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The addition of cycling to the fundamental movement phase of the motor development model has been proposed. Lifelong physical activity behaviours, like cycling, are established during childhood and it is vital that research focuses on these skills. In order to determine the position of cycling within this newly proposed model, the learning process of this skill must be examined. The current paper will quantify the skill of cycling as a learning process and investigate cycling’s place as a Foundational Movement Skill. Investigation into whether a composite score could be derived from combining fundamental movement skills proficiency scores and ability on a balance bike (as a measure of the learning process of cycling) will also be conducted. Ninety-seven preschool children were assessed on ability on a balance bike (bike with no pedals) using two separate timed tracks (straight and curved) and fundamental movement skill proficiency. Data analysis included descriptive statistics, Pearson product-moment correlations and principal axis factoring. Statistically significant correlations were found between ability on a balance bike and all three subcomponents of fundamental movement skills (locomotor, object-control & stability). Principal axis factoring revealed the presence of one component that all four variables could explain. Ability on a balance bike is a standalone Foundational Movement Skill and is not a representation of locomotor, object-control or stability. Furthermore, ability on a balance bike can be combined with locomotor, object-control and stability to produce an overall composite score for Foundational Movement Skills.

A global decline in levels of movement competence and physical activity in children presents the urgent need to look at how to reverse this trend. The Movement Oriented Games Based Assessment (MOGBA) is an intervention designed to improve children’s complex movement skills, based on principles of motor development and assessment theories. There is a positive relationship between children’s movement competence and physical activity (PA), with a further relationship established between PA and childhood obesity. This study aimed to assess how using MOGBA in PE lessons might impact primary children’s movement competence, PA, muscular fitness and self-perceptions of game and physical competence. A cluster randomized controlled trial (RCT) was conducted involving 229 children (51% girls) from nine different schools located in the north of England. The average age of participants was 9.1 years (SD = 0.21). Participants were randomized at the school level into either the MOGBA intervention group (n = 128 students) or a wait-list control group (n = 101). The MOGBA intervention was delivered over nine weeks during PE lessons by trained deliverers. The main components of the intervention included the implementation of 14 games-based activities, which were designed to support assessment within PE lessons and enhance children’s movement competence. The game-based cards also provided guidance on how to tailor activities to meet the children’s individual needs by manipulating space, effort and relationships. Pre-Post test design was employed, with participants being assessed at baseline and within 7 days post intervention. The assessment included measures of movement competence (Dragon Challenge), in-class PA (accelerometer), muscular fitness (standing long jump and plank), and perceived game and self competence (Game Play Perception Profile and Perceived Competence and Social Acceptance for Young Children). Findings show that MOGBA had a positive effect on the primary outcome of movement competence (ES: 0.18; 95%CI: −0.02, 0.38; p = 0.071) and a significant positive outcome (ES: 0.30; 95%CI: 0.04, 0.56; p = 0.025) on the way that students perceived their ability in game play. An impact was not observed on in-class PA and muscular fitness. These findings are significant as we know that increased movement competence and game self-perceptions mean children are more likely to engage with future movement, sport and physical activity opportunities. This could positively influence lifelong PA levels and promote better health. Further work should involve teachers and coaches using MOGBA to support children’s movement competence in the hopes of supporting their involvement in sport and PA. The trial is registered at the Australia New Zealand Clinical Trial Registry (ACTRN12619001320145p, 27 Sep 2019).

There is a positive relationship between children’s movement competence and physical activity, with a further relationship established between physical activity and childhood obesity. The Movement Oriented Games Based Assessment (MOGBA) is a delivery and assessment intervention designed to improve children’s complex movement skills, based on principles of motor development and assessment theories. MOGBA aims to improve children’s movement competence, physical fitness and self-perceptions (physical and game) and increase children’s moderate-to-vigorous physical activity (MVPA). MOGBA is to be used in the ‘Made to Play’ initiative, involving 105 sports and activity programs across 21 countries, involving over 25 million children. A multi-site cluster randomized controlled trial will take place across three global sites (UK, Ireland and Australia). Each site will recruit eight primary schools (four experiment, four control) with each school providing two separate classes of children from age ranges 8–12 years (Site n = ~300, total n = 904). After baseline assessments, schools will be randomly allocated to an experimental or wait-list control group. Following two half-day workshops, trained facilitators will deliver the MOGBA intervention for 9 weeks. The main intervention components include delivery of 14 games-based activities with associated assessments of children’s movement and differentiation to meet children’s needs by manipulating space, effort and relationships. The primary outcome of the trial is to improve children’s’ movement competence (The Dragon Challenge), with secondary outcomes of improving children’s’ in-activity and leisure-time MVPA (5-day accelerometer), physical fitness (standing long jump and push ups) and self-perceptions (physical and game). Data will be analysed using multilevel modelling approaches. The MOGBA intervention has been designed to improve children’s movement competence and scalable interventions based on MOGBA could be applied across programs within the Made to Play initiative, globally. The trial is registered at the Australia New Zealand Clinical Trial Registry (ACTRN12619001320145p, 27 Sep 2019).

Background Developing physical literacy at population levels provides a transformative appeal for those working in sport, health, education, recreation and physical activity settings. Interdisciplinary approaches to development of policy in this area is recommended. The purpose of this study was to gather empirical data from key stakeholders working with young people in areas related to physical literacy across the Republic of Ireland and Northern Ireland, to capture their current understanding and awareness of the physical literacy to help inform the development of the first all-island consensus statement for physical literacy. Methods A total of 1,241 participants (52% male), from a range of stakeholder groups (health, physical activity, sport, recreation and education) completed a researcher developed physical literacy questionnaire. A one-way MANOVA was carried out to investigate differences across stakeholder grouping in terms of perceived importance of three domains of physical literacy. Overlap of independent confidence intervals was analysed to determine importance of the physical literacy domains within stakeholder grouping. Results A majority (63%) of respondents indicated they were aware of an existing definition of physical literacy, but this varied by stakeholder group (e.g. 86% for higher education, versus 47% of coaches). Participants working in higher education (69%), or working as physical education specialists (67%), were more likely to rate themselves as experts or near experts in physical literacy, while coaches, education generalists, and decision makers were more likely rate themselves as having no expertise (9%, 12% and 12% respectively). Non-specialist teachers and physical education teachers rated the importance of all domains of physical literacy significantly higher than decision makers, and significantly higher than coaches in the cognitive and affective domains. All stakeholders significantly rated the importance of the physical/psychomotor domain of physical literacy higher than the affective or cognitive domains of physical literacy. Conclusions Differences observed across stakeholder groups underline the importance of developing a shared vision for physical literacy, and the need to clarify and gain consensus on a definition of the term and its domains. Engaging and understanding the voice of stakeholders is critical in ensuring the relevance, ownership of and commitment to physical literacy statement operationalisation.

The development of lobbying regulation in Ireland is often taken as a model of best practice internationally. The well-documented history of corruption in Ireland shows that developing regulations in this area would be a key part of an overall package of reform to increase transparency and ethics in politics. This piece will examine how the Irish legislation came into being, how it operates on a day-to-day basis, the legal and constitutional framework in which it operates, and the gaps that remain in creating a level playing field for all those that seek to communicate on matters of public interest and campaigning. This means that the article will not just be of value to legal scholars in the area but also to the wider disciplines while also developing policy lessons of value for other democracies who are attempting to balance the same issues. Therefore, there are many lessons to be learned from the Irish experience which are of value to other jurisdictions.

To effectively contest the air littoral, the US Air Force will need to meet two requirements: production at scale and continuous innovation. First, operating in this subdomain against a major power adversary will require an incredible mass of small drones, loitering munitions, and counter-unmanned aerial systems that exceeds the limits of the US defense industrial base and commercial market. Second, rapid innovation beyond the current Department of Defense procurement model is needed. This article describes these challenges and their implications for Air Force operations. It recommends the development of a new paradigm with three lines of effort: a new business model focused on capabilities, not programs; investment in scaling cutting-edge technologies; and a workforce that continuously upgrades the subdomain’s systems and software.

Rational choice theories of criminal decision making assume that offenders weight and integrate multiple cues when making decisions (i.e., are compensatory). We tested this assumption by comparing how well a compensatory strategy called Franklin's Rule captured burglars' decision policies regarding residence occupancy compared to a non-compensatory strategy (i.e., Matching Heuristic). Forty burglars each decided on the occupancy of 20 randomly selected photographs of residences (for which actual occupancy was known when the photo was taken). Participants also provided open-ended reports on the cues that influenced their decisions in each case, and then rated the importance of eight cues (e.g., deadbolt visible) over all decisions. Burglars predicted occupancy beyond chance levels. The Matching Heuristic was a significantly better predictor of burglars' decisions than Franklin's Rule, and cue use in the Matching Heuristic better corresponded to the cue ecological validities in the environment than cue use in Franklin's Rule. The most important cue in burglars' models was also the most ecologically valid or predictive of actual occupancy (i.e., vehicle present). The majority of burglars correctly identified the most important cue in their models, and the open-ended technique showed greater correspondence between self-reported and captured cue use than the rating over decision technique. Our findings support a limited rationality perspective to understanding criminal decision making, and have implications for crime prevention.

Current DoD force planning processes assume that U.S. military interventions are serially independent over time. This report challenges this assumption, arguing that interventions occur in temporally dependent clusters in which the likelihood of an intervention depends on interventions in the recent past. Integrating the concept of temporal dependence into DoD planning processes could help planners develop more appropriate force estimates.

Poverty is often identified as a determinant of terrorist group participation, but existing research reveals mixed support for this relationship. Some studies find that macroeconomic decline is associated with increased production of terrorists, but micro-level research suggests terrorists have above average socioeconomic status and educational attainment. In this article, the author argues that poverty should increase terrorist group participation only for individuals with high education. The author suggests that as a result of terrorist group selection preferences and the lower opportunity costs for militant group membership in economically depressed environments, the likelihood of terrorist group participation should be highest for the highly educated, poor members of any population. The author tests the hypotheses using data from Krueger and Maleckova (2003) on participation in Hezbollah, adding an interaction term to their model. The results support the hypotheses. Poverty increases the likelihood of participation in Hezbollah only for those with at least high school education.