to teacher ratio, cohesive student groups, and school schedules should be conducted to compare students’ PPAS and CSAPPA results. Programs designed to enhance perceived physical ability and enjoyment of physical activity are needed to promote lifetime physical activity habits.

How children perceive their physical ability is important in understanding their reported adequacy, preferences, and predilection of physical activity. This relationship is useful in identifying lifelong physical activity behaviors. Purpose: The relationship between perceived physical ability and classroom engagement was investigated in elementary school children. Methods: Students (n = 120) in grades K5 completed the Perceived Physical Ability Scale (PPAS) and the Children’s Self-Perceptions of Adequacy and Predilection for Physical Activity (CSAPPA). Results: A statistically strong significant positive correlation (r = .49, P < .01) was found between the PPAS and CSAPPA indicating that students with higher perceived physical ability also reported higher scores on the CSAPPA. The high CSAPPA scores are indicative of students having a higher likelihood of choosing physical activity over a non-active option. No significant differences were noted between males and females or across grade levels. Conclusions: Based on these results students who have a greater perception of their physical ability also report being more likely to select a physically active option when given the choice. The findings of this study are noteworthy as previous studies have shown that differences between male and female students may exist with similar measures. These results may be indicative of the environment that has been created at the study site. The study site promotes a culture centered on respect, care, and a growth mindset within its student body. Future research comparing student to teacher ratio, cohesive student groups, and school schedules should be conducted to compare students’ PPAS and CSAPPA results. Programs designed to enhance perceived physical ability and enjoyment of physical activity are needed to promote lifetime physical activity habits.

This study presents a theory and model of self-concept and physical-self-concept as a framework for the project. The literature review discusses results of research on the impact of physical and sports-related activities upon the physical selfconcept, along with existing research on the effects of the Outward Bound intervention upon physical self-concept. The study used the Richards Physical Self-Concept Scale to measure the effects of a twenty-six day Outward Bound course upon the physical self-concept of participants. The seven subdomains of Action, Appearance, Body Build, Health, Physical Ability, Strength, and Satisfaction were scored on a Likert Scale by 96 participants, and an overall (Total) Physical Self-Concept score was calculated. Participants completed the questionnaire one month prior to day one, and on the first and last days of the course. An Instructor-As-Observer Scale was also used to assess the changes in observed fitness and physical ability. Positive changes occurred in both of these areas as a result of the Outward Bound intervention. Results from the Richards Scale showed that the Total Physical Self-Concept Score for the group sample was significantly enhanced as a result of the intervention (F=56). Both male and female participants experienced a positive change in Total Physical Self-Concept to the same degree. The Body Build Scale demonstrated the greatest enhancement for both sexes (F=94.343), followed by the Appearance (F=55.631 ), Strength (F=35.762),and Physical Ability Scales (F=35.624. The Health and Satisfaction Scales demonstrated less positive effects than the other sub-scales. The Outward Bound intervention appeared to be a powerful and effective means of enhancing the Total Physical SelfConcept and its subdomains in the short term.

Il progetto di ricerca ha lo scopo di dimostrare l'effetto di un programma di attività fisica nella scuola basato su un approccio ecologico. Gli indicatori utilizzati sono relativi alla forma fisica, alle caratteristiche antropometriche, ai risultati scolastici ed allo stile di vita dei bambini che frequentano gli ultimi anni della scuola primaria e il primo anno della scuola secondaria di I grado. L’indagine bibliografica preliminare ha messo in evidenza lo stato delle conoscenze in merito alla prevalenza dell’obesità infantile, alla relazione tra obesità, performance fisica e risultati scolastici e all’efficacia dei programmi per la prevenzione e il trattamento di tale fenomeno nella scuola. Le evidenze della letteratura assegnano alla sedentarietà ed al sovrappeso/obesità in età giovanile un ruolo significativo nell’incremento delle patologie non trasmissibili (WHO,2000; CDC,2003). L’approccio ecologico nell’ambito scolastico e l’attività fisica sono indicati come modalità efficaci d’intervento che devono però ancora essere trasformate in buone pratiche dimostrate nei vari contesti (DL Katz, 2009; Jennifer L Foltz, 2012). La ricerca è stata condotta in tre istituti comprensivi nella città di Verona, nella regione Veneto. Le scuole coinvolte fanno parte della 1°circoscrizione (IC 20 S. Michele Extra, IC 21 Madonna di Campagna) e della 7°circoscrizione (IC 18 Veronetta - Porto S. Pancrazio). Soggetti coinvolti: Abbiamo coinvolto i 682 studenti delle classi 4 e 5 delle scuole primarie e della classe 1 delle scuole secondarie di I grado dei tre istituti comprensivi. Le famiglie che hanno dato il consenso informato a partecipare al progetto sono state 189, altre 126 hanno risposto al primo questionario ma negato l’adesione e 315 non hanno dato nessuna risposta. La ricerca nel dettaglio si propone di approfondire i seguenti obiettivi: • Identificare le caratteristiche antropometriche e lo stile di vita della popolazione coinvolta. • Analizzare l'effetto del programma sui parametri antropometrici di BMI, somma delle pliche, circonferenza della vita e sul rapporto fianchi / vita. • Valutare la variazione dei parametri di fitness aerobica e delle capacità motorie di forza, resistenza alla forza, flessibilità ed equilibrio. • Determinare l'influenza del programma di attività fisica su alcuni parametri psicologici in relazione alla percezione delle proprie capacità motorie e alla motivazione verso la pratica motoria dello stile di vita. • Studiare la correlazione tra i diversi parametri antropometrici, le capacità motorie e i comportamenti relativi allo stile di vita. • Analizzare le relazioni tra il rendimento scolastico, la prestazione motoria, e il peso corporeo • Valutare l'effetto del programma sullo stile di vita al follow-up (6 mesi dopo il post-allenamento) • Studiare l'effetto del programma in bambini normopeso e sovrappeso Le diverse analisi sono state rivolte sui 189 studenti e i genitori che hanno dichiarato la volontà di partecipare al progetto e assegnati in maniera randomizzata al Gruppo d'Intervento (GI - 107 bambini) e di gruppo di controllo (GC - 82 bambini). Il protocollo del programma, della durata di 6 mesi, ha previsto le seguenti attività per i bambini e i genitori: Attività aggiuntive rispetto alla routine scolastica rivolte agli studenti: - Due sessioni extracurricolari di attività fisica alla settimana, della durata di 60 minuti ciascuna, in aggiunta al tempo di attività motoria scolastica prevista dal ministero. I principali contenuti delle attività proposte erano esercizi, giochi e discipline sportive orientate a migliorare sia gli schemi motori di base sia le capacità di resistenza, equilibrio, forza, rapidità flessibilità dei bambini. Le attività motorie avevano anche l’obiettivo di migliorare il piacere e il divertimento al fine di incoraggiare la partecipazione dei bambini all’ attività fisica durante il periodo di svolgimento del programma e anche per motivarli a mantenere uno stile di vita attivo nel futuro. - tre incontri di formazione sullo stile di vita, in particolare sulla pratica motoria e sulla sana alimentazione. Attività rivolte ai genitori: - tre incontri di formazione sullo stile di vita, in particolare presentazione del fenomeno dell’obesità infantile in seguito alla sedentarietà, le linee guida da seguire per una corretta pratica motoria e una sana alimentazione dei loro bambini, possibili strategie per l’aumento della pratica motoria nella quotidianità e infine strumenti per motivare i bambini a muoversi maggiormente e fare scelte alimentari sane. I materiali e i metodi usati per la valutazione prevedono l’utilizzo di strumenti differenti: Questionario iniziale per indagare la disponibilità da parte delle famiglie a partecipare al progetto e conoscere le caratteristiche demografiche (età, nazionalità, livello di istruzione), i parametri antropometrici (peso e altezza) e le abitudini relative allo stile di vita (quantità di attività fisica) degli studenti e dei loro genitori. Misura del BMI con i valori di soglia secondo Cole (Cole 2000) Misura delle pliche e delle circonferenze (Manual by Lohman,1994) Test motori da campo per la valutazione dello sviluppo motorio: six minute walking test (Li Yi Au, 2006; Morinder 2008) Flamingo balance test, hand-grip test, sit and reach test, stand log jump test, sit-up test (tratti dalla batteria dei test motori EUROFIT, Consiglio d’Europa, 1988). Questionario per la valutazione della quantità di attività fisica svolta settimanalmente (PAQ-C; Crocker, 2004), Questionario per la valutazione della motivazione verso la pratica motoria (PASCQ; Marcus 2003), Questionario per la valutazione della percezione delle proprie abilità motorie (PPA sub-scale; Bortoli, 2006), Questionario per la valutazione del gradimento della pratica motoria (PACES; Carraro 2008), Pagella di fine anno scolastico con il voto espresso in decimi nelle singole materie e della condotta. L’analisi fatta ha mostrano una negativa relazione tra il peso corporeo e il livello delle capacità motorie di equilibrio, forza e resistenza, ma anche tra peso corporeo e il rendimento in alcune materie scolastiche come italiano, inglese, arte, educazione fisica, matematica. Al contrario il sovrappeso non si è mostrato correlato alla motivazione e al gradimento verso la pratica dell’attività fisica e alla quantità di attività motoria praticata. Ancor più importante è la dimostrazione dell’efficacia del programma scolastico di implementazione di attività motoria proposto su diversi fattori legati alla salute e alla forma fisica dei bambini. I dati finali hanno confermato che i parametri antropometrici indagati erano tutti migliorati per il gruppo che ha svolto le attività e in particolare che l’indice di massa corporea (BMI) è sceso maggiormente nei bambini in sovrappeso/obesi rispetto ai bambini normopeso. Dopo sei mesi di intervento, i bambini normopeso e quelli in sovrappeso/obesi hanno mostrato modificazioni positive in tutte le capacità fisiche, nella percezione delle proprie abilità fisiche e nel gradimento dell’attività fisica. La partecipazione al programma ha infine portato un miglioramento anche dello stile di vita attivo evidenziando un aumento della quantità di attività motoria e di motivazione verso la pratica. Un ulteriore scopo della ricerca consisteva nell’indagare il mantenimento dell'effetto positivo dovuto al programma, dopo la fine dello stesso. A tal proposito i risultati hanno mostrato che dopo sei mesi dalla fine del progetto si verificava una parziale riduzione dei livelli di quantità di attività fisica e motivazione verso la pratica motoria, ma essi erano comunque superiori a quelli iniziali. Ciò ci porta a pensare che, al fine di contrastare efficacemente l'inattività fisica e il sovrappeso nella scuola, si dovrebbero evitare interventi limitati e occasionali preferendo interventi organici e programmi a lungo termine.
The research project aims to demonstrate the effect of a school-based physical activity program based on an ecological approach. The indicators used are related to the physical fitness, to the anthropometric characteristics, academic achievement and lifestyle of children attending the last years of primary school and the first year of secondary school of I grade. The preliminary bibliographic survey has highlighted the state of knowledge about the prevalence of childhood obesity, the relationship among obesity, motor performance, academic achievement and the effectiveness of programs for the prevention and treatment of this phenomenon in the school. The evidences of scientific literature assign to the physical inactivity and overweight / obesity in children a significant role in the increase in diseases (WHO, 2000; CDC, 2003). The ecological approach and increment physical activity are considered as effective ways that have yet to be transformed into good practice demonstrated in various scholastic contexts (DL Katz, 2009; Jennifer L Foltz, 2012). The research was conducted in three comprehensive schools in the city of Verona, in the Veneto region. The schools involved are part of the 1st district (IC 20 S. Michele Extra, IC 21 Madonna di Campagna) and the 7th district (IC 18 Veronetta - Port San Pancrazio). Participants: We involved the 682 students attending at 4 or 5 class of primary school and 1 class of secondary school of I level in the three comprehensive institutes involved. The families who have given informed consent to participate in the project were 189, 126 completed the questionnaire but they have not given the consent to participation and 315 families have not given any response. The research aims to examine in detail the following objectives: 1.Identify the anthropometric characteristics and lifestyle of the population involved. 2.Analyze the effect of the program, during six months, on the anthropometric parameters BMI, sum of skinfolds, waist circumference and hip ratio / life. 3.Evaluate the possible improvement of the aerobic fitness and motor skills of strength, resistance strength, flexibility and balance. 4.Determine the influence of the physical activity program on some psychological parameters in relation to the motor self-efficacy and motivation towards physical activity. 5.Study the correlation among different anthropometric parameters, physical capacities and behaviors related to lifestyle. 6.Analyze the possible relationships among academic performance, physical capacities and body weight 7.Evaluate the effect of the program on the lifestyle at follow-up (6 months after the post-training) 8.Study the effect of the program in children of normal weight and overweight The various analyzes were addressed to 189 students (9-12 years old) and their parents who have declared an intention to participate in the project and they were randomly assigned to the Intervention Group (IG - 107 children) and the control group ( CG - 82 children). The protocol of the program, included the following activities for children and parents: Additional activities for students: -Two extracurricular sessions of physical activity per week, during 60 minutes each session, in addition to the time of physical education provided by the ministry. The main contents of the proposed activities were exercises, games and sports, that aimed to improve the physical capacities (balance, strength, speed, flexibility) of children. Motor activities were also aimed to enhance the pleasure and enjoyment to encourage the participation of the children in physical activity during the period of the program and also to motivate them to maintain an active lifestyle in the future. -Three training sessions on lifestyle (physical activity practice and healthy eating). Activities for parents: -Three meetings of counseling service separated from children, about the strategies to increase the active lifestyle in their children. Education topic of the materials presented in three sessions were: -Presentation the objects and the evaluation model of the project and the different phases of its, during 6 months. -Benefits of Eating Well and Being Physically Active for the growth and the prevention of childhood obesity. -Presentation of examples to became “more active”, in different moment of the day (games and activities to do alone or with parents or friends) -Presentation of instruments to evaluate the change in physical activity and to increase the motivation in the physical activity (for example: pedometer, diary of physical activity..). The materials and methods for assessment include the use of different instruments: Initial questionnaire to investigate the willingness of families to participate in the project, to know demographic characteristics (age, nationality, level of education), anthropometric parameters (weight and height) of behaviors related to lifestyle (amount of physical activity) of students and their parents. -Measurement of BMI with the threshold values, according to Cole (Cole 2000) -Measurement of skinfolds, waist circumference and the waist/hip ratio (Manual by Lohman, 1994) -Motor test for the evaluation of motor development: six minute walking test (Li Yi Au, 2006; Morinder 2008) Flamingo balance test, hand-grip test, sit and reach test, log jump test stand, sit-up test (taken from the battery of tests EUROFIT engines, Council of Europe, 1988). -Questionnaire for the assessment of the amount of physical activity for week (PAQ-C; Crocker, 2004). -Questionnaire for the assessment of motivation towards physical activity (PASCQ; Marcus 2003). -Questionnaire for the assessment of motor self-efficacy (PPA sub-scales; Bortoli, 2006). -Questionnaire for the evaluation of enjoyment of physical activity (PACES; Carraro 2008). -The year-end scholastic report with grades in all scholastic subjects and conduct. The data analysis show a negative relationship between body weight and the physical capacities of balance, strength and endurance, but also between body weight and scholastic performance, in some school subjects like Italian, English, Art, Physical Education, Math. Instead the overweight is not correlated to motivation, enjoyment toward of physical activity practice and the amount of physical activity. Even more important result is the demonstration of the effectiveness of the school-based physical activity programme on several factors related to health and fitness in children. The final data confirm that the anthropometric parameters investigated are all improved for the group that participated to the activities and in particular the body mass index (BMI) improves more in overweight / obese children compared to normal-weight children. After six months of intervention, the normal-weight and overweight children show positive changes in all physical abilities, physical self-perception and the enjoyment of physical activity. The participation at the program also show an improvement of the active lifestyle, showing an increase of the the amount of physical activity practice and motivation towards physical activity. A further aim of the research is to investigate the maintenance of the positive effect due to the program, after the end of the same. In this regard, the results show that after six months from the end of the project occurred a partial reduction in the levels of physical activity and motivation towards physical activity, but they were still higher than those initials. This leads us to think that in order to effectively flight physical inactivity and overweight in school, you should avoid limited and occasional interventions preferring organic interventions and long-term programs.

The mental state examination (MSE) is equivalent to the ‘physical examination’ in medical practice. It is the examiner’s observation of the person’s current behaviour, in contrast to the history, which is the patient’s account. The two usually, but not always, coincide. For example, a person may say they are not hearing voices but may stop in mid-sentence during the interview to look around suspiciously as if responding to voices. Being able to accurately record these complex behaviours objectively requires: • Knowledge of a well-learned structure for the examination. • An ability to manage sometimes challenging circumstances. • Knowledge of key elements of mental illness. This chapter provides the knowledge needed for conducting a mental state examination, including: • Key headings. • Appearance and behaviour, speech, mood, thought form and content, perception, cognition, and insight. • Suggestions for specific areas, including thoughts about self-harm or suicide. • Structures for cognition and insight. Practical tips include: • A mnemonic and illustration for MSE structure. • A grid to guide questions on thoughts of self-harm.

Skin disorders are often encountered in seriously ill patients and they can have significant physical, emotional, social, and spiritual impact. The skin provides protection from the external environment and allows intimacy through the ability to touch and be touched. It is visible to the external world, thus strongly affecting appearance, which in turn impacts social interactions, self-image, and perception of health and well-being. Caring for skin conditions such as wounds may require a significant time commitment and may detract from the time that caregivers are able to devote to other relationships and activities. To improve the quality of life for both children with skin conditions and their families, it is critical to use an interdisciplinary team to take a whole-person approach to the treatment of both the child and the family.

Enhancing dignity and hope has a positive impact on the quality of life. Palliative care makes this possible in appropriate ways for cancer patients and their families. This chapter deals with the components of these two common dimensions of human life, dignity and hope, and the ways to evaluate and enhance them in care relationships. Dignity is personal, subject to changes depending on the experience and path of life, linked to personal goals and the social, cultural, and educational contexts to which the person belongs. Some patients feel that their dignity is directly related to the disease, such as the management of symptoms (physical and mental pain) and to the high level of autonomy that is maintained—physically, cognitively, and socially. Other patients believe that it is linked more to the continuity of the self, the perception of being oneself in confronting the disease or the possibility of another life after death. The first studies on the dimension of hope were conducted in life-threatening situations; therefore, they found that hope was associated with the person’s ability to find meaning in that particular situation. Later studies investigated the elements that promote the experience of hope, such as feeling loved and giving love, especially within families; having goals (short- and long-term); maintaining as much autonomy as possible (both physical and mental, such as being involved in the process of care and daily decision making); and having a good relationship with health care professionals.

Model of artificial mind discussed in this and the following two chapters considers critical elements of the mind operation. The question is whether we can propose artificial brain structures in machines that will be able to create the basis of intelligence and consciousness. Wanting to build an artificial brain, we propose what properties it should have, and how it should be organized. The chapter begins with presenting embodiment of the mind as the part of the environment that is under control of the mind. Perceiving and identifying with one's own body depends on observing the body's actions in the environment. The embodiment must communicate with the brain through channels that ensure the perception of the environment. The use of body dynamics facilitates control, planning, and decision making. Conditions that exist in the real world create a framework for proper action and reflect the compatibility of agent's competencies with the environment. In a conscious embodied mind, representations are created and used for actions. Higher level consciousness can be treated as an abstract version of the coordination of perception and action. Conscious states are triggered by externally supplied signals from the environment and by internally generated mental states. Self-consciousness requires distinguishing oneself from the environment. The definition of embodied intelligence adopted in this book is aimed at building an intelligent and conscious machine. The authors have recognized the ability to learn as the most important feature of intelligence, which is why they consider beings that do not learn anything as not intelligent. Machines will not have the same needs as people but must have needs whose fulfillment is a measure of success. Meeting these needs will require physical and mental effort, and the development of useful skills will be associated with the development of intelligence. The agent treats unmet needs as a signal to act. Using the analogy to pain, these signals representing unmet needs will be called the pain signals. Strength of these signals can be measured and compared with each other. Various pain signals not only provide motivation for action but also control the learning process. Finally, they discuss the role of feelings and emotions and their importance in the agent's learning process. In particular, they discuss their role in creation of conscious sensations. They explain the source of feelings as associated with but different than reward or punishment signals. The signals provided by the senses to anticipate reward or punishment are related to the physical properties of the observed objects, which are directly related to feelings. Pleasure is the promise of meeting a real need. Feelings will fuel emotions. They relate emotions to subconscious reactions to what happened. They also discuss why we may need to build emotional machines and how artificial emotions can be created in machines.

Abstract The wave of intelligent manufacturing has swept the world, and intelligent manufacturing has realized the interconnection of the physical world and the information world. With the deep integration of intelligent manufacturing, cognitive computing and cognitive science, the manufacturing industry presents a new manufacturing model, which is called cognitive manufacturing. Cognitive manufacturing, as the evolution stage of intelligent manufacturing, endows industrial manufacturing system with perception and judgment ability. In addition, it enables the machine to realize self-adaptation, self-organization and self-decision-making based on cognition, thus completing accurate execution. But the manufacturing system cannot be entirely controlled by machines without the involvement of human. Based on the new generation of intelligent manufacturing for human-information-physical system and human-computer synthetic-intelligent system. This paper compares and extends the relevant technical models of intelligent manufacturing and cognitive manufacturing. Furthermore, it presents a framework that integrates the cognitive ability of human and machine, putting forward a cognitive manufacturing system architecture of human-machine collaborative cognition, called Human-in-Cognition Manufacturing-Loop (HCML). Additionally, the connotation, key implementation technology and future development trend of the system are discussed in details, and the role of artificial intelligence in the system are introduced.

The article examines the features of the use of new approaches to correctional and developmental work focused on children with mental and physical retardation, in particular, "sun children" (with Down syndrome) and "rain children" (with autism spectrum dis-order) in inclusive education. It highlights the theoretical material and owns view of the practical use of the synthesis of music and colour in the implementation of this activity. The paper elucidates the mental processes that occur during the processing of information in the hemispheres of the child's brain. It reveals the wave energy nature of colour and the associative relationship of colours with the sound of musical works. The light auditory and the creative-practical component of classes have been described. Particular emphasis has been placed on the "special" children’s characteristics of perception, behaviour and performance of colour music tasks. It has been shown that our proposed program of colour music therapy has a positive effect on the emotional sphere, improves the quality of communication, and enhances the ability to self-regulation, creative activity of children.