BACKGROUND: The COVID-19 pandemic has led to a national lockdown in the Netherlands, which also affected transcatheter aortic valve implantation (TAVI) patients. The objective of the study was to describe physical activity, dietary intake and quality of life (QoL) in patients on the waiting list for TAVI pre-lockdown and during lockdown.METHODS: Consecutive patients awaiting TAVI at the Amsterdam University Medical Centers, the Netherlands were included. Measurements were self-reported effect of lockdown, physical activity, dietary intake and QoL.RESULTS: In total, 58 patients (median age 80, interquartile range (IQR) 76-84, 45% female) were observed pre-lockdown and 16 patients (median age 78, IQR 76-82, 25% female) during lockdown. Ten of the 16 patients during lockdown reported a decline in physical activity. However, we observed a median number of 5861 steps a day (IQR 4579-7074) pre-lockdown and 8404 steps a day (IQR 7653-10,829) during lockdown. Median daily protein intake was 69 g (IQR 59-82) pre-lockdown and 90 g (IQR 68-107) during lockdown. Self-rated health on a visual analogue scale was 63 points (IQR 51-74) pre-lockdown and 73 points (IQR 65-86) during lockdown.CONCLUSIONS: More than half of the patients during lockdown reported less physical activity, while we observed a higher number of steps a day, a similar dietary intake and a higher QoL. Therefore, patients on the TAVI waiting list appeared to be able to cope with the lockdown measures.
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Voorjaar 2020: ook Nederland wordt getroffen door COVID-19. Vooral ouderen lopen grote risico’s; een lockdown volgt. Fotograaf Otto Lussenburg trekt eropuit voor een ‘praatje en een plaatje’ op gepaste afstand. Hij blijft dichtbij huis en fotografeert in zijn woonplaats Assen. Aanvankelijk alleen mensen die de deur niet uit kunnen. Gaandeweg komen daar meer mensen bij. Zo ontstaat een serie van meer dan tweehonderd portretten. Lussenburg laat niet alleen de verscheidenheid aan inwoners zien. In hun ramen zien we ook de weerspiegeling van een verstilde stad. Bijzondere beelden uit een gedenkwaardige tijd.
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During the COVID-19—related lockdowns (2020–2022), mobility patterns and charging needs were substantially affected. Policies such as work from home, lockdowns, and curfews reduced traffic and commuting significantly. This global pandemic may have also substantially changed mobility patterns on the long term and therefore the need for electric vehicle charging infrastructure. This paper analyzes changes in electric charging in the Netherlands for different user groups during different phases of the COVID-19 lockdown to assess the effects on EV charging needs. Charging needs dropped significantly during this period, which also changed the distribution of the load on the electricity grid throughout the day. Curfews affected the start times of charging sessions during peak hours of grid consumption. Infrastructure dedicated to commuters was used less intensively, and the charging needs of professional taxi drivers were drastically reduced during lockdown periods. These trends were partially observed during a post–lockdown measuring period of roughly 8 months, indicating a longer shift in mobility and charging patterns.
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BackgroundThe closing of schools and sports clubs during the COVID-19 lockdown raised questions about the possible impact on children’s motor skill development. Therefore, we compared motor skill development over a one-year period among four different cohorts of primary school children of which two experienced no lockdowns during the study period (control cohorts) and two cohorts experienced one or two lockdowns during the study period (lockdown cohorts).MethodsA total of 992 children from 9 primary schools in Amsterdam (the Netherlands) participated in this study (age 5 – 7; 47.5% boys, 52.5% girls). Their motor skill competence was assessed twice, first in grade 3 (T1) and thereafter in grade 4 (T2). Children in control group 1 and lockdown group 1 were assessed a third time after two years (T3). Motor skill competence was assessed using the 4-Skills Test, which includes 4 components of motor skill: jumping force (locomotion), jumping coordination (coordination), bouncing ball (object control) and standing still (stability). Mixed factorial ANOVA’s were used to analyse our data.ResultsNo significant differences in motor skill development over the study period between the lockdown groups and control groups (p > 0.05) were found, but a difference was found between the two lockdown groups: lockdown group 2 developed significantly better than lockdown group 1 (p = 0.008). While socioeconomic status was an effect modifier, sex and motor ability did not modify the effects of the lockdowns.ConclusionsThe COVID-19 lockdowns in the Netherlands did not negatively affect motor skill development of young children in our study. Due to the complexity of the factors related to the pandemic lockdowns and the dynamic systems involved in motor skill development of children, caution must be taken with drawing general conclusions. Therefore, children’s motor skill development should be closely monitored in the upcoming years and attention should be paid to individual differences.
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In deze bijdrage aan de Velon blogserie Blog in coronatijd, reflecteert Marco Snoek op de inzichten die de lockdown rond COVID-19 leraren en lerarenopleiders heeft opgeleverd. Hij benadrukt het belang van zorgvuldige observatie en reflectie in deze tijd, om de kansen voor nieuwe inzichten en aanpakken niet verloren te laten gaan.
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The closing of schools and sports clubs during theCOVID-19 lockdown raised questions about thepossible impact on children’s motor skilldevelopment. Therefore we compared motorcompetence development over a one-year periodamong four different cohorts of primary schoolchildren. A total of 992 children from 9 primaryschools participated in this study (age 5 – 7; 47,5%boys) and were assessed two times, in grade 3 (T1)and in grade 4 (T2). Children in control group 1 and lockdown group 1 were assessed a third time aftertwo years (T3). Motor competence was measuredusing the 4-Skills Test. The mixed factorial ANOVAwith post hoc tests shows no significant differencesin motor development over the study period betweenthe lockdown groups and control groups (p > 0.05),but does show a difference between the twolockdown groups from T1 to T2 (p = 0.008). Whilesocioeconomic status (SES) was a modifier, sex andmotor ability did not modify the effects of thelockdowns. Our data show that the COVID-19lockdowns in the Netherlands did not generallyaffect motor development of young children. Incontrast, many studies have confirmed clear effectsof the pandemic lockdowns on physicalactivity1,2,3. Our study highlights the complexity ofboth motor skill development and the factors relatedto the pandemic lockdowns. We therefore suggestthat children’s motor skill development should beclosely monitored in the upcoming years.Specifically, we should pay attention to individualdifferences since it is still possible that certainchildren are impacted by the pandemic lockdowns.Moreover, long-term effects might emerge in thefuture.References1. de Sá, C. dos S. C., Pombo, A., Luz, C.,Rodrigues, L. P., & Cordovil, R. (2021). Covid-19social isolation in brazil: effects on the physicalactivity routine of families with children. RevistaPaulista de Pediatria, 39, e2020159.2. Hurter, L., McNarry, M., Stratton, G., &Mackintosh, K. (2022). Back to school afterlockdown: The effect of COVID-19 restrictions onchildren’s device-based physical activity metrics.Journal of Sport and Health Science, 11(4), 530–536.3. Moore, S. A., Faulkner, G., Rhodes, R. E.,Brussoni, M., Chulak-Bozzer, T., Ferguson, L. J.,Mitra, R., O’Reilly, N., Spence, J. C., Vanderloo, L.M., & Tremblay, M. S. (2020). Impact of theCOVID-19 virus outbreak on movement and playbehaviours of Canadian children and youth: Anational survey. International Journal of BehavioralNutrition and Physical Activity, 17(1), 85.
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Dat de natuur andere gezondheidsvoordelen biedt dan een sportschool zal waarschijnlijk niemand verbazen, maar dat sporters hun activiteit in de buitenlucht ook daadwerkelijk als gezonder ervaren kan hier nieuw perspectief bieden. In ons onderzoek zeiden sporters zich bewust rustiger te voelen, minder last te hebben van stress, zich fysiek gezonder te voelen en een betere gemoedstoestand te ervaren. Deze ervaringen zijn niet slechts een prettige bijkomstigheid van een vervelende situatie, ruim de helft van alle sporters zegt ook in de toekomst vaker buiten te gaan sporten, en dat toont aan dat de natuur haar functie als openbare sportschool niet zo snel zal verliezen.
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The current study investigates the effects of the school lockdowns during school years 2019–2020 and 2020–2021 on the achievement scores of primary school students during the COVID-19 pandemic. We analyzed scores for spelling, reading fluency (i.e., decoding speed), reading comprehension, and mathematics from standardized student tracking systems for 5125 students from 26 primary schools in the urban region of The Hague, the Netherlands. Results showed that students in grades 1 through 3 had significant learning delays after the first lockdown. However, results after the second lockdown showed that most students were able to catch up, compared to students from corresponding grades of cohorts before COVID-19. The magnitude of these positive effects was mostly close to the negative effect of the first lockdown. Apparently, during the second lockdown, schools seemed better prepared and able to deliver more effective home schooling and online instruction. The hypothesis that students’ learning from a low SES home environment will suffer most from the school lockdowns could only partly be confirmed. SES effects at the individual level tended to be mitigated by negative effects of SES at the school level, making SES-related differences between schools less profound. The findings of this study offer a broader perspective to evaluate the effects of long-term school closures. Implications for educational practice and issues of inequality between students are discussed.
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In het onderwijs hoeven we niet terug naar het oude ‘normaal’. Een mix van digitaal en offline onderwijs (blended leren) heeft juist veel te bieden. Het blended onderwijs is sinds de Covid-19-pandemie in een stroomversnelling gekomen. Tijdens de tweede lockdown hebben docenten meer ideeën en geven ze hun onderwijs vorm op basis van de kennis uit de eerste lockdown. De lockdown heeft in die zin veel goeds gebracht: de kracht van blended leren kwam onder de aandacht. We hebben gezien dat online en offline samen meer kunnen opleveren. Meer en beter leren voor docent en student.
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