Associations between physical activity intensity and well-being in adolescents

Elbe

Scandinavian Med Sci Sports

et al. 2020

Background The present study investigates the well‐being effects for 10‐ to 12‐year‐old children who participated in the school‐based intervention “11 for Health in Denmark,” which comprises physical activity (PA) and health education. Subgroup analyses were carried out for boys and girls. Method Three thousand sixty‐one children were randomly assigned to an intervention group (IG) or a control group (CG) by 5:1 cluster randomization by school. 2533 children (mean age 11.5 ± 0.4; 49.7% boys) were assigned to IG and 528 children (mean age 11.4 ± 0.5; 50.8% boys) were assigned to CG. IG participated in the “11 for Health in Denmark” 11‐week program, consisting of 2 × 45 min per week of football drills, small‐sided games, and health education. CG did not participate in any intervention and continued with their regular education. Before and after the intervention period, both groups answered a shortened version of the multidimensional well‐being questionnaire KIDSCREEN‐27. Results The “11 for Health in Denmark” intervention program had a positive effect on physical well‐being in girls (IG: 48.6 ± 8.5 to 50.2 ± 9.3), whereas the improvement was not significant in boys. The program also had a positive impact on well‐being scores for peers and social support (IG: 50.2 ± 10.2 to 50.8 ± 10.1), though when analyzed separately in the subgroups of boys and girls the changes were not significant. No between‐group differences were found for psychological well‐being or school environment. Conclusion The intervention program had a positive between‐group effect on physical well‐being in girls, whereas the change was not significant in boys. The overall scores for peers and social support improved during the intervention period, but no subgroup differences were found.

Section: Physical Well-beingmentioning

confidence: 98%

Section: Physical Well-beingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The “11 for Health in Denmark” intervention in 10‐ to 12‐year‐old Danish girls and boys and its effects on well‐being—A large‐scale cluster RCT

Elbe

Scandinavian Med Sci Sports

et al. 2020

“…Higher intensity activity has consistently shown to be associated with negative affect in adults [45] but there is less existing research with youth. Costigan and colleagues [46] recently found that higher levels of vigorous activity were associated with more positive affect and less negative affect in a large sample of adolescents -which appear in contrast to the data for adults. However, affect and intensity have yet to be explored in elementary-aged children.…”

Section: Discussionmentioning

confidence: 61%

Children's Enjoyment, Perceived Competency, and Moderate-to-vigorous Physical Activity During High-Intensity Interval Training in Physical Education

Burford

Gillespie

Bartholomew

et al. 2020

Preprint

Background: Little is known about children’s experience with high-intensity interval training (HIIT) during elementary school. Perceptions of enjoyment, perceived competence, and motivation are likely to drive long-term adherence and are, therefore, critical to understanding how HIIT might be implemented in this setting. The purpose of this study was to describe children’s physical activity levels, enjoyment, and perceived competency of HIIT activities within a Self-Determination Theory (SDT) framework (autonomy) in elementary school physical education (PE) classes. Methods: Participants were 402 children from a single, diverse elementary school (49.4% female, 59.6% Non-Hispanic white). Student enjoyment and perceived competency were collected following teacher- (non-autonomous) and student- led (autonomous) conditions. A sub-set of 201 children wore accelerometers to measure percent of time in moderate-to-vigorous physical activity (MVPA). This mixed factorial design was assessed through a series of repeated measures ANOVAs. Results: While children reported generally positive enjoyment and perceived competence in both condition (rating over 4.0 on a 5-point scale), children significantly enjoyed (d = 0.44) and felt more competent (d = 0.12) during the autonomous HIIT condition compared to the nonautonomous HIIT condition. In contrast, the percent of time in MPVA (d=1.09) was significantly lower in the autonomous condition. Conclusions: These data illustrate a challenging trade-off with the design of HIIT trials. Increasing autonomy through the inclusion of student choice increased enjoyment and perceived competence of HIIT, which are likely to improve adherence, but lowered physical activity intensity, which is likely to reduce impact.

Perspect Psychiatr Care

“…Research also shows that there is a positive relationship between activity and well-being and that activity reduces symptoms of depression in adolescents. 56,57 Participants under the age of 18 years use the submissive coping style less often than other age groups, suggesting that the younger the university students, the more likely they are to use effective coping styles. Moreover, doing an internship has no effect on participants' coping styles, indicating that theoretical and practical training does not help students develop new coping styles and that they resort to the submissive coping style more often as they get older and receive more education.…”

Section: Coping Styles According To Personal Characteristicsmentioning

confidence: 99%

Health sciences undergraduate students' perceived meaning of life and their coping styles

Arslantürk

Öz

2020

Purpose: The aim of this study is to determine health sciences undergraduate students' perceived meaning of life and coping styles and the correlation between them.Design and Methods: This is a descriptive study. The study sample consisted of 1160 students. Data were collected using a personal information form, the personal meaning profile (PMP), and the ways of coping inventory (WCI).Findings: Participants had the highest mean scores on PMP relationship and intimacy subscales while they had the highest and lowest mean scores on WCI self-confident coping style and submissive coping style subscales, respectively.Practice Implications: It is thought that the study will guide us in the process of vocational training of students or guidance and counseling services provided to them. K E Y W O R D S coping, health sciences students, meaning of life 1 | INTRODUCTION College life is a transition period from adolescence to adulthood in which students establish self-identity and prepare for adult life. College students, who are at a critical stage of identity development, move away from home and enter into a dynamic developmental process by meeting new people and establishing different relationships. They learn about ideologies, alternative lifestyles, and professional life, and associate new knowledge with their previous knowledge. This combination enables them to develop original identities, set goals, and give meaning to life. 1-7 The existentialist philosopher Victor E. Frankl, the founder of logotherapy, states that every individual's life has a unique meaning. 8People give meaning to life by making sense of painful and sweet experiences, and most importantly, by searching for meaning itself. 8,9 According to existentialism, if people do not search for meaning and if they do not have goals, values, and ideals, they end up feeling anxiety, which can cause isolation, feeling of emptiness, depression, suicidal thoughts, substance abuse, and so forth. 2,[8][9][10][11] College life is a time when students try to make sense of life and set goals, values, and ideals for themselves, 5 which is the basis of a harmonious, healthy, happy, and productive life. 2,8,9,12 The most important factor affecting people's reactions is the meaning they give to life. People organize and respond to environmental stimuli by defining them in patterns such as coping behaviors. 2,12 Coping refers to a variety of cognitions and behaviors used to solve problems to minimize or eliminate stress and conflict. [13][14][15] The past and present meaning of problems and the purpose of life in general play a role in the development of those cognitions and behaviors. 2,12 The fact that people ascribe meaning to problems they face also plays a key role in the development of coping styles. 9,16,17 Halama and Bakosova 2 reported that college students with high perceived meaning of life scores focus on solving problems while those with low scores tend to avoid problems, indicating that perceived meaning of life has an effect on coping styles. Although there ar...