Young children’s digital media use and physical activity have gained attention in recent research. Parental co-participation has a major impact on children’s health consequences. This study addressed a gap in the research by investigating daily parental co-participation in children’s digital media use and physical play, using the family ecological model theoretical framework. The participants in this nationally representative cross-sectional study were 2512 Finnish parents with two- to six-year-old children. Parents completed a questionnaire. Sociodemographic correlates of co-participation and of the awareness of guidelines regarding co-participation and correlation between co-participation in digital media use and physical play were analysed. Parental co-participation in physical play and digital media use correlated positively. Lower parental age, male parental gender, Finnish and Swedish languages, a fewer number of children, and a male child gender were associated with more co-participation in one or both activities, and parental female gender and low family income were associated with more awareness. The awareness of guidelines was not associated with co-participation in digital media use. There were sociodemographic differences in parental co-participation. From a health counselling perspective, parents may benefit from national recommendations on digital media use and physical activity, but adherence to guidelines depends on the family context.

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BackgroundLearning to cycle is an important milestone for children, but the popularity of cycling and the environmental factors that promote the development and practice of this foundational movement skill vary among cultures and across time. This present study aimed to investigate if country of residence and the generation in which a person was born influence the age at which people learn to cycle.MethodsData were collected through an online survey between November 2019 and December 2020. For this study, a total of 9,589 responses were obtained for adults (self-report) and children (parental report) living in 10 countries (Portugal, Italy, Brazil, Finland, Spain, Belgium, United Kingdom, Mexico, Croatia, and the Netherlands). Participants were grouped according to their year of birth with 20-year periods approximately corresponding to 3 generations: 1960–79 (generation X; n = 2,214); 1980–99 (generation Y; n = 3,994); 2000–2019 (generation Z; n = 3,381).ResultsA two-way ANOVA showed a significant effect of country, F(9,8628) = 90.17, p < 0.001, ηp2 = 0.086, and generation, F(2,8628) = 47.21, p < 0.001, ηp2 = 0.122, on the age at which individuals learn to cycle. Countries with the lowest learning age were the Netherlands, Finland and Belgium and countries with the highest learning age were Brazil and Mexico. Furthermore, the age at which one learns to cycle has decreased across generations. There was also a significant country x generation interaction effect on learning age, F(18,8628) = 2.90, p < 0.001; however, this effect was negligible (ηp2 = 0.006).ConclusionsThese findings support the socio-ecological perspective that learning to cycle is a process affected by both proximal and distal influences, including individual, environment and time.

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This article provides insights from an empirical study on the meaning of social inclusion for Finnish athletes with intellectual disabilities (ID) who participate in Special Olympics (SO). A further objective was to explore the athletes' perceptions of the role SO has played in their lives regarding their personal experiences of social inclusion. Data were transcripts of five focus group interviews carried out with a total of 31 participants during the last SO World Winter Games in 2017. The content was analysed with the aim of identifying the main themes in the athletes' conversations about social inclusion. Three main themes were identified: inclusion as a contrast to past discrimination; inclusion as receiving and providing assistance; and inclusion as participation in teamwork. The results indicate that SO and arguably sport more generally can assist people with ID in moving forward on a path from being excluded toward social inclusion. Inclusion in sport: disability and participationThe inclusion of people with disabilities in sports has become an international issue with increasing numbers of UN member states ratifying the Convention on the Rights of Persons with Disabilities (CRPD) (UN 2006). Article 30.5 of the convention addresses aspects of enabling the participation of people with disabilities in recreational, leisure and sporting activities on an equal basis with others (Kiuppis 2018a). In most countries, the obligations placed on nations who ratify the CRPD represent a remarkable shift from the middle of the twentieth century to the present, both in terms of attitudes toward people with intellectual disabilities (ID) in particular and in the promotion of opportunities for greater inclusion within society. In the 1950s, people with ID were considered as 'mentally retarded', which was framed as a health-related issue, and they were excluded from a sports-related discourse (Braddock 2010). The inception of Special Olympics (SO) in the USA in the 1960s started to bring 'mental retardation' out of its stigmatized and medicalized location in the health sector by providing recreational sporting opportunities for people with ID albeit in segregated settings (Hourcade 1989). As the move away from the traditional medical model of disability gained momentum toward a holistic public health perspective (Sobey 1970), sport for people with disabilities in general became increasingly organized also in integrated settings. In the late 1970s and in the 1980s, debates around the guiding principle of integration were first and foremost concerned with the question of how children with disabilities could ideally participate in mainstream sport settings (Orr 1979;Santomier 1985). This was in line with the social model of disability (Shakespeare and Watson 2001). The 'Integration Continuum' for sport participation that was developed in the USA (Winnick 1987) built upon models developed for provision of special education services (Reynolds 1962; Deno 1970) and Physical Education in particular (Winnick 1987, 160; see Kiuppis ...

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Sport and exercise contribute to health and well-being in cities. While previous research has mainly focused on activities at specific locations such as sport facilities, "informal sport" that occur at arbitrary locations across the city have been largely neglected. Such activities are more challenging to observe, but this challenge may be addressed using data collected from social media platforms, because social media users regularly generate content related to sports and exercise at given locations. This allows studying all sport, including those "informal sport" which are at arbitrary locations, to better understand sports and exercise-related activities in cities. However, user-generated geographical information available on social media platforms is becoming scarcer and coarser. This places increased emphasis on extracting location information from free-form text content on social media, which is complicated by multilingualism and informal language. To support this effort, this article presents an end-to-end deep learning-based bilingual toponym recognition model for extracting location information from social media content related to sports and exercise. We show that our approach outperforms five state-of-the-art deep learning and machine learning models. We further demonstrate how our model can be deployed in a geoparsing framework to support city planners in promoting healthy and active lifestyles.