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Background The publication of Best research for best health in 2006 and the “ring-fencing” of health research funding in England marked the start of a period of change for health research governance and the structure of research funding in England. One response to bridging the ‘second translational gap’ between research knowledge and clinical practice was the establishment of nine Collaborations for Leadership in Applied Health Research and Care (CLAHRCs). The goal of this paper is to assess how national-level understanding of the aims and objectives of the CLAHRCs translated into local implementation and practice in North West London. Methods This study uses a variation of Goffman’s frame analysis to trace the development of the initial national CLAHRC policy to its implementation at three levels. Data collection and analysis were qualitative through interviews, document analysis and embedded research. Results Analysis at the macro (national policy), meso (national programme) and micro (North West London) levels shows a significant common understanding of the aims and objectives of the policy and programme. Local level implementation in North West London was also consistent with these. Conclusions The macro-meso-micro frame analysis is a useful way of studying the transition of a policy from high-level idea to programme in action. It could be used to identify differences at a local (micro) level in the implementation of multi-site programmes that would help understand differences in programme effectiveness.

Determining when to switch from one strategy to another is at the heart of adaptive decision-making. Previous research shows that humans exhibit a ‘cognitive set’ bias, which occurs when a familiar strategy occludes—even much better—alternatives. Here we examined the mechanisms underlying cognitive set by investigating whether better solutions are visually overlooked, or fixated on but disregarded. We analyzed gaze data from 67 American undergraduates (91% female) while they completed the learned strategy-direct strategy (LS-DS) task, which measures their ability to switch from a learned strategy (LS) to a more efficient direct strategy (DS or shortcut). We found that, in the first trial block, participants fixated on the location of the shortcut more when it was available but most (89.6%) did not adopt it. Next, participants watched a video demonstrating either the DS ( N  = 34 Informed participants) or the familiar LS (N = 33 Control s). In post-video trials, Informed participants used the DS more than pre-video trials and compared to Controls . Notably, 29.4% of Informed participants continued to use the LS despite watching the DS video. We suggest that cognitive set in the LS-DS task does not stem from an inability to see the shortcut but rather a failure to try it.

Compared to other species, the extent of human cooperation is unparalleled. Such cooperation is coordinated between community members via social norms. Developmental research has demonstrated that very young children are sensitive to social norms, and that social norms are internalized by middle childhood. Most research on social norm acquisition has focused on norms that modulated intra-group cooperation. Yet around the world, multi-ethnic communities also cooperate, and this cooperation is often shaped by distinct inter-group social norms. In the present study, we will investigate whether inter-ethnic and intra-ethnic social norm acquisition follows the same, or distinct, developmental trajectories. Specifically, we will work with BaYaka foragers and Bandongo fisher-farmers who inhabit multi-ethnic villages in the Republic of the Congo. In these villages, inter-ethnic cooperation is regulated by sharing norms. Through interviews with adult participants, we will provide the first descriptive account of the timing and mechanism by which BaYaka and Bandongo learn to share with out-group members. Children (5–17 years) and adults (17+ years) will also participate in a modified Dictator Game to investigate the developmental trajectories of children’s intra- and inter-ethnic sharing choices. Based on our ethnographic knowledge of the participating communities, we predict that children’s intra-ethnic sharing choices in the Dictator Game will match those of adults at an earlier age than their inter-ethnic sharing choices. We will analyze our data using logistic Bayesian modelling.

Human adaptability relies on our capacity to learn, either from others (socially) or by ourselves (asocially), and to update our strategy repertoire. Cognitive flexibility is the psychological mechanism that mediates strategy use. Humans excel at switching from strategies that no longer work to new ones, but when given the chance to voluntarily switch from familiar to better strategies (elective flexibility), we often exhibit remarkable difficulty. However, current research has shown that this may be mediated by exogenous factors such as cultural background and age. The present study used a four-task battery to investigate the impact of social vs. asocial information sources on the development of elective flexibility in children (ages 4 to 14) from three cultural contexts: hunter-gatherer BaYaka; horticulturalists/fisherman Bandongo; and urbanized German. Our data show that German children exhibited overall higher elective flexibility than their Congolese peers whose elective flexibility decreased with age. Interestingly, children across all communities showed less elective flexibility when they learned a strategy socially than when they acquired it themselves. The present study provides important insights on the influence of eco-cultural contexts on the development of adaptive problem-solving, and the impact of social learning on children’s elective flexibility.

Human cognition is incredibly flexible, allowing us to thrive within diverse environments. However, humans also tend to stick to familiar strategies, even when there are better solutions available. How do we exhibit flexibility in some contexts, yet inflexibility in others? The constrained flexibility framework (CFF) proposes that cognitive flexibility is shaped by variability, predictability, and harshness within decision-making environments. The CFF asserts that high elective switching (switching away from a working strategy) is maladaptive in stable or predictably variable environments, but adaptive in unpredictable environments, so long as harshness is low. Here we provide evidence for the CFF using a decision-making task completed across two studies with a total of 299 English-speaking adults. In line with the CFF, we found that elective switching was suppressed by harshness, using both within- and between-subjects harshness manipulations. Our results highlight the need to study how cognitive flexibility adapts to diverse contexts.

PurposeProlonged static stretching (SS) in isolation (no dynamic warm-up) can impair muscle performance. There are conflicting reports whether impairments are present in antagonist and contralateral muscles. The objective of this study was to assess the effect of unilateral hamstrings SS on ipsilateral stretched and contralateral limbs’ strength and jump power.MethodsThe SS (four repetitions of 30-s) and control sessions involved unilateral testing of the stretched leg and contralateral leg for knee extension (KE) maximum voluntary isometric contraction (MVIC) force and electromyography (EMG), drop jump (DJ) height and contact time at 1-min post-stretching.ResultsThere were significant KE MVIC force impairments for both the SS (p = 0.006, d = 0.3, − 8.1%) and contralateral (p = 0.02, d = 0.20, − 4.2%) leg. With normalized data, there was a near-significant (p = 0.1), small magnitude (d = 0.29), greater force impairment with the ipsilateral (93.0 ± 12.8% of pre-test) versus the contralateral (96.2 ± 9.1% of pre-test) KE MVIC force. DJ height significantly improved for the stretched leg (p = 0.03, d = 0.18, + 9.2%) with near-significant, improvements for the contralateral leg (p = 0.06, d = 0.22, + 12.1%). For the stretched leg, DJ contact time was significantly (p = 0.04, d = 0.18, + 3.4%) prolonged, but there was no significant change with the contralateral leg.ConclusionsUnilateral hamstrings SS induced strength deficits in the ipsilateral and contralateral knee extension MVIC and a prolongation of the stretched leg DJ contact period. In anticipation of maximal force outputs, prolonged SS in isolation (no dynamic warm-up included) can have negative consequences on antagonist and contralateral muscle performance.

Compared to other species, the extent of human cooperation is unparalleled. Such cooperation is coordinated between community members via social norms. Developmental research has demonstrated that very young children are sensitive to social norms, and that social norms are internalized by middle childhood. Most research on social norm acquisition has focused on norms that modulate intra-group cooperation. Yet around the world, multi-ethnic communities also cooperate, and this cooperation is often shaped by distinct inter-group social norms. In the present study, we investigated whether intra-ethnic and inter-ethnic social norm acquisition follows the same, or distinct, developmental trajectories. Specifically, we worked with BaYaka foragers and Bandongo fisher-farmers who inhabit multi-ethnic villages in the Republic of the Congo. In these villages, inter-ethnic cooperation is regulated by sharing norms. Based on our ethnographic knowledge of the participating communities, we predicted that children’s intra-ethnic sharing choices would match those of adults at an earlier age than their inter-ethnic sharing choices. To test this prediction, children (5–17 years) and adults (17 + years) participated in a modified Dictator Game to investigate the developmental trajectories of children’s intra- and inter-ethnic sharing choices. Contrary to our prediction, both intra- and inter-ethnic sharing norms were acquired in middle childhood. Interviews with adult participants suggested that intra- and inter-ethnic sharing norms are acquired from multiple sources, including parents and peers. Further, Bandongo adults primarily reported learning sharing norms via Instruction, whereas BaYaka adults primarily reported learning via Observation/Imitation. These cross-cultural differences may reflect variation in norm complexity. Together, these findings suggest that when social contexts regularly expose children to out-group collaboration, inter-ethnic norms are acquired at similar timelines to intra-ethnic ones, as part of children’s broader cooperative repertoire.

Responsive feeding characterised by recognising and appropriately addressing children’s hunger and satiety signals, plays a key role in health. Despite children’s innate ability to self-regulate food intake, caregivers can override these cues, especially in child care settings. The study determined the effects of a 6-month coaching intervention on the responsive feeding environments of child care centres. CELEBRATE Feeding was a 6-month, coaching, pre-post intervention design conducted in eight child care centres across Nova Scotia and Prince Edward Island, Canada. Child care centres’ feeding environments and educator practices were observed using a modified Environment and Policy Assessment and Observation tool at baseline and follow-up in two rooms per centre (n = 16). Twenty-one responsive feeding components were scored from 0–3 (3 as best practice). The average centre scores were summed for an overall score ranging from 0–63 at each time point. Paired samples t-tests and Wilcoxon signed rank tests were conducted to assess the impact of the intervention on overall rooms’ and individual responsive feeding components’ scores. There was an increase in scores from baseline (M = 38.16, SD = 6.55) to follow-up (M = 45.75, SD = 5.87), t (15) = 4.91, P < 0.001. All but one score improved, where 3 of the 21 scores were significantly more responsive after the intervention after applying a Bonferroni correction (P < 0.002). The score with the greatest positive change was ‘Educators provide gentle comments or nudges towards feeding’, with a mean difference of 1.33, P < 0.001. The CELEBRATE Feeding coaching intervention was successful in improving responsive feeding practices and environments in child care settings.

Currently there are recommendations for stretching type, repetitions and duration within a training session to improve flexibility. It is, however, unclear whether multiple daily stretch training sessions provide greater flexibility than single daily sessions. The objective was to investigate the effectiveness of single (1×day) versus twice daily (2×day) unilateral stretch training sessions on hip flexion range of motion (ROM), agonist and antagonist force and jump performance of the stretched and contralateral, non-stretched legs. Groups included a control, 1×day and 2×day stretch training groups. Static stretching (SS) involved self-administered (stretch band), unilateral, hamstrings and quadriceps stretching for 2-weeks. Pre- and post-testing involved hip flexion ROM, knee extension and flexion maximal voluntary isometric contraction (MVIC) forces and unilateral drop jumps (DJ). The 2×day group showed a 12.8% (p = 0.08) greater active ROM versus Control. The 1×day group showed a 7.5% (p=0.1) ballistic ROM increase with no significant changes with the 2×day and Control groups. The stretched leg experienced a 5.01% (p = 0.1) hip flexion ballistic ROM increase contrasting with a 2.3% increase for the contralateral leg. Twice daily training provided 7.1% (p = 0.07) and 6.6% (p = 0.01) quadriceps MVC force increases of the stretched trained and contralateral legs respectively. Contralateral DJ height improved 22.6% (p = 0.002) with 2×day training. In conclusion, 1xday and 2×day stretch training tended to improved ballistic and active ROM respectively, whereas 2×day training improved MVIC force and DJ height. The findings may apply to fitness enthusiasts and rehabilitation as unilateral stretching may retain performance and active ROM of the stretched and contralateral limbs.

Child care environments offer an ideal setting for feeding interventions. CELEBRATE Feeding is an approach implemented in child care environments in two Maritime Provinces in Canada to support responsive feeding (RF) to foster children’s self-efficacy, self-regulation, and healthy relationships with food. This study aimed to describe RF in child care using established and enhanced scoring frameworks. The Environment and Policy Assessment and Observation (EPAO) was modified to reflect RF environments and practices, resulting in our modified EPAO and a CELEBRATE scale. Observations were conducted in 18 child care rooms. Behaviours and environments were scored on both scales, creating 21 RF scores, with a score of ‘3’ indicating the most responsiveness. Descriptive analyses of the scores were conducted. The overall room averages were Mean (M) = 41.00, Standard Deviation (SD) = 7.07 (EPAO), and M = 37.92 SD = 6.50 (CELEBRATE). Most responsive scores among rooms within our EPAO and CELEBRATE scales, respectively, were ‘educators not using food to calm or encourage behaviour’ (M = 2.94, SD = 0.24; M = 2.98, SD = 0.06) and ‘not requiring children to sit at the table until finished’ (M = 2.89, SD = 0.47; M = 2.97, SD = 0.12). The least responsive scores within the EPAO were ‘educator prompts for children to drink water’ (M = 0.78, SD = 0.94) and ‘children self-serving’ (M = 0.83, SD = 0.38). The least responsive in the CELEBRATE scale were ‘enthusiastic role modelling during mealtime’ (M = 0.70, SD = 0.68) and ‘praise of mealtime behaviour unrelated to food intake’ (M = 0.74, SD = 0.55). The CELEBRATE scale captured unique observation information about RF to allow documenting change over time with detailed measurement to inform and support nutrition interventions within child care environments.