2022-08-03, Jin, Tao, Kunze, Lukas, Breimaier, Stefanie, Bolte, Michael, Lerner, Hans-Wolfram, Jäkle, Frieder, Winter, Rainer F., Braun, Markus, Mewes, Jan-Michael, Wagner, Matthias

Polycyclic aromatic hydrocarbons (PAHs) are prominent lead structures for organic optoelectronic materials. This work describes the synthesis of three B,S-doped PAHs with heptacene-type scaffolds via nucleophilic aromatic substitution reactions between fluorinated arylborane precursors and 1,2-(Me3SiS)2C6H4/1,8-diazabicyclo[5.4.0]undec-7-ene (72-92% yield). All compounds contain tricoordinate B atoms at their 7,16-positions, kinetically protected by mesityl (Mes) substituents. PAHs 1/2 feature two/four S atoms at their 5,18-/5,9,14,18-positions; PAH 3 is a 6,8,15,17-tetrafluoro derivative of 2. For comparison, we also prepared the skewed naphtho[2,3-c]pentaphene-type isomer 4. The simultaneous presence of electron-accepting B atoms and electron-donating S atoms results in a redox-ambiphilic behavior; the radical cations [1•]+ and [2•]+ were characterized by electron paramagnetic resonance spectroscopy. Several low-lying charge-transfer states exist, some of which (especially S-to-B and Mes-to-B transitions) compete on the excited-state potential-energy surface. Consistent with the calculated state characters and oscillator strengths, this competition results in a spread of fluorescence quantum yields (2-27%). The optoelectronic properties of 1 change drastically upon addition of Ag+ ions: while the color of 1 in CH2Cl2 changes bathochromically from yellow to red (λmax from 463 to 486 nm; -0.13 eV), the emission band shifts hypsochromically from 606 to 545 nm (+0.23 eV), and the fluorescence quantum yield increases from 12 to 43%. According to titration experiments, higher order adducts [Agn1m]n+ are formed. As a suitable system for modeling Ag+ complexation, our calculations predict a dimer structure (n = m = 2) with Ag2S4 core, approximately linear S-Ag-S fragments, and Ag-Ag interaction. The computed optoelectronic properties of [Ag212]2+ agree well with the experimentally observed ones.

2017-06, Wagner, Matthias, Webster, E. Kipling, Ulrich, Dale A.

The Test of Gross Motor Development, 3rd Edition (TGMD-3) is a process-oriented fundamental movement skill assessment to examine the movement patterns displayed by children between the ages of 3 and 10 years. Within this paper, results of a pilot study on the reliability, validity, and measurement invariance across gender of the TGMD-3 (German translation) are presented. In total, performances of 189 typically developing children (99 boys, 90 girls, 56 kindergarten children, 133 elementary school children, M_age = 7.15 ± 2.02 years) are analyzed. Results provide preliminary evidence for test-retest, interrater and intrarater reliability, internal consistency, age- and gender- specific performance trends, factorial validity, measurement invariance across gender, divergent validity, and ball skill–related concurrent and predictive validity of the TGMD-3 (German translation). Subsequent research should be focused on a verification of the present findings on a representative database to foster the application of the TGMD-3 (German translation) in different settings.

2016, Wagner, Matthias, Jekauc, Darko, Worth, Annette, Woll, Alexander

The aim of this paper was to contribute to the elaboration of the Environmental Stress Hypothesis framework by testing eight hypotheses addressing the direct impact of gross motor coordination problems in elementary-school on selected physical, behavioral and psychosocial outcomes in adolescence. Results are based on a longitudinal sample of 940 participants who were (i) recruited as part of a population-based representative survey on health, physical fitness and physical activity in childhood and adolescence, (ii) assessed twice within 6 years, between the ages of 6 and 10 years old as well as between the ages of 12 and 16 years old (Response Rate: 55.9%) and (iii) classified as having gross motor coordination problems (N = 115) or having no gross motor coordination problems (N = 825) at baseline. Motor tests from the Körperkoordinationstest, measures of weight and height, a validated physical activity questionnaire as well as the Strength and Difficulties Questionnaire were conducted. Data were analyzed by use of binary logistic regressions. Results indicated that elementary-school children with gross motor coordination problems show a higher risk of persistent gross motor coordination problems (OR = 7.99, p < 0.001), avoiding organized physical activities (OR = 1.53, p < 0.05), an elevated body mass (OR = 1.78, p < 0.05), bonding with sedentary peers (OR = 1.84, p < 0.01) as well as emotional (OR = 1.73, p < 0.05) and conduct (OR = 1.79, p < 0.05) problems in adolescence in comparison to elementary-school children without gross motor coordination problems. However, elementary-school children with gross motor coordination problems did not show a significantly higher risk of peer problems (OR = 1.35, p = 0.164) or diminished prosocial behavior (OR = 1.90, p = 0.168) in adolescence, respectively in comparison to elementary-school children without gross motor coordination problems. This study is the first to provide population-based longitudinal data ranging from childhood to adolescence in the context of the Environmental Stress Hypothesis which can be considered a substantial methodological progress. In summary, gross motor coordination problems represent a serious issue for a healthy transition from childhood to adolescence which substantiates respective early movement interventions.

2015, Wagner, Matthias, Jekauc, Darko, Worth, Annette, Woll, Alexander

Objective. The aim of this paper is the longitudinal elaboration of the environmental stress hypothesis (Cairney et al., 2013) on the basis of the MoMo study (Wagner et al., 2013). We assume that, in comparison to their typically developed peers, children with potential developmental coordination disorder (DCD) show a higher risk for persistent gross motor coordination problems (H1), overweight and obesity (H2), physical inactivity (H3), peer-relationship (H4) as well as internalizing (H5) problems in adolescents. Methods. MoMo (a) started with a population-based representative sample of 4,529 German children and adolescents aged between 4 and 17 years at baseline (2003–2006), (b) continued with a first follow-up (2009–2012) and (c) includes standardized motor tasks, a physical activity questionnaire, as well as various health-measures. We focus on children between 6 and 10 years at baseline (N = 1,674; M_age = 8.26, SD = 1.48; 50,6% boys) who were reexamined between the ages of 12 and 16 years (N = 929; response rate: 55,5%; M_age = 14.36, SD = 1.45; 49,0% boys). Children in the longitudinal sample diagnosed as having potential DCD at baseline (N = 111; 49,5% boys) were identified on the basis of three common gross motor coordination tasks using the age- and gender-specific 15th percentile cutoff. Data were analyzed with binary logistic regressions including the stability of the respective dependent variable. Results. In comparison to their typically developed peers, children with potential DCD show a higher risk for (i) persistent gross motor coordination problems (OR = 7.66, p < .01), (ii) overweight and obesity (OR = 1.78, p < .05), (iii) physical inactivity (OR = 7.31, p < .05), (iv) peer-relationship (OR = 1.48, p < .05) as well as (v) internalizing (OR = 1.53, p < .05) problems in adolescents. Conclusion. Our results provide evidence for the developmental impact of childhood DCD. Subsequent analysis will be focused on the mediating and moderating role of personal and social resources using the data of two subsequent survey waves (2014–2016; 2018–2020).

2018-03, Engel, Florian Azad, Scharenberg, Swantje, Bossmann, Thomas, Sperlich, Billy, Roth, Andreas, Woll, Alexander, Wagner, Matthias

Hintergrund und Ziel : Das Ziel der vorliegenden Studie war die Analyse der Effekte einer 6‑wöchigen Ausdauertrainingsintervention (hochintensives Intervalltraining [HIIT] vs. Grundlagenausdauer [GAT]) im Rahmen des Sportunterrichts auf motorische Leistung, subjektives Belastungsempfinden sowie psychische Stimmung von 11-jährigen Schüler/innen.
Methoden : In 6 Wochen absolvierten 85 Schüler/innen (Alter: 11,9 ± 0,9 Jahre) 11 Trainingseinheiten HIIT (ca. 20 min, Intervalle von 10 s–4 min mit ca. 90–100 % der durchschnittlichen Laufgeschwindigkeit des 6‑min-Laufes [vmittel]) oder GAT (30 min, Intervalle von 6–25 min mit ca. 65–85 % der v_mittel). Vor und nach der Intervention wurden Körpergröße und -gewicht sowie die motorische Leistungsfähigkeit (20-m-Sprint, Standweitsprung, seitliches Hin- und Herspringen, Liegestütz, Sit-ups, 6‑min-Lauf) ermittelt. Die individuell wahrgenommene Anstrengung während HIIT bzw. GAT wurde nach jedem Training mittels Session-RPE-Skala und die individuelle Stimmung mittels Befindlichkeitsfragebogen ermittelt.
Ergebnisse : Die Laufdistanz im 6‑min-Lauf (p < 0,001; part. η²= 0,473), 20-m-Sprint Zeit (p < 0,001; part. η² = 0,226), Standweitsprungweite (p < 0,05; part. η² = 0,056), Anzahl der Liegestütze (p < 0,001; part. η² = 0,523) und Sit-ups in 40 s (p < 0,001; part. η² = 0,146) verbesserten sich nach HIIT und GAT ohne signifikante Interaktion Zeit × Gruppe (mit Ausnahme der Anzahl der Sit-ups in 40 s [p < 0,05; part. η2 = 0,048]). RPE (p < 0,05) war höher und die Stimmung (p < 0,05) positiver nach HIIT.
Schlussfolgerungen : HIIT und GAT verbesserten die motorische Leistung gleichermaßen. Jedoch benötigte das HIIT im Vergleich zum GAT 30 % weniger Zeit. Da die Netto-Zeit im Sportunterricht limitiert ist, bietet HIIT eine neue Perspektive zur Verbesserung der Ausdauer und weiterer motorischer Leistungen von Schüler/innen. Die positive Stimmung nach HIIT unterstreicht die Anwendbarkeit von HIIT im Sportunterricht.

2017-01-03, Jekauc, Darko, Wagner, Matthias, Herrmann, Christian, Hegazy, Khaled, Woll, Alexander

The purpose of this study is to examine the reciprocal relationship between motor abilities and physical activity and the mediation effects of physical self-concept in this relationship using longitudinal data. We expect that the effects of motor abilities on physical activity are rather indirect via physical self-concept and that the effects of physical activity on motor abilities are rather direct without involvement of the motor ability self-concept. Data was obtained from the Motorik-Modul (MoMo) Longitudinal Study in which 335 boys and 363 girls aged 11-17 years old at Baseline were examined twice in a period of six years. Physical activity was assessed by the MoMo Physical Activity Questionnaire for adolescents, physical self-concept by Physical Self-Description Questionnaire and motor abilities by MoMo Motor Test which comprised of the dimensions strength, endurance, coordination and flexibility. Multiple regression analyses were used to analyse the direct and indirect effects. The results of the multiple regression analyses show that the effects of motor abilities on physical activity were only indirect for the dimensions strength, coordination, and flexibility. For the dimension endurance, neither direct nor indirect effects were significant. In the opposite direction, the effects of physical activity on motor abilities were partially mediated by the self-concept of strength. For the dimensions endurance, coordination and flexibility, only indirect were significant. The results of this study support the assumption that the relationship between motor abilities and physical activity is mediated by physical self-concept in both directions. Physical self-concept seems to be an important determinant of adolescents´ physical activity.

2015, Karim, Osama Abdel, Ammar, Achraf, Chtourou, Hamdi, Wagner, Matthias, Schlenker, Lars, Parish, Anthony, Gaber, Tarek, Hökelmann, Anita, Bös, Klaus

The aim of the present study was to compare the physical fitness of Egyptian (n = 403) and German (n = 1712) volunteer children aged between 6 and 10 years. The German motor test (DMT), height, weight, and body mass index (BMI) were measured. ANOVA showed that the results of the motor performance ability (MPA) were affected by the ethnicity with higher performance for German children (p < 0.05). German children’s superiority in strength is present from the age of 6 years (p < 0.001 for the Push-Ups and p < 0.05 for the Long Jumping), to the age of 10 years (p < 0.001 and p < 0.01, respectively). However, their superiority in coordination ability was observed only in school aged children (p < 0.05 and p > 0.05, respect to 6 and 10 years old). With maturation from six to ten years, the achievement level for both populations show a positive improvement in the coordination and strength, and reduction in the flexibility (p < 0.001), with a higher rate of increase for the German children, except boys in the Push-Ups. Therefore, more strength-oriented physical activities before the age of 6 years and coordination-oriented activities between 6 and 8 years are recommended for Egyptian PE curriculum.

2017-12, Abdelkarim, Osama, Ammar, Achraf, Chtourou, Hamdi, Wagner, Matthias, Knisel, Elke, Hökelmann, Anita, Bös, Klaus

Background: The relationship between motor and cognitive development has already been proven in young children. However, in relation to the academic achievement the association between motor and cognitive performance still not well established. Therefore, the aim of this study was to examine the levels of motor and cognitive learning abilities and their independent and combined associations among German primary school-children.
Methods: Participants were (n = 197) between the ages of six to eight. The German motor test (DMT), the cognitive abilities test (KFT), height, weight, and body mass index (BMI) were measured.
Results: ANOVA testing found that boys perform better in long jumping and in the six minutes running test while girls perform better in balancing backwards and in deductive thinking test (p < 0.05). With maturation from ages six to eight the achievement level of both populations showed a higher performance in motor and cognitive learning abilities (p < 0.001). Concerning the combined and independent associations between the tested abilities, a significant correlation was shown between total motor and total cognitive learning abilities (p < 0.001, r = 0.60) with higher contribution of balancing backwards, six minutes running and push-up levels (r = 0.63, r = 0.62, r = 0.60, respectively) in the performance of the cognitive learning abilities (i.e. mathematical thinking, r = 0.62 and language understanding, r = 0.59).
Conclusions: In conclusion, fostering the childrens’ physical fitness during the primary school age could enhance both motor and cognitive learning abilities related to the academic achievement.

2017, Wagner, Matthias

2015, Wagner, Matthias