Background The cognitive benefits of breastfeeding are widely recognized; however, its effects on brain development and later academic skills require further examination. This study aimed to examine the longitudinal relations between breastmilk feeding, neurophysiological changes, and early academic skills.

Methods
In the Growing Up in Singapore Towards healthy Outcomes (GUSTO) birth cohort, breastmilk feeding practices were collected every 3 months from 3 weeks to 18 months postpartum. Resting electroencephalography (EEG) was recorded at 18 months and power spectral density was derived. The outcomes were a set of early academic assessments administered at age 4 (n = 810). Structural equation modelling was used to investigate EEG power as a mediator between breastmilk duration and early academic skills.

Results
Breastmilk feeding for ≥12 months was associated with better general knowledge, numeracy, and language at age 4 compared to shorter durations of breastmilk feeding (Cohen's d: 1.53–17.44). Linear regression showed that breastmilk duration was negatively and positively associated with low- (i.e., delta, theta) and high-frequency power (i.e., gamma), respectively (Cohen's f2: 0.03–0.09). After adjusting for demographic and child baseline covariates, a decrease in absolute and relative delta, as well as absolute theta was associated with better general knowledge and numeracy (Cohen's f2: 0.31–0.42). Relative delta power provided an indirect path between breastmilk duration and early academic skills (x2: 18.390, p = 0.010; CFI: 0.978; TLI: 0.954; RMSEA: 0.040).

Conclusions
Extended breastmilk feeding is associated with reduced low-frequency power and better early academic skills, suggesting benefits to brain development. Additional research to confirm this finding is warranted.

The ability of youth sport coaches to intentionally teach athletes values is often recognised as a critical pursuit throughout youth sport research. However, as coach education programmes and coach development systems seek to enhance the knowledge and skills of coaches, there is a need to investigate the effects that these initiatives have on coaching practices. The purpose of this multi-methods study was to investigate the effectiveness and perceived benefits of the Values and Principles in Sport (VPS) coach education course, specifically regarding values-driven coaching practices. Twenty-seven coaches and athletes from their teams (n = 85) participated in the study. Fourteen coaches attended the VPS course, which aimed to equip coaches with knowledge and skills for promoting values-driven coaching practices. Among this group, quantitative data were collected using a coach-centric systematic observation tool and an athlete survey, while qualitative data were collected through individual interviews with coaches and focus groups with athletes. Additionally, the 13 coaches who did not attend the VPS course – as well as athletes from their teams – were included in a control group and completed the quantitative measures. Quantitative results that are related to teaching values suggest that coaches who attended the VPS course did not perform better than those in the control group. However, the course did impact coaching style, suggesting high inter-individual differences in coaching styles (i.e., reserved, average, engaging, purposeful, and VPS-active). Qualitative results highlight that, among coaches who attended the VPS course, the course contributed to understanding and awareness related to teaching values in sport and the transfer of values outside of sport. Taken together, the study underscores the value of incorporating practical components in designing a VPS course, as well as the potential for individualising coach development pathways based on coaching style.

The provision of eye care services faces global challenges due to ageing populations and a shortage of trained eye care personnel. The World Health Organisation Eye Care Competency Framework provides a set of competencies that may be used for workforce planning and the development of an eye care workforce. Using a backward design, we mapped the Eye Care Competency Framework against established curricula. It was found that this was a useful framework for novice program designers to refer to when planning programs and may be beneficial in standardising programs to ensure a minimum standard is met.

The influence of teachers' guides (TGs) as an essential curriculum resource supporting instruction, professional development, and reflection among teachers has been well studied. However, there is scarce research on the design transparency of TGs whereby the intentions of curriculum designers are made explicit and accessible. To fill this gap, we conducted a comparative study of high-school chemistry TGs across four common topics in China and Korea to analyse the categories, frequencies and depth of supports found within them, specifically in terms of their (i) design rationales, (ii) storyline and (iii) other transparency supports. The results showed that their TGs exhibited more similarities than differences and placed the highest emphasis on explaining teaching methods which accounted for around half of their content. Another emphasis was on communicating rationales with the highest proportion of support devoted to explaining course objectives and the purpose of an activity. Nonetheless, storyline design transparency supports (especially concerning interdisciplinary connections) were severely lacking. These results hold implications for the development of more effective TGs for chemistry instruction in terms of explicitly stating rationales behind pedagogy and activities (i.e. “the why”), pointing out learning difficulties and use of representations by students, interdisciplinary teaching and implementing differentiated instruction among other supports.

Background Poor mood states pose the most frequent mental health, creating a considerable burden to global public health. Sedentary behavior is an essential factor affecting mood states, however, previous measures to reduce sedentary time in Chinese young adults have focused only on increasing physical activity (PA). Sedentary, PA, and sleep make up a person’s day from the standpoint of time use. It is not known whether reallocating sedentary time to different types of PA (e.g. daily PA and structured PA) or sleep during an epidemic has an effect on mood states. Therefore, this study aimed to examine the association between replacing sedentary time with different types of PA or sleep during the pandemic and the mood states of Chinese young adults and to further examine whether this association varies across sleep populations and units of replacement time.

Method
3,579 young adults aged 18 to 25 years living in China and self-isolating at home during the COVID-19 outbreak were invited to complete an online questionnaire between February from 23 to 29, 2020. Subjects’ PA, sedentary time, and mood states were assessed using the International Physical Activity Questionnaire and the Chinese version of the Profile of Mood States, respectively. Participants also reported sleep duration and some sociodemographic characteristics. Participants were divided into short sleepers (< 7 h/d), normal sleepers (7–9 h/d), and long sleepers (> 9 h/d) based upon their reported sleep duration. Relevant data were analyzed using Pearson correlation analysis and isotemporal substitution model (ISM).

Results
Sedentary time was negatively associated with mood states in Chinese young adults during the pandemic (r = 0.140) and correlated strongest among short sleepers (r = 0.203). Substitution of sedentary time with structured PA was associated with good mood states (β=-0.28, 95% CI: -0.49, -0.08). Additionally, substituting sedentary time with daily PA (e.g. occupational PA, household PA) was also associated with good mood states among normal sleepers (β=-0.24, 95% CI: -0.46, -0.02). The substitution of sedentary time with sleep could bring mood benefits (β=-0.35, 95% CI: -0.47, -0.23). This benefit was particularly prominent among short sleepers. Furthermore, for long sleepers, replacing sedentary time with sleep time also resulted in significant mood benefits (β=-0.41, 95% CI: -0.69, -0.12). The longer the duration of replacing sedentary behavior with different types of PA or sleep, the greater the mood benefits.

Conclusions
A reallocation of as little as 10 min/day of sedentary time to different types of PA or sleep is beneficial for the mood states of young adults. The longer the reallocation, the greater the benefit. Our results demonstrate a feasible and practical behavior alternative for improving mood states of Chinese young adults.

Background Burnout is a pervasive issue among medical students, exhibiting a high prevalence that jeopardizes their academic success and may also predispose them to more severe affective disorders such as depression. This study aims to explore the complex relationships between psychological capital (PsyCap), general social support, educational satisfaction, and burnout, and how these factors collectively influence dropout intentions.

Methods
A non-probabilistic convenience sample was collected through an online survey from first- and second-year medical students at a Faculty of Medicine in Portugal. The survey employed psychometric instruments to measure burnout (BAT-12), social support (F-SozU K-6), PsyCap (CPC-12R), satisfaction with education, and dropout intentions (Screening Instrument for Students At-Risk of Dropping Out). Structural equation modeling was applied to analyze the data from 351 participants.

Results
The model demonstrated a significant positive association between burnout and dropout intentions ( = 0.37; p < 0.001), underscoring burnout as a direct correlate of dropout intentions alongside educational satisfaction ( = −0.25; p = 0.003) and PsyCap ( = −0.22; p = 0.005). Higher social support is associated with reduced burnout ( = −0.28; p < 0.001) and increased educational satisfaction ( = 0.22; p = 0.002).

Limitations
The non-probabilistic sampling method prevents the generalization of the findings. The cross-sectional data do not permit the inference of temporal relationships between the studied variables.

Conclusions
These findings emphasize the importance that burnout may have on dropout intentions, and contribute to the understanding of affective syndromes such as burnout in educational settings.