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See detailActivités physiques? Oui, mais ...
Cloes, Marc ULiege

Conference given outside the academic context (2017)

Les aide-soignants sont au cœur du contact entre le monde médical et les patients. Ils ont ainsi un rôle important à jouer en ce qui concerne la promotion d'un style de vie sain. Comme le public en ... [more ▼]

Les aide-soignants sont au cœur du contact entre le monde médical et les patients. Ils ont ainsi un rôle important à jouer en ce qui concerne la promotion d'un style de vie sain. Comme le public en général, leurs représentations en matière d'activité physique peuvent être imparfaites. Par l'intermédiaire d'une approche interactive originale, la conférence vise à déconstruire leurs 'mauvaises représentations' afin qu'ils prennent conscience des principales recommandations. [less ▲]

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See detailDans quelle mesure l’apprentissage en milieu universitaire chez les étudiants sportifs de haut niveau peut-il être étayé par un dispositif techno-pédagogique ?
Bonni, Jérémy ULiege; Cloes, Marc ULiege; Denis, Brigitte ULiege

Conference (2017, November 24)

Les étudiants sportifs qui pratiquent un sport à haut niveau, tout en poursuivant des études supérieures, sont amenés à manquer fréquemment les cours. Ceci engendre un certain nombre de problèmes ... [more ▼]

Les étudiants sportifs qui pratiquent un sport à haut niveau, tout en poursuivant des études supérieures, sont amenés à manquer fréquemment les cours. Ceci engendre un certain nombre de problèmes, notamment sur le plan temporel et organisationnel (Mc Kenna & Dustan-Lewis, 2004 ; Javerlhiac, Leyondre & Bodin, 2011). Différentes solutions sont proposées, telles que l’encadrement personnalisé par un tuteur académique, l’accompagnement d’un coordinateur, des avantages pédagogiques, des modalités spécifiques d’évaluations et d'enseignement, dont la formation à distance, et l’accès à un réseau d’étudiants sportifs. La formation à distance est en outre une solution envisagée dans différents pays (Cloes, Lenzen & Polis, 2007 ; Capranica & Guidotti, 2016). Qu’en est-il des étudiants sportifs de l’Université de Liège (ULiège) et de leurs encadrants ? Selon Namurois (2016), le recours aux TICE et aux activités/ressources en ligne sont rares chez les enseignants de l’ULiège qui s’adressent à ce type d’étudiants. Or, l’exploitation des Technologies de l’Information et de la Communication à des fins d’Enseignement (TICE) peut contribuer à construire des situations d’apprentissage qui favorisent l’atteinte des objectifs de formation, en utilisant des outils et des modes d’étayage spécifiques. Au vu de ce qui est déjà proposé à l’ULiège, s’agirait-il d’une solution permettant d’étayer l’apprentissage de ces étudiants spécifiques ? Si oui, à quelles conditions devra être soumise l’implémentation de dispositifs techno-pédagogiques au sein de cette même université ? Différents points de passages obligés (Hussenot, 2007) pouvant favoriser cette implémentation devront être identifiés et négociés. Dans le cadre de cette recherche, une analyse de l’existant et des besoins sera tout d’abord réalisée selon une approche systémique en tenant compte de divers actants (enseignants, étudiants sportifs, instances de l’ULiège, ressources, etc.). Des entretiens semi-structurés seront entrepris pour dresser la cartographie des acteurs et identifier les actions et structures déjà mises en place à l’ULiège, de même que dans d’autres universités. Parallèlement à ces entretiens, un questionnaire sera adressé aux étudiants sportifs et à leurs enseignants afin d’analyser et confronter leurs besoins en matière d’apprentissage/enseignement. L’analyse des résultats permettra également de dégager des actions potentielles de soutien à l’apprentissage qu’il serait opportun de proposer ultérieurement. Cette communication porte sur la présentation de la problématique et de la méthodologie suivie dans le cadre de cette future recherche ainsi que sur les résultats d’une première analyse des besoins réalisée auprès des étudiants sportifs de l’Université de Liège de juin à novembre 2017. [less ▲]

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See detailHow PE teacher’s role as physical activity promotor is perceived by the students? Comparison in Quebec and Wallonia
Grenier, Johanne; Carbonneau, Ulysse; Cloes, Marc ULiege

Conference (2017, November 10)

Promoting a physically active lifestyle and preparing life-long physically educated citizens are the main objectives of any PE teacher worldwide. Nevertheless, in some countries, this objective is ... [more ▼]

Promoting a physically active lifestyle and preparing life-long physically educated citizens are the main objectives of any PE teacher worldwide. Nevertheless, in some countries, this objective is required by the curriculum while, in other, it remains an implicit priority. Such difference is noticed between Quebec and Wallonia. Since 2001, the Quebec Ministry of Education decided to entrust PE and health education to PE teachers. In the same time, in Wallonia, PE remained mainly focused on traditional topics such as motor/sports skills, fitness and social development. This could explain why Wallonian students consider that their school experience does not contribute to the development of their physically lifestyle. The aim of this study is to compare the students’ perceptions of the pedagogical approaches of the PE teachers in both countries. An online questionnaire was developed in order to determine how much the PE teacher contributes to motivate the students to be physically active, to provide confidence to the students to adopt a physically active lifestyle, to improve students’ knowledge about physical activity, and to make them autonomous active citizens. Data were collected in Quebec (193 students of 6 teachers) and in Wallonia (280 students of 11 teachers). An inductive system of categories was developed for the answers to the open questions (inter-analyst reliability > 86%). The current data analysis shows that students’ answers from both countries can be classified in the same categories. Additional treatments are needed to determine if they differ. On the other hand, pedagogical approaches described by the students are really diverse. Even when the educational requirements are not explicitly focused on the promotion of a healthy lifestyle, students mention that their PE teachers behave in a way to support their active behaviour. However, specific interventions do not seem to be well identified. [less ▲]

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See detailActive Healthy Kids Belgium 2016 Report Card on Physical Activity for Children and Youth
Seghers, Jan; Wijtzes, Anne I; De Ridder, Karin A.A. et al

Poster (2017, November 08)

This 2016 Belgium Report Card on Physical Activity for Children and Youth is the first systematic evaluation of physical activity behaviors, related health behaviors, health outcomes, and influences thereon ... [more ▼]

This 2016 Belgium Report Card on Physical Activity for Children and Youth is the first systematic evaluation of physical activity behaviors, related health behaviors, health outcomes, and influences thereon, using the Active Healthy Kids Canada grading framework (Tremblay et al., 2015). A research working group as well as policy experts from both Flanders and Wallonia collaborated to determine the indicators to be graded, data sources to be used, and factors to be taken into account during the grading process. Grades were assigned based on examination of the current data and literature for each indicator against a benchmark or optimal scenario: A (81-100%) = We are succeeding with a large majority of children; B (61 – 80%) = We are succeeding with well over half of children; C (41 – 60%) = We are succeeding with about half of children; D (21 – 40%) = We are succeeding with less than half, but some, children; F (00 – 20%) = We are succeeding with very few children; INC = there is no or insufficient evidence to assign a grade. In addition to an overall grade, an indicator could be assigned a plus sign or minus sign based on the presence or absence, respectively, of substantial social inequalities, according to age, region, gender, or socioeconomic status. Eleven indicators were selected and assigned the following grades: overall physical activity (F+), organized sport participation (C-), active play (C+), active transportation (C-), sedentary behaviors (D-), school (B-), government strategies and investment (C+), and weight status (D). Incomplete grades were assigned to family and peers, community and the built environment, and dietary behaviors due to a lack of nationally representative data. Despite moderately positive social and environmental influences, physical activity levels of Belgian children and youth are low while levels of sedentary behaviors are high. [less ▲]

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See detailPE teachers as promotors of physically educated citizens: Comparison of their representations in Quebec and Wallonia
Cloes, Marc ULiege; Carbonneau, Ulysse; Grenier, Johanne

Poster (2017, November 08)

If physical education (PE) was sport oriented since the 80’s, an international movement underlined a need of change in order to deal more with the society evolution. Since the turn of the new millennium ... [more ▼]

If physical education (PE) was sport oriented since the 80’s, an international movement underlined a need of change in order to deal more with the society evolution. Since the turn of the new millennium, PE has been increasingly linked to the promotion of physically active lifestyles. The implementation of such change of core values differed dramatically from one country to another. For example, in two French speaking regions, Quebec and Wallonia, the educational stakeholders reacted in different ways. As soon as 2001, the Quebec Ministry of Education decided to entrust PE and health education to PE teachers while the Wallonian educational authorities seem to discover today the central role that PE teachers could play in promoting a healthy lifestyle in youth. In this study, we compared Quebec and Wallonian PE teachers’ representations of their role as promotors of an active lifestyle. Six Canadian (3 females) and 11 Wallonian PE teachers (6 females) answered to a semi-structured interview. It was focused on: students’ motivation and self-confidence to engage in regular physical activity; knowledge about the health benefits of an active lifestyle, and self-determination to practice regular physical activity. A content analysis of the verbatim was processed in order to identify the main concepts expressed by the subjects. At the current state of the data analysis, it appears that cultural differences are clearly identified between Canadian and Wallonian PE teachers. The development of a healthy active lifestyle is more predominant among Canadian educators who can draw their experiences in more than 10 years of the Physical and Health Education curriculum while their colleagues from Wallonia are still trying to test new approaches without a strong institutional support. Wallonian teachers could take benefit of their colleagues’ experience in order to facilitate the adoption of news teaching strategies. [less ▲]

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See detailSharing good practices in physical education to promote physical activity, wellness and health
Bonni, Jérémy ULiege; Cloes, Marc ULiege

Poster (2017, September 15)

The Wallonia-Brussels Federation is about to overhaul its education system, which will directly affect teacher training. Under the “Pact for Excellence in Education”, a group of experts – the Consortium ... [more ▼]

The Wallonia-Brussels Federation is about to overhaul its education system, which will directly affect teacher training. Under the “Pact for Excellence in Education”, a group of experts – the Consortium “Physical Activities, Well-Being and Health” – drawn from the 12 French-speaking institutions training PE teachers (universities and colleges) has been mandated by the Ministry of Education to design devices and tools aiming at implementing the new common core curriculum that is under construction. Good practices have been identified then described in information sheets common to the different consortiums of the PEE and listed in a table that cross-references the 6 dimensions of physical activity at school (Snyers et al., 2014) and the 20 objects of teaching-learning in health education (Turcotte et al., 2011). These good practices are meant to be shared later within a community of practice. This paper provides a description of one of these information sheets in order to illustrate the methodology applied in this project. [less ▲]

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See detailHow classroom teachers do take the ‘Physical Activity Pauses at School’ (PAPS)? A project implemented in Wallonia
Cloes, Marc ULiege; Cloes, Stéphanie

Conference (2017, September 15)

In Wallonia, special efforts are needed in order to respect the international recommendations on physical activity in youth. School is definitely considered as a central pillar in the promotion of an ... [more ▼]

In Wallonia, special efforts are needed in order to respect the international recommendations on physical activity in youth. School is definitely considered as a central pillar in the promotion of an active lifestyle. The aim of this study was to analyze the implementation process of daily activity breaks called ‘Physical Activity Pause at School’ (PAPS) in 6 primary schools of the Liege area. 23 classroom teachers were involved. They had to propose at least one PAPS/day during the 15-16 school year. Diary, questionnaires, focus groups and interviews were used for data collecting. Two thirds of the subjects continued until the end. The videos were not systematically used. Four teachers’ profiles were identified: Innovators, Invested, Careful, and Disengaged. 12 factors facilitating or limitating the involvement of the teachers have been analyzed. The study comes to a model of concrete actions to respect in order to increase the chances of success in the implementation of such project. [less ▲]

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See detailPhysical activity counseling: Creation of a formation for students in physical education
Lombard, Gilles ULiege; Jansen, Adrien ULiege; Cloes, Marc ULiege

Conference (2017, September)

The WHO (2015) estimates to 1 million deaths par year due to physical inactivity in Europe. The promotion of children physical activity is the starting point as active children are more likely to remain ... [more ▼]

The WHO (2015) estimates to 1 million deaths par year due to physical inactivity in Europe. The promotion of children physical activity is the starting point as active children are more likely to remain active in adulthood than the others (ACSM et al., 2015). According to ecological model (Booth, 2001) school and teachers are essentials determinants to encourage children in this way. Then, we decided to implement a unit aiming to train physical education students to be able to counselling children and sedentary people. The first step was to interview 15 field professionals supposed to be involved in physical activity promotion in order to identify the essential factors to point out. The second step was to design a formation plan allowing to fill gaps in students skills. The last point will be to implement this formation and to analyse the impact on students actions. [less ▲]

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See detail« Oser sauver à l’école » : Mise en place d’un cycle de premier secours au cours d’éducation physique
Collin, Manon ULiege; Cloes, Marc ULiege; Laurent, Charlotte et al

in Didactiques en Pratique (2017), 3

En Europe et aux États-Unis, plus de 700 000 personnes décèdent chaque année des suites d’un arrêt cardiaque (Berdowski et al. 2010). Avec un taux de survie de 2 à 10 % (European Resuscitation Council ... [more ▼]

En Europe et aux États-Unis, plus de 700 000 personnes décèdent chaque année des suites d’un arrêt cardiaque (Berdowski et al. 2010). Avec un taux de survie de 2 à 10 % (European Resuscitation Council, 2015), le pronostic vital associé aux arrêts cardiaques est, dès lors, relativement limité. Celui-ci peut être cinq à sept fois supérieur si un témoin pratique une réanimation cardio-pulmonaire (RCP) et une défibrillation durant les premières minutes d’intervention (ERC, 2015). Dans le cadre de cette étude pilote, l’objectif était d’analyser la pertinence, l’impact et la faisabilité de la mise en place d’un cycle de premiers secours dans un contexte scolaire, et, plus particulièrement, dans le programme du cours d’éducation physique. Le cycle, d'une durée de 6 semaines (6 x 50 minutes), a été dispensé à deux classes de rhétoriques (n=51). Les compétences des élèves ont été évaluées à l'aide d'un questionnaire avant et après le cycle, ainsi qu'une grille d'observation évaluant les habiletés gestuelles des élèves lors d'un protocole complet de réanimation de base d’une personne adulte avec un DEA. La moyenne des résultats des élèves au questionnaire est passée de 6,12 ± 3,25/20 (0,5-14) lors du pré-test à 17,32 ± 1,79 /20 (10,5-20) à l’issue du cycle (p=0,00). La moyenne au test pratique est de 17,16 ± 1,72/20 (13,66-20). La séquence de cours proposée a permis d’améliorer les connaissances théoriques des élèves, leurs habiletés gestuelles et leur confiance par rapport à leur capacité à porter secours à une victime d’un arrêt cardiaque, et s'inscrit clairement dans la philosophie du Pacte pour un Enseignement d’Excellence. [less ▲]

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See detailHigh School Sport in Belgium (Wallonia)
Cloes, Marc ULiege

Conference (2017, July 31)

In Belgium, since 1969, sport is a competence under the control of public authorities defined according to the linguistic regime. As in most Western European countries, sport has been compartmentalised by ... [more ▼]

In Belgium, since 1969, sport is a competence under the control of public authorities defined according to the linguistic regime. As in most Western European countries, sport has been compartmentalised by giving rise to three main types of practice: "professional", "traditional" and "alternative" sports (Diegel, 1995). Clubs linked to sports federations constitute the local setting up of the sports organization, which is largely a majority (Zintz, 2014). Other operators from the public domain and the private sphere coexist (Cloes, 2012). In the school environment, sport can be found in three contexts: within the compulsory curriculum (physical education), integrated to extracurricular activities (activities organized during recess or free periods), and peripheral activities (use of school sports facilities by organizers who are not belonging to the school actors). If inter-school competitions are organized by several school sports federations (depending to the educational network), they are far from reaching the interest and involvement reached by the competitions managed by the traditional sports federations. So there is hardly any systematic sports training in French-speaking Belgian schools. Some PE teachers propose voluntary training sessions but there are less and less connections between their actions and sport clubs. On the other hand, young sportsmen appointed by the Minister of Sports have a special status enabling them to benefit facilities to pursue their double career. They are sometimes gathered in special organizations - sport-studies or development centers - which have been the subject of several studies (Cloes et al., 2002, Lacrosse et al., 2014, Theunissen et al., 2016) but PE teachers are very few involved in these development opportunities. In many situations of partnership between the school and sports structures, their role is often limited to a simple accompanying action (sports days, projects "My club-My school." Cloes (2017) insisted however on the need to make them a priority in the coordination of the preparation of physically educated citizens. References Cloes, M. (2012). La Wallonie en mouvement : vers une culture sportive et de l’activité physique ? In, M. Germain et R. Robaye (Eds.), L'état de la Wallonie. Portrait d'un pays et de ses habitants – 2011. (pp. 70-80). Namur : Les éditions namuroises. Available on Internet : http://hdl.handle.net/2268/117294 Cloes, M. (2017). Preparing physically educated citizens in physical education. Expectations and practices. Retos, 31, 245-251. Available on Internet : http://recyt.fecyt.es/index.php/retos/article/view/53497/32304 Cloes, M., Schelings, V., Ledent, M, & Piéron, M. (2002). Sport-études : comparaison des caractéristiques motivationnelles et des relations sociales des élèves sportifs et de leurs condisciples. eJRIEPS (e Journal de la Recherche sur l'Intervention en Éducation Physique et Sport), 1, 57-72. Available on Internet: http://hdl.handle.net/2268/10187 Diegel, H. (1995). Sport in changing society – Sociological essays. Schorndorf: Verlag Karl Haufmann. Lacrosse, Z., Martin, V., & Cloes, M. (2014, July). Analyse qualitative du fonctionnement du centre de formation d’une fédération sportive. Paper presented at the 8ème biennale de l’ARIS ‘Temps, temporalités et intervention en EPS et en sport’, Genève, Suisse. Available on Internet: http://hdl.handle.net/2268/170020 Theunissen, C., Meys, G., & Cloes, M. (2016). Encadrement du staff autour du double projet des sportifs dans un centre de formation en handball. Revue de l’Éducation physique, 56, 1/2, 20. Disponible sur Internet: http://yessport.be/educationphysique/file/REVUE_1_ET_2_2016_-2eme_COLLOQUE_GUY_NAMUROIS.pdf ou http://orbi.ulg.ac.be/handle/2268/199016 Zintz, T. (2014). Module 3 - Le paysage sportif : du pratiquant aux fédérations. Thématique 1 - Cadre institutionnel et législatif. Cours généraux de la formation ‘Moniteur Sportif Initiateur’. Brussels, Belgium : Administration des sports, Fédération Wallonie-Bruxelles. Internet : http://www.sport.cfwb.be/index.php?id=7370 [less ▲]

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See detailEffects of a giant exercising board game intervention on ambulatory physical activity among nursing home residents: a preliminary study
Mouton, Alexandre ULiege; Gillet, Nicolas; Mouton, Flore et al

Conference (2017, July 08)

Purpose: This study examined the effects of a giant (4 meters by 3 meters) exercising board game intervention on ambulatory physical activity (PA) and on a broader array of physical and psychological ... [more ▼]

Purpose: This study examined the effects of a giant (4 meters by 3 meters) exercising board game intervention on ambulatory physical activity (PA) and on a broader array of physical and psychological outcomes among nursing home residents. Materials and methods: A quasi-experimental longitudinal study was carried out in two comparable nursing homes. Ten participants (aged 82.5 ± 6.3 and comprising 6 women) meeting the inclusion criteria took part to the one-month intervention in one nursing home, whereas eleven participants (aged 89.9 ± 3.1 with 8 women) were assigned to the control group in the other nursing home. The giant exercising board game required participants to perform strength, flexibility, balance and endurance activities. The assistance provided by an exercising specialist decreased gradually during the intervention in an autonomy-oriented approach, based on the self-determination theory (SDT). The following were assessed at baseline, after the intervention and after a follow-up period of three months: PA (steps/day and energy expenditure/day with ActiGraph, GT3X+), cognitive status (MMSE), quality of life (EQ-5D), motivation for PA (BREQ-2), gait and balance (Tinetti and SPPB), functional mobility (Timed Up and Go) and the muscular isometric strength of the lower limb muscles. Results and conclusions: In the intervention group, PA increased from 2921 steps/day at baseline to 3358 steps/day after the intervention (+14.9%, p = 0.04) and 4083 steps/day (+39.8%, p = 0.03) after three months. Energy expenditure/day also increased after the intervention (+110 kcal/day, +6.3%, p = 0.01) and after three months (+219 kcal/day, +12.3%, p = 0.02). Quality of life (p < 0.05), balance and gait (p < 0.05), and strength of the ankle (p < 0.05) were also improved after three months. Such improvements were not observed in the control group. The preliminary results are promising but further investigation is required to confirm and evaluate the longterm effectiveness of PA interventions in nursing homes [less ▲]

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See detailHealth and physical education from a European perspective
Cloes, Marc ULiege

Conference (2017, July 07)

At the end of the 20th century, several authors pointed out that physical education (PE) was crossing a crisis. The emphasis on the fight against a growing sedentariness of the society became ... [more ▼]

At the end of the 20th century, several authors pointed out that physical education (PE) was crossing a crisis. The emphasis on the fight against a growing sedentariness of the society became progressively one of the priorities of the national education leaders all around the world. In many countries, PE teachers had to implement new approaches in order to teach to the youth how to adopt a healthy lifestyle. Pre- and in-service PE teachers’ training started to propose programmes integrating health education in PE lessons while the reputation of the physical literacy concept spread quickly. Recently, Chin and Edginton (2014) invited scholars from 40 nationalities to describe the contemporary policies and practices of health and PE applied in their countries. Among those contributions, 23 concerned European countries. In this presentation, we will propose an overview of the trends that can be identified in this sample of European nations. Preliminary analysis underlines that combination of PE and health education is distributed along a continuum. At one extremity, PE’s input on health is not clearly expressed even if PE is expected to improve pupils and students’ health through selected activities like endurance training. At the opposite extremity, countries emphasize the role of the PE teacher as a health educator and not only through a limited focus on PA promotion and on the preparation of physically educated citizens. The second part of the paper will illustrate some actions that are undertaken in order to motivate the PE teachers to implement 'health enhanced physical activity' projects in their lessons. Such approaches respect principles associated with the concept of quality physical education (QPE). These PE classes should allow students to have positive individual and collective learning experiences where they develop knowledge, skills and dispositions that allow them to be autonomous and responsible decision makers relative to engagement in PA and sport in their lives (AIESEP, 2014). PE teachers need a new framework (Haerens et al., 2011) in order to leave their ingrained professional practices.. That starts by changing their representations on physical activity. Action-research, development of communities of practice, pedagogical cases and demonstration of the students’ interest for teaching approaches focusing on lifestyle aspects represent promising strategies to succeed in the process of changing the priorities. AIESEP (2014). 2014 AIESEP Position Statement on Physical Education Teacher Education. Available on Internet: http://aiesep.org/wp-content/uploads/2014/11/2014-AIESEP-Position-Statement-on-Physical-Education-Teacher-Education.pdf Chin, M.-K. & Edginton, C.R. (2014). Physical Education and Health Global Perspectives and Best Practice. Urbana, IL: Sagamore. Haerens, L., Kirk, D., Cardon, G., & De Bourdeaudhuij, I. (2011). Toward the Development of a Pedagogical Model for Health-Based Physical Education, Quest, 63:3, 321-338. [less ▲]

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See detailActive Healthy Kids Belgium 2016 Report Card on Physical Activity for Children and Youth
Seghers, Jan; Wijtzes, Anne I; De Ridder, Karin A.A. et al

Scientific conference (2017, July 06)

The 2016 Belgium Report Card on Physical Activity for Children and Youth is the first systematic evaluation of physical activity (PA) behaviors, related health behaviors, health outcomes, and influences ... [more ▼]

The 2016 Belgium Report Card on Physical Activity for Children and Youth is the first systematic evaluation of physical activity (PA) behaviors, related health behaviors, health outcomes, and influences thereon, using the Active Healthy Kids Canada grading framework. A research working group consisting of PA experts from both Flanders and Wallonia collaborated to determine the indicators to be graded, data sources to be used, and factors to be taken into account during the grading process. Grades were finalized after consensus was reached among the research working group and 2 stakeholder groups consisting of academic and policy experts in the fields of PA, sedentary behavior, and dietary behavior. Eleven indicators were selected and assigned the following grades: Overall PA (F+), Organized Sport Participation (C-), Active Play (C+), Active Transportation (C-), Sedentary Behaviors (D-), School (B-), Government Strategies and Investment (C+), and Weight Status (D). Incomplete grades were assigned to Family and Peers, Community and the Built Environment, and Dietary Behaviors due to a lack of nationally representative data. In conclusion, despite moderately positive social and environmental influences, PA levels of Belgian children and youth are low while levels of sedentary behaviors are high. [less ▲]

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See detailRepresentations about physical activity among firefighters. A study in Wallonie
Dubru, Gilles ULiege; Gribomont, Antoine; Cloes, Marc ULiege

Poster (2017, July)

Introduction To be a firefighter is a dangerous job. Many authors have found anxiety, stress, depression, sleep disorders, absenteeism and other deviant behaviors in this type of high-risk occupation ... [more ▼]

Introduction To be a firefighter is a dangerous job. Many authors have found anxiety, stress, depression, sleep disorders, absenteeism and other deviant behaviors in this type of high-risk occupation (Fullerton, Ursano & Wang, 2004 ; Carey, Al-Zaiti, Dean, Sessanna & Finnell, 2011 ; Elliot & Kuehl, 2007). Adopting an active lifestyle is therefore very important in reducing these health risks and thus maximizing the chances of staying healthy. It is for this reason that physical activity has an essential role for these people. According to this determining the place occupied by physical activity within the regional Walloon fire servicesseemed relevant. The first step should be to analyse the firefighters’ representations and lifestyle. Methods An online questionnaire (SurveyMonkey) was developed. It proposed a majority of closed-ended questions facing on age (38 ± 10.4 years), BMI (26.1 ± 3.7), gender (96.7% of men), rank, status (38.3% professional), PA representations and practices, well-being and self-esteem, job satisfaction, … We contacted one of the main firefighters association (FRCSPB) to reach a significant number of topics. 443 questionnaires were collected during a five weeks period. 394 were usable. 376 responses were needed to achieve a 95% confidence level with a 5% confidence interval based on all Belgian Firefighter. Results and discussion Results showed that firefighter showed positive representations about PA and were aware of the benefits of a regular practice on their health. Good stress management and cardiovascular endurance qualities were considerate as important in this profession. Nevertheless, subjects deplored a lack of maintenance of these qualities. The mean BMI of the subjects was above 26, indicating a slight overweight. Sedentary lifestyle, poor infrastructure, injuries due to lack of fitness allow us to suspect an insufficient training. Other factors were pointed out by the subjects (stress, absenteeism, deviant behavior…). Firefighters were generally satisfied with their job and considered that they have an acceptable quality of life. However lack of time, financial and human resources must not be a barrier to the practice of essential PA for those people who are directly related with danger. References Carey, M. G., Al-Zaiti, S. S., Dean, G. E., Sessanna, L., & Finnell, D. S. (2011). Sleep problems, depression, substance use, social bonding, and quality of live in professional firefighters. The international journal of occupational and environmental medicine, 53(8), 928-933. Doi: 10.1097/JOM.0b013e318225898f. Elliot, D. L., & Kuehl, K.S. (2007). The effects of sleep deprivation on firefighters and EMS responders: final report. International Association of fire Chiefs. Fullerton, C. S., Ursano, R.J.,& Wang, L. (2004). Acute stress disorder, posttraumatic stress disorder, and depression in disaster or rescue workers. The American Journal of Psychiatry, 161(8), 1370-76. [less ▲]

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See detailGood practices in adapted physical activity for cancer patients and survivors: opinion of the Raviva program participants
Rompen, Jérôme ULiege; Scharff, Jules; Cloes, Marc ULiege

Conference (2017, July)

Introduction The Belgian Foundation against Cancer proposes an adapted physical activity (APA) program for cancer patients and survivors, called Raviva (http://www.cancer.be/raviva-bouger-pour-se-sentir ... [more ▼]

Introduction The Belgian Foundation against Cancer proposes an adapted physical activity (APA) program for cancer patients and survivors, called Raviva (http://www.cancer.be/raviva-bouger-pour-se-sentir-mieux).The activities are supervised by instructors with inconstant trainings and experiences. Contrary to other countries, Belgian APA instructors do not necessarily need to follow specific education programs such those proposed by the ACSM (Schmitz et al., 2010) or other organizations that propose exercise guidelines for cancer survivors. The aim of this study was to identify good practices in APA for cancer patients and survivors concerning activity characteristics and instructors behaviors, from the point of view of the Raviva program participants. Methods Firstly, an online questionnaire was submitted to Raviva participants; 72 of them filled it in. Secondly, 3 video-stimulated recall interviews were conducted after 3 different Raviva sessions (fitness, yoga and aqua-aerobics), each time with another participant. Results and discussion The sessions characteristics that participants like the most are related to the choice and quality of the proposed exercises (22% of responses) and to the perceived benefits of the activities (20%). The most appreciated qualities for an instructor are related to his/her human qualities (43%) and his/her expertise (32%). What participants like least about the sessions is a poor organization (27%) and what they like least about the instructors is linked to bad choices of exercises (18%). The video-stimulated recall interviews confirmed these data and provided more precision. Finally, we noticed that differences in responses were observed depending on the type of activity participants took part in. These findings could help instructors adapt their practices to their participants’ needs in order to promote adherence to physical activity among this population. References Schmitz, K. H., Courneya, K. S., Matthews, C., Demark-Wahnefried, W., Galvão, D. a, Pinto, B. M., … Schwartz, A. L. (2010). American College of Sports Medicine roundtable on exercise guidelines for cancer survivors. Medicine and Science in Sports and Exercise, 42(7), 1409‑26. https://doi.org/10.1249/MSS.0b013e3181e0c112 [less ▲]

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See detailUn trivial sport‐santé
Lombard, Gilles ULiege; Cloes, Marc ULiege

in Revue EP&S (2017), 375

L’évolution de la société est telle que la sédentarité et le nombre de personnes en surpoids ne font qu’augmenter. En touchant la quasi-totalité des jeunes, l’éducation physique se trouve en première ... [more ▼]

L’évolution de la société est telle que la sédentarité et le nombre de personnes en surpoids ne font qu’augmenter. En touchant la quasi-totalité des jeunes, l’éducation physique se trouve en première ligne pour agir. Toutefois, le temps hebdomadaire qui lui est imparti et le temps d’activité effectif dans une leçon ne peuvent être suffisants pour exercer un effet décisif sur leur santé. Il peut alors être intéressant que le professeur d’éducation physique endosse un rôle supplémentaire d’éducateur à la santé. Le principe est de faire acquérir les compétences (motrices, techniques, tactiques, etc.) prévues par le programme mais aussi et surtout, d’apporter aux élèves des informations importantes pour leur vie de citoyen, des idées, des astuces, des mises en garde qu’ils pourraient retenir et appliquer au quotidien. Ainsi la physical literacy (l’éducation de l’élève par le mouvement) et l’accountability (le fait d’amener un élément nouveau supplémentaire à l’élève lors de chaque cours) deviennent prioritaires donnant réellement à l’éducation physique l’ambition d’une formation de citoyens physiquement éduqués. Cela nécessite de faire évoluer les pratiques des enseignants et de faire que la dimension santé constitue un fil rouge tout au long de la scolarité des élèves. En effet, les approches liant santé et EPS reposent très souvent sur la motivation extrinsèque des élèves (points, sanction, évaluation certificative…) en contradiction avec l’ambition éducative visant « l’implication spontanée » des jeunes et le concept d’ancrage sociétal qui est actuellement privilégié dans certaines structures de formation. Nous avons donc envisagé un dispositif visant l’acquisition de connaissances théoriques en situation, avant, pendant ou après chaque leçon, au bénéfice de l’implication des élèves. [less ▲]

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See detailInvolvement of PE teachers in motor testing. A pilot study with the MOBAK-1
Cloes, Marc ULiege; Mouton, Alexandre ULiege; Jidovtseff, Boris ULiege et al

Conference (2017, January 28)

Fundamental motor patterns are prerequisites to specific motor/sports skills and a determinant of the involvement in physical activity. Several tools have been developed in order to measure motor ... [more ▼]

Fundamental motor patterns are prerequisites to specific motor/sports skills and a determinant of the involvement in physical activity. Several tools have been developed in order to measure motor development in children. Each test battery presents its own characteristics. MOBAK-1 focuses on two categories of basic motor competencies in order to record the effects of physical education (PE) at the elementary school level. That tool proposed 8 tests. For each of them, pupils receive point scores (0–2 points) according to the quality of their performance. MOBAK-1 is supposed to be used by PE teachers but there is still a lack of data about this, justifying the present study. We trained 7 PE teachers (4 males) and analysed the way they implemented the tests in their classes (1st and 2d grades – 6-8 year-old pupils). The training comprised a description of the tests with video examples of the expected movements and common errors, and an analysis of the reliability of the teachers evaluating pupils’ performances showed on video (at least 10 trials). A participating observation and a short interview were planned to analyse the evaluation process of each PE teacher. Catching and Rolling reached the reliability requirements within the first 10 trials while 15 to 16 videos were necessary for the six other tests. Two teachers seemed to have more difficulties that could be related to their lack of experience (P1) or a potential lower interest (P7). Before implementing the test with their classes, all teachers read again the guidelines. The majority was really satisfied by the information provided by the researchers (3.86/4) and confident about how to manage the evaluation (3.57/4). Five teachers worked alone and 4 were able to evaluate one class/lesson. All teachers developed specific strategies in order to save time. Several practical recommendations have been proposed. [less ▲]

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See detailMotor assessment of children at school: Pupils’ opinion about MOBAK-1
Cloes, Marc ULiege; Vandermeeren, Benjamin

Conference (2017, January 28)

School is a privileged place for evaluating children’s physical and motor competencies. Tests are often used for educational and/or research purposes. Adults collect the data but do not verify how ... [more ▼]

School is a privileged place for evaluating children’s physical and motor competencies. Tests are often used for educational and/or research purposes. Adults collect the data but do not verify how children experience these evaluations that can be perceived as difficult moments. Even if they are supposed to motivate pupils, they can decrease the self-perception and limit the participation. Several test batteries have been developed in order to measure motor development of young children (M-ABC, KTK, TGMD …). They are based on the assessment of performances. On the other hand, MOBAK-1 has been developed in order to verify if some motor competencies are mastered or not. To our knowledge, no study tried to determine how the pupils passing these tests feel about their experience. This study focused on that original topic. Seven primary school PE teachers administrated the MOBAK-1 tests to their classes (149 1st and 2d grades – 6-8 year-old). After the tests, pupils fulfilled an adapted questionnaire based on pictograms designed to facilitate pupils’ understanding. The most important finding is that 80.5% of the pupils answered that they loved doing the tests. Only 3 pupils expressed a negative opinion. As pointed out by the correlation between the real achievement mean scores and the perceived competence mean score for each test (r= 0.90), pupil’s self-assessment seemed appropriate. The correlation between the perceived competence and appraisal of the tests is lower (r=0.59). The gamelike status of some tests would be more determinant for their appraisal by the pupils than their level of achievement: balancing is definitely the most appreciated test (35.6% of the pupils selected it). In the same way, even if the achievement level is not high, throwing is relatively well appreciated. Trying to touch a target with a ball is funny. On the other hand, jumping and bouncing were ‘less’ appreciated. [less ▲]

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See detailElaboration of a water familiarization testing battery adapted for young children
Vandermeulen, Mary ULiege; Schiettecatte, Delphine; Delvaux, Anne ULiege et al

Poster (2017, January 27)

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