Test-Retest Reliability and Response Stability of Gaze Stabilization, Postural Sway, and Dynamic Balance Tests in Persons with Multiple Sclerosis and Controls.

Background: Psychometric properties of tests that assess the angular vestibulo-ocular reflex (aVOR) and vestibulospinal reflex function are currently unknown. This study investigated the test-retest reliability and response stability of gaze stabilization, postural sway, and dynamic balance measures in persons with multiple sclerosis (MS) and controls.

Methods: Nineteen adults with MS and 14 controls performed passive horizontal head impulses, quiet standing, and dynamic balance tests on two separate occasions.

Gaze Stability, Dynamic Balance and Participation Deficits in People with Multiple Sclerosis at Fall-Risk.

Despite the common complaints of dizziness and demyelination of afferent or efferent pathways to and from the vestibular nuclei which may adversely affect the angular vestibulo-ocular reflex (aVOR) and vestibulo-spinal function in persons with multiple sclerosis (PwMS), few studies have examined gaze and dynamic balance function in PwMS. (1) Determine the differences in gaze stability, dynamic balance and participation measures between PwMS and controls, (2) Examine the relationships between gaze stability, dynamic balance and participation. Nineteen ambulatory PwMS at fall-risk and 14 age-matched controls were recruited.

Influence of a health-related physical fitness model on students' physical activity, perceived competence, and enjoyment.

This study was designed to explore the effects of a health-related physical fitness physical education model on students' physical activity, perceived competence, and enjoyment. 61 students (25 boys, 36 girls; M age = 12.6 yr.

An examination of wilderness first aid knowledge, self-efficacy, and skill retention.

Objective: The purpose of this study was to examine the retention of wilderness first aid (WFA) knowledge, self-efficacy beliefs, and skills over time in a sample of WFA course participants.

Methods: Seventy-two open enrollment (volunteer) WFA course participants were assessed at 4 months, 8 months, or 12 months after training. Changes in WFA knowledge and self-efficacy were assessed by written instruments after the course and at the follow-up interval (4, 8, or 12 months).

Adventure-based programming: exemplary youth development practice.

Despite functioning on the periphery of academic scholarship, theory development, and rigorous science, the better adventure-based programs are functioning at the forefront of professional youth practices. This article links the core elements and processes of adventure programs to the literature on positive youth development and quality youth programming. Contemporary work on developmental systems theory, developmental cascades, and initiative are well aligned with the historical, philosophical, and pro-grammatic roots of adventure education.

Predicting transitory mood from physical activity level among people with severe mental illness in two cultures.

Background: Previous studies have indicated that physical activity (PA) is positively related to health-related quality of life and well-being among people with severe mental illness (SMI). Physical activity is broadly defined in this research as any skeletal muscle movement resulting in energy expenditure, including common daily activities such as housework and gardening, as well as walking for transportation and formal exercise. Although the physical health benefits of PA are well documented, evidence suggests that PA provides psychological benefits as well.

Perceived Restorativeness for Activities Scale (PRAS): development and validation.

Background: The purpose of this study was to develop the Perceived Restorativeness for Activities Scale (PRAS) based on the conceptual framework of attention-restoration theory (ART). ART suggests that 4 latent constructs (being away, fascination, extent, and compatibility) must be present to enable a switch from voluntary (effortful, directed) attention to involuntary (effortless) attention and facilitate restored attention.

Method: Data were collected from 238 participants in a variety of university exercise classes.