Relevant bibliographies by topics / Physical fitness for youth – Namibia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Physical fitness for youth – Namibia'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Physical fitness for youth – Namibia"

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Corbin, Charles B., James R. Whitehead, and Peter Y. Lovejoy. "Youth Physical Fitness Awards." Quest 40, no. 3 (December 1988): 200–218. http://dx.doi.org/10.1080/00336297.1988.10483901.

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Squires, W. G., and J. R. Morrow. "YOUTH FITNESS." Medicine and Science in Sports and Exercise 21, Supplement (April 1989): S61. http://dx.doi.org/10.1249/00005768-198904001-00363.

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Corbin, Charles B., Gregory J. Welk, Cheryl Richardson, Catherine Vowell, Dolly Lambdin, and Scott Wikgren. "Youth Physical Fitness: Ten Key Concepts." Journal of Physical Education, Recreation & Dance 85, no. 2 (January 30, 2014): 24–31. http://dx.doi.org/10.1080/07303084.2014.866827.

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Vanhelst, Jérémy, Julien Labreuche, Laurent Béghin, Elodie Drumez, Paul S. Fardy, Didier Chapelot, Jacques Mikulovic, and Zékya Ulmer. "Physical Fitness Reference Standards in French Youth." Journal of Strength and Conditioning Research 31, no. 6 (June 2017): 1709–18. http://dx.doi.org/10.1519/jsc.0000000000001640.

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Franklin, Barry A. "The Fountain of Youth in Physical Fitness." ACSM'S Health & Fitness Journal 1, no. 2 (March 1997): 32. http://dx.doi.org/10.1249/00135124-199703000-00013.

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Welk, Gregory J., Jodee A. Schaben, and Mack Shelley. "Physical Activity and Physical Fitness in Children Schooled at Home and in Public Schools." Pediatric Exercise Science 16, no. 4 (November 2004): 310–23. http://dx.doi.org/10.1123/pes.16.4.310.

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Homeschooling is increasingly popular, but little is known about how homeschooling affects physical activity patterns or fitness levels. This study compares patterns of physical fitness, physical activity, and psychosocial correlates of physical activity in homeschooled youth and youth attending public school. Fitness levels were obtained using the PACER aerobic fitness test, physical activity levels were assessed with 3 days of accelerometry, and psychosocial correlates were assessed with the Children’s Physical Activity Correlates scale. There were no significant main effects for fitness comparisons, but significant age and gender interactions indicate that variability exists within these samples for fitness. No school type effects were evident for the physical activity measures or the psychosocial correlate measures, but trends in the data suggest the possibility of age-related interactions for the psychosocial measures. Additional research on possible differences between homeschooled youth and youth attending public school is needed to better understand these trends.
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Wolfe, Alex M., Joey A. Lee, and Kelly R. Laurson. "Socioeconomic status and physical fitness in youth: Findings from the NHANES National Youth Fitness Survey." Journal of Sports Sciences 38, no. 5 (January 17, 2020): 534–41. http://dx.doi.org/10.1080/02640414.2020.1713688.

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Corbin, Charles B. "Texas Youth Fitness Study." Research Quarterly for Exercise and Sport 81, sup3 (September 2010): S75—S78. http://dx.doi.org/10.1080/02701367.2010.10599696.

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Collingwood, Thomas R. "Providing Physical Fitness Programs to At-Risk Youth." Quest 49, no. 1 (February 1997): 67–84. http://dx.doi.org/10.1080/00336297.1997.10484224.

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London, Rebecca A., and Oded Gurantz. "Afterschool Program Participation, Youth Physical Fitness, and Overweight." American Journal of Preventive Medicine 44, no. 3 (March 2013): S200—S207. http://dx.doi.org/10.1016/j.amepre.2012.11.009.

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Dissertations / Theses on the topic "Physical fitness for youth – Namibia"

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Zealand, Donovan Dominic. "A physical activity programme to support the development of Namibian youth in an 'at-risk' context." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50274.

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Thesis (PhD)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The positive relationship between physical activity and recreation and a reduction in risk factors for youth has extensive historical roots. The definition of youth in an at-risk context has evolved over the years and may be conceptualized on a continuum ranging from low risk to chronic deviance. Many factors predispose youth to behavioural risk factors. These predisposing factors include variables related to the individual (self), family, peers, school, and community. The current situation in Namibia suggests that there is need for concern about youth in an at-risk context, and that efforts to minimize risk factors for youth will provide diverse personal and social benefits. Strategies involving physical activity and recreation appear particularly promising in minimizing risk factors for youth. Physical activity and recreational participation can provide positive benefits related to psychological health, physical health, familial interaction, peer influence, academic performance, community development, and other lifestyle behaviours. The documentation supporting the enormous potential of physical activity and recreational programmes to positively influence youth in an at-risk context cannot be ignored. The 305 participants in the survey and the 35 participants from the Physically Active Youth (PAY) Group provided invaluable input into this research. All participants provided unique insight. Throughout the research it became increasingly apparent that there is incredible potential for physical activity initiatives to positively impact on youth in an at-risk context. Physical activity can help youth in an at-risk context by improving self-esteem, providing positive role models, teaching teamwork and social skills, promoting self-confidence, providing a sense of belonging. reducing risk factors for disease, giving youth something constructive to do, providing a means of releasing stress, promoting positive morals and values, teaching cognitive, leadership and life skills, providing a sense of community, fostering family support, and promoting the wellness of youth. At the end of the PAY pilot project all learners showed remarkable increases in their fitness levels, their attitudes changed towards being more positive and the programme showed a passing rate of 91%. Many organizations are currently providing programmes or services that directly or indirectly impact on youth in an at-risk context. There was a general consensus that these efforts is in need of government policy that will result in better coordination of such programmes. Successful programmes need to have youth spearheading the initiative. Programmes also need to be flexible, accommodating, inexpensive (or free), with good leadership and community support. Programmes directed towards youth in an at-risk context should be non-threatening, emphasizing participation, and not competition. The research evidence suggest that there is a need to empower marginalized youth, provide good leadership, establish parental support, provide increased government support, develop partnerships, create youth centres, reform current programming initiatives to reflect the needs of youth in an at-risk context, and continue research are some of the primary concerns. The need to approach youth in an at-risk context issues holistically was also a pervasive attitude. Physical activity and recreation can provide both prevention and intervention functions.
AFRIKAANSE OPSOMMING: Die positiewe verhouding tussen liggaamlike aktiwiteit en ontspanning en 'n afname in risikofaktore vir die jeug het 'n omvangryke geskiedenis. Die definisie van jeugdiges binne 'n risiko-konteks het oor die jare heen ontwikkel en kan gekonseptualiseer word op 'n kontinuum wat van laerisiko- tot chroniese afwyking strek. Daar is baie faktore wat die jeug vatbaar maak vir risiko ten opsigte van gedrag. Hierdie predisponerende faktore sluit veranderlikes in wat verband hou met die individu (self), die gesin, die portuurgroep, die skool en die gemeenskap. In die huidige situasie in Namibië is daar aanduidings dat daar rede vir kommer is wat betref jeugdiges binne 'n risiko-konteks, en dat pogings om risikofaktore vir die jeug te minimaliseer baie voordeel inhou, op persoonlike sowel as sosiale vlak. Dit blyk dat strategieë wat liggaamlike aktiwiteit en deelname in ontspanningsbedrywighede insluit, veel kan bydra om risikofaktore vir die jeug te minimaliseer. Liggaamlike aktiwiteit en deelname aan ontspanningsbedrywighede kan bydra tot die bevordering van die geestes- en liggaamlike gesondheid, gesinsinteraksie, invloed van die portuurgroep, akademiese prestasie, gemeenskapsontwikkeling, asook ander vorme van lewenstylgedrag van jongmense. Die dokumentasie oor die geweldige potensiaal wat liggaamlike aktiwiteit en ontspanningsprogramme het om die jeug op 'n positiewe wyse te beïnvloed, mag nie misken word nie. Die 305 deelnemers aan die ondersoek, en die 35 deelnemers van die Liggaamlikaktiewe Groep (Engels: Physically Active Youth Group oftewel PAY Group) het waardevolle insette tot hierdie navorsing gemaak. Elke deelnemer het 'n unieke insig bygedra. Namate daar met die navorsing gevorder is, het dit toenemend duidelik geword dat daar 'n ongelooflike potensiaal bestaan vir inisiatiewe vir liggaamlike aktiwiteite om 'n positiewe uitwerking te hê op jeugdiges binne 'n risiko-konteks. Liggaamlike aktiwiteit kan jeugdiges binne 'n risiko-konteks help deur hul gevoel van eiewaarde te verhoog, positiewe rolmodelle te verskaf, vir hulle spanwerk en sosiale vaardighede aan te leer, hul selfvertroue te bevorder, hulle te laat voel dat hulle êrens behoort, risikofaktore vir siekte te verminder, hulle iets opbouends te gee om hulle mee besig te hou, 'n manier te bied waarop hulle van stres ontslae kan raak, positiewe sedes en waardes te leer, kognitiewe, leierskaps- en lewensvaardighede te leer. 'n gemeenskapsbewustheid te kweek, gesinsondersteuning te bevorder, en ook hulle algemene welstand te bevorder. Aan die einde van die PAY-projek het al die leerders 'n merkwaardige verhoging in hul fiksheidsvlakke getoon, en was hulle houding baie meer positief. Die program het 'n slaagsyfer van 91% gehad. Daar is tans baie organisasies wat programme of dienste aanbied wat direk óf indirek 'n invloed het op jeugdiges binne 'n risiko-konteks. Daar was eenstemmigheid dat hierdie poging op regeringsbeleid moet kan steun wat tot beter koordinering van sodanige programme sal lei. In suksesvolle programme moet jeugdiges aan die voorpunt van die inisiatiewe wees. Programme behoort soepel en aanpasbaar te wees, hulle moet óf bekostigbaar óf gratis wees, en daar moet sterk leierskap en gemeenskapsondersteuning wees. Programme wat op jeugdiges binne 'n risiko-konteks gerig is moet deelnemers nie bedreig laat voel nie, en behoort deelname eerder as wedywering te beklemtoon. Die navorsing het bewys dat daar 'n behoefte is om gemarginaliseerde jeugdiges te bemagtig, om goeie leierskap daar te stel, om ouerondersteuning te vestig, om verhoogde regeringsondersteuning te verskaf, om vennootskappe te ontwikkel, om jeugsentrums te skep, om huidige programinisiatiewe te omskep sodat hulle die behoeftes van jeugdiges binne 'n risiko-konteks weerspieël, en om met navorsing voort te gaan. Hierdie is sommige van die primêre sake wat aandag vereis. 'n Houding wat deurgaans voorgekom het, was die noodsaaklikheid daarvan om kwessies rakende jeugdiges binne 'n risiko-konteks holisties te benader. Liggamlike aktiwiteit en ontspanning' kan beide voorkomings- en intervensiefunksies bied.
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Kimball, Reginald S. "Sixth grade fitness levels and the FitnessGram assessment program /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Woodfield, Lorayne Angela. "Young people's physical activity, attitudes towards physical education, and health related fitness." Thesis, Coventry University, 2008. http://curve.coventry.ac.uk/open/items/967fa15e-56a2-40cf-892a-7de2ba417114/1.

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The aim of this study was to assess the physical activity, attitudes towards physical education, and health related fitness at two points, one year apart (Phase One and Phase Two). Three hundred and ninety four secondary school pupils of mixed ethnicities from National Curriculum school years 7, 8 and 9 (mean age ± S.D. = 12.9 ± 0.81 years) participated in phase one of the study. Two hundred and sixty seven pupils (from the original 394 participants) from National Curriculum school years 8, 9 and 10 (mean age ± S.D. = 13.7 ± 0.79 years) took part in phase two one year later. Physical activity was measured using the four by one-day physical activity recall questionnaire (Cale, 1993). Attitude was measured using the Pre-Adolescent Attitude towards Physical Education Questionnaire (PAAPEQ) (Shropshire, 1997). Five components of health related fitness were measured in a randomly selected sub-sample (35%) of the overall sample: body composition (measured using skinfold measures and body mass index); cardiovascular endurance (measured using the twenty metre multistage fitness test, Brewer et al., 1988); flexibility (measured using the sit and reach test); muscular strength (measured using hand grip dynamometry); and muscular endurance (measured using situps). Results of repeated measures ANOVA revealed a significant decrease in energy expenditure between phase one and phase two (p<0.01) and young people’s energy expenditure was higher during weekends (especially Saturdays) than during school days (p<0.01). Young Asians were found to expend less energy than white and black pupils (p<0.01) and boys expended more energy than girls (p<0.01). No main effect according to school year was found (p>0.05) although a significant ‘time’ by ‘days’ of the week interaction was revealed; pupils in Year 8 were more active on school days than those in Years 7 and 9 (p<0.05). Non-parametric analyses conducted on time spent in moderate physical activity (MPA) and vigorous physical activity (VPA) indicated that: MPA and VPA decreased between phases one and two; Asians consistently spent less time in MPA than white and black pupils (p<0.01); boys engaged in more MPA and VPA than girls (p<0.01). However, the difference in mean reported time for boys and girls decreased between phases one and two. Percentages of the whole sample meeting optimal activity guidelines and percentages classified as active or moderately active decreased between measurements for the whole sample. With regard to attitudes towards PE, results from MANOVA revealed a significant ‘school year’ x ‘ethnicity’ x ‘gender’ interaction (p<0.05). Attitudes of black males became more positive with age whereas the attitudes of other groups followed an age related decline. Significant main effects were found according to school year (p<0.01) and ethnicity (p<0.05). Attitude towards PE became less favourable with school year. Asian pupils had more positive overall attitudes than white and black pupils but univariate analysis revealed that Asian pupils had a less positive attitude towards their PE teacher (p<0.05). Furthermore, Pearson’s product moment correlations indicated weak yet significant positive relationships between total attitude towards PE and energy expenditure (p<0.01), time spent in moderate activity (p<0.05) and time spent in vigorous activity (p<0.01). Results of repeated measures ANOVA conducted on health related fitness data revealed that, for all groups, body fat (p<0.05) and muscular endurance (p<0.01) increased between phases one and two. In both phases, significant positive relationships were found between muscular endurance and energy expenditure (p<0.01) and vigorous activity (p<0.05 and p<0.01 for phases one and two respectively). Therefore, young people who were more active had greater levels of muscular endurance. No further consistent findings were made. Findings indicate that generally young people’s physical activity decreases with age and that girls are less active than boys although as young people age the physical activity gap between the genderes narrows. Findings also lend support to the idea that cultural differences may influence physical activity levels and attitudes towards PE. Furthermore, associations between physical activity and attitude towards PE exist and therefore, attitude may be used to predict physical activity behaviour. Ethnicity, age, and attitude towards PE should be considered in the development of future interventions to increase young people’s physical activity levels. However, as the current study did not reveal strong associations between physical activity and health related fitness, further research is required in the area.
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Dickson, Caroline. "What is a girl's experience of physical activity? a qualitative descriptive study : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Health Science, (MHSc), 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/470.

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Wong, Peggy. "Establishing criteria to assess levels of habitual activity in Hong Kong students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31675463.

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Lee, Jessica. "Physical activity and physical culture in the lives of rural young people /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19404.pdf.

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Pitkethly, Amanda Jane. "Examining the role of self-regulated learning in adolescent physical activity behaviour." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/222.

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Introduction Physical activity (PA) engagement is highly beneficial for adolescents and although interventions are shown to be effective, participants often return to former PA levels once the intervention is removed. Adolescents may lack explicit training in psychological and behaviour change skills required to sustain PA behaviour changes, such as self-regulation. SR is a key process in psychological functioning and its failure can result in impulse control problems, such as a tendency not to engage in behaviours that require a delay of gratification such as physical activity. Purpose Self-regulated learning (SRL) is an approach that focusses on how to make improvements through a systematic method of learning how to adapt to ever changing environments, i.e. through planning, self-monitoring, effort, self-efficacy, self-evaluation and reflection. Study 1 examined the effectiveness of studies examining SRL variables in a PA context. Study 2 translated and validated an English language SRL questionnaire to measure SRL in a Chinese adolescent population. Study 3 assessed the contribution of SRL variables to PA in both Chinese and Scottish adolescent samples. In preparation for study 5, study 4 qualitatively assessed Chinese students’ motivation for and engagement in PA. Finally, study 5 taught SRL skills in a PA context with the aim of positively impacting on adolescent PA levels. Methods and Results In study 1 a systematic review of the literature was conducted. The majority of reviewed studies demonstrated a positive effect of SRL variables on PA. The review highlighted a lack of research conducted using SRL theory. Study 2 translated and validated a Chinese version of an SRL questionnaire with 315 (and cross-validated with 480) Hong Kong Chinese adolescents. The short SRL-SRS-C was found to be a sufficiently reliable instrument to measure SRL in a Hong Kong Chinese adolescent population. In study 3, a cross-sectional study of 480 Hong Kong and 411 Scottish adolescents was conducted to assess the relationship SRL and physical activity. Results revealed that adolescents from Hong Kong and Scotland do not engage in sufficient PA to achieve the potential health benefits that PA can provide. Significantly more use of self-monitoring, self-evaluation and reflection was associated with significantly higher LTPA in Scottish adolescents. In both samples, SRL was weakly but significantly associated with higher PA, and self-efficacy and reflection played significant roles this SRL-PA relationship. Study 4 conducted two qualitative focus group interviews and found that most Chinese adolescents only engaged in PA during limited physical education classes. Most students were knowledgeable of the health benefits of PA, however, academic pressures and the effort required to overcome PA barriers was too great. Students propose that walking more and felt that novel ways to encourage PA, such as through WhatsApp, were worthwhile. Finally, study 4 used a quasi-experimental design with three groups (total n = 98) Hong Kong Chinese secondary school students. Peers modelled SRL skills and the learning was prompted either face-to-face or through Whatsapp. Meaningful, but not significant, mean value increases in PA and SRL were found. SRL was weakly but positive and significantly associated with PA, and reflection emerged as the key SRL component in the SRL-PA relationship. Conclusions SRL and PA are weak, but positive and significantly associated. Importantly, reflection has emerged as a significant predictor of adolescent PA. Adolescents with better SRL and reflective skills may be more aware of their strengths and weaknesses and able to translate this knowledge into future action. Considering that SRL skills are amenable to training, further experimental research should focus on teaching SRL strategies, particularly reflection, and assessing their impact on PA. SRL research in the adolescent PA area is promising but is at an early stage. Therefore, further research is recommended before strong conclusions can be made.
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Matheri, Joseph Mwangi. "Physical inactivity among adolescents with physical disabilities attending high schools in Kenya." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3717_1258009225.

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Physical inactivity together with overweight and obesity has emerged as a major health risk factor for chronic disease of lifestyle as coronary heart disease, diabetes type 2, and hypertension affecting adolescents with physical disabilities in developed countries. This has contributed to the increase of social and economic costs of healthcare and social services in these countries. Review of literature has revealed that little has been documented about the status of adolescents with physical disabilities in developing countries. This study, therefore, aimed at establishing the degree of physical inactivity among high school adolescents with physical disabilities in Kenya.

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Yu, Mei-fong. "A study of physical fitness and academic performance of teenagers." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13786982.

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Hazuga, Rachel J. "Effects of a sports performance training program on adolescent athletes." Connect to online version, 2009. http://www.oregonpdf.org/search-results.cfm?crit=catid&searchString=PE+4877.

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Books on the topic "Physical fitness for youth – Namibia"

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Faigenbaum, Avery D. Youth fitness. San Diego, CA: American Council on Exercise, 2001.

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Sports, United States President's Council on Physical Fitness and. Youth physical fitness in 1985. [Washington, D.C.]: President's Council on Physical Fitness and Sports, 1986.

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Kazmaier, Dick. New fitness award for youth. [Washington, D.C.?]: President's Council on Physical Fitness and Sports, 1988.

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Kazmaier, Dick. New fitness award for youth. [Washington, D.C.?]: President's Council on Physical Fitness and Sports, 1988.

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Kazmaier, Dick. New fitness award for youth. [Washington, D.C.?]: President's Council on Physical Fitness and Sports, 1988.

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Wakelin, Ron. Fitness Ontario Leadership Program: Fitness for children & youth. Toronto: Ministry of Tourism & Recreation, 1989.

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Teenage fitness. New York: Ballantine Books, 1988.

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USA, YMCA of the, ed. YMCA youth fitness test manual. Champaign, IL: Published for YMCA of the USA by Human Kinetics Publishers, 1989.

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Brzycki, Matt. Youth strength and conditioning. Indianapolis, IN: Masters Press, 1995.

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Brzycki, Matt. Youth strength and conditioning. Indianapolis, IN: Masters Press, 1995.

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Book chapters on the topic "Physical fitness for youth – Namibia"

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Salmon, Jo, and Anna Timperio. "Prevalence, Trends and Environmental Influences on Child and Youth Physical Activity." In Pediatric Fitness, 183–99. Basel: KARGER, 2007. http://dx.doi.org/10.1159/000101391.

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Lefevre, J., G. Beunen, J. Borms, and J. Vrijens. "Sex Differences in Physical Fitness in Flemish Youth." In Medicine and Sport Science, 54–67. Basel: KARGER, 1998. http://dx.doi.org/10.1159/000061745.

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Prista, A. "Nutritional Status, Physical Fitness and Physical Activity in Children and Youth in Maputo (Mozambique)." In Medicine and Sport Science, 94–104. Basel: KARGER, 1998. http://dx.doi.org/10.1159/000061748.

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Musawi Maliki, Ahmad Bisyri Husin, Mohamad Razali Abdullah, Mohamad Shafaat Fadzil, Muhd Faris Nazer, Muhammad Hafiz Zufaimey Ismail, Khairie Koh Abd Hadi Koh, Noraini Nazarudin, et al. "The Influence of Anthropometrics, Physical Fitness, and Technical Skill on Performance of U-12 Youth Soccer Players in Malaysia." In Enhancing Health and Sports Performance by Design, 170–79. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3270-2_18.

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Boddy, Lynne M., and Gareth Stratton. "Field-Based Fitness Assessment in Youth." In The Routledge Handbook of Youth Physical Activity, 369–83. Routledge, 2020. http://dx.doi.org/10.4324/9781003026426-23.

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Lang, Justin J., Jordan J. Smith, and Grant R. Tomkinson. "Global Surveillance of Cardiorespiratory and Musculoskeletal Fitness." In The Routledge Handbook of Youth Physical Activity, 47–68. Routledge, 2020. http://dx.doi.org/10.4324/9781003026426-4.

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"The usage of skills tests by trainers of youth teams: tests of physical fitness and technique." In Science and Football II, 326–31. Taylor & Francis, 2003. http://dx.doi.org/10.4324/9780203474235-69.

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"Systematic Review of the Health Benefi ts of Physical Activity and Fitness in School-Aged Children and Youth." In School Nutrition and Activity, 209–46. Apple Academic Press, 2015. http://dx.doi.org/10.1201/b18227-18.

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Tham, See Wan, Anna C. Wilson, and Tonya M. Palermo. "Measurement of health-related quality of life and physical function." In Oxford Textbook of Paediatric Pain, 417–26. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642656.003.0041.

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This chapter reviews the measurement of health-related quality of life (HRQOL) and physical function in paediatric pain populations. We present available data on HRQOL and physical function in children with pain, methods of assessment, details about specific questionnaire and performance-based measures, and recommendations for the use of measures based on available evidence. Because many children and adolescents with pain report impairment in participation in physical activities such as walking, running, and sports, physical functioning is a core target and outcome for intervention, particularly for youth with chronic pain. However, the domain of physical functioning encompasses a number of constructs such as physical fitness, physical activity, and subjective disability, which are interrelated, but represent distinct aspects of functioning. Moreover, HRQOL is a broader concept that subsumes physical and psychosocial function. A wide variety of measurement tools are in use, but no guidelines for measurement have been established. A better understanding of measurement of HRQOL and physical function may enable researchers and clinicians to track children’s functional impact and changes in function over time, and to improve the design and testing of potentially effective interventions for children with pain.
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"Language and Communication Skills A child's competence withlanguage is highly likely to affect the extent and quality of her/his social relationships. As significant conversational ability develops at approximately 2Vi years, social interaction increases simultaneously (Holmberg, Note 2). Children whose language and comprehension skills are limited may be hampered in their ability to communicate and interact with •their peers. Certainly, the relationship between language com-petence and competence in other areas has been documented (Ap-pleton, Clifton, & Goldberg, 1975). Social play requires at least some level of adequate communi-cation skills (Asher, Oden, & Gottman, 1977), e.g., the ability to share a theme of an activity and develop it (Garvey, 1976). Little is known yet about the relative importance of deficits in specific com-munication skills, and further, few effects have been noted as a function of training. It is probable that children with less verbal ability, e.g., younger or handicapped, are less likely to profit from skills training involving verbal instruction or complex language per-formance. And. whereas language skills may not be related to social competence among prelingual toddlers, as the child develops, lan-guage may play a more crucial role. Preliminary analyses of our data show a significant but low correlation between measures of listener vocabulary and knowledge of basic concepts in preschool children and both teacher ratings of social behavior and peer popularity. It appears, then, that language has some role to play in a child's social competence, and the practitioner would be wise to consider the socially withdrawn child's language capabilities before at-tempting remediations which otherwise may prove ineffective. Motor Skills A series of studies of elementary school children from 4th through 7th grades found consistent and significant relationships between their performance on physical measures and social status as measured by socio-metrics (Broekhoff, 1976, 1977, in press). Com-parisons of high and low status contrast groups indicated that signifi-cant differences were maintained over the three years on physical fitness and indices of muscular strength. Thus, it seems logical to." In Social Skills Training for Children and Youth, 45–50. Routledge, 2014. http://dx.doi.org/10.4324/9781315059167-4.

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