Godin Leisure-Time Exercise Questionnaire

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doi:10.1097/00005768-199706001-00009

Cited by 241 publications

(24 citation statements)

References 10 publications

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“…Before the neuropsychological assessment, the participants were asked to give their written informed consent. After the assessment, they filled in a Finnish translation of the Edinburgh Handedness Inventory (Oldfield, 1971), the Godin Leisure-Time Exercise Questionnaire 1 (Godin and Shephard, 1997), and Behavior Rating Inventory of Executive Function–Adult Version (BRIEF-A) 2 (Roth et al, 2005). They also filled in the Beck Depression Inventory-II (BDI-II; Beck et al, 2004) at home before the pretesting in order to rule out major depressive symptoms, as well as the PK-5 Personality test 3 (Psykologien Kustannus Oy, 2007).…”

Section: Methodsmentioning

confidence: 99%

“…The whole CERAD (Welsh et al, 1994; Hänninen et al, 2010) was conducted at follow-up in order to control for possible memory deterioration 7 . Before the follow-up session, the participants were asked to give their written informed consent and after the assessment, they filled in the Godin Leisure-Time Exercise Questionnaire (Godin and Shephard, 1997), and BRIEF-A (Roth et al, 2005), as well as BDI-II (Beck et al, 2004). Motivation and alertness was also surveyed, and some questions concerning the participants' gaming/computer habits were included as well.…”

Section: Methodsmentioning

confidence: 99%

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Limited Effects of Set Shifting Training in Healthy Older Adults

Grönholm-Nyman

Soveri

Rinne

et al. 2017

Front. Aging Neurosci.

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Our ability to flexibly shift between tasks or task sets declines in older age. As this decline may have adverse effects on everyday life of elderly people, it is of interest to study whether set shifting ability can be trained, and if training effects generalize to other cognitive tasks. Here, we report a randomized controlled trial where healthy older adults trained set shifting with three different set shifting tasks. The training group (n = 17) performed adaptive set shifting training for 5 weeks with three training sessions a week (45 min/session), while the active control group (n = 16) played three different computer games for the same period. Both groups underwent extensive pre- and post-testing and a 1-year follow-up. Compared to the controls, the training group showed significant improvements on the trained tasks. Evidence for near transfer in the training group was very limited, as it was seen only on overall accuracy on an untrained computerized set shifting task. No far transfer to other cognitive functions was observed. One year later, the training group was still better on the trained tasks but the single near transfer effect had vanished. The results suggest that computerized set shifting training in the elderly shows long-lasting effects on the trained tasks but very little benefit in terms of generalization.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Limited Effects of Set Shifting Training in Healthy Older Adults

Grönholm-Nyman

Soveri

Rinne

et al. 2017

Front. Aging Neurosci.

View full text Add to dashboard Cite

show abstract

“…To mask the purpose of the game questions, these items were embedded with other lifestyle and activity questions that included the Godin Leisure-Time Exercise Questionnaire (Godin and Shephard, 1997). If not excluded based on the survey, a phone interview was conducted to check for medical and non-medical conditions that may affect neuropsychological testing.…”

Section: Methodsmentioning

confidence: 99%

Cognitive training with casual video games: points to consider

et al. 2014

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Brain training programs have proliferated in recent years, with claims that video games or computer-based tasks can broadly enhance cognitive function. However, benefits are commonly seen only in trained tasks. Assessing generalized improvement and practicality of laboratory exercises complicates interpretation and application of findings. In this study, we addressed these issues by using active control groups, training tasks that more closely resemble real-world demands and multiple tests to determine transfer of training. We examined whether casual video games can broadly improve cognition, and selected training games from a study of the relationship between game performance and cognitive abilities. A total of 209 young adults were randomized into a working memory–reasoning group, an adaptive working memory–reasoning group, an active control game group, and a no-contact control group. Before and after 15 h of training, participants completed tests of reasoning, working memory, attention, episodic memory, perceptual speed, and self-report measures of executive function, game experience, perceived improvement, knowledge of brain training research, and game play outside the laboratory. Participants improved on the training games, but transfer to untrained tasks was limited. No group showed gains in reasoning, working memory, episodic memory, or perceptual speed, but the working memory–reasoning groups improved in divided attention, with better performance in an attention-demanding game, a decreased attentional blink and smaller trail-making costs. Perceived improvements did not differ across training groups and those with low reasoning ability at baseline showed larger gains. Although there are important caveats, our study sheds light on the mixed effects in the training and transfer literature and offers a novel and potentially practical training approach. Still, more research is needed to determine the real-world benefits of computer programs such as casual games.

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“…The Godin Leisure-time Exercise Questionnaire was used to assess participants' level of strenuous, moderate, and light PA during a typical 7-day period [32]. Participants were asked to indicate the amount of PA they have engaged in the past week.…”

Section: Leisure-time Physical Activity (Ltpa)mentioning

confidence: 99%

Understanding Adolescents’ Need Support, Need Satisfaction, and Health-Related Outcomes: A Self-Determination Health Behavior Perspective

Chen

Zhang

et al. 2019

IJERPH

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School physical education (PE) as an important social context can promote adolescents' physical health and contributes to their mental health. Guided by the self-determination health behavior model, the study aimed to examine a structural mediation model to investigate the relationships among perceived need support from PE teachers, psychological need satisfaction, and adolescents' health-related outcomes. Participants were 300 adolescents (M age = 14.48; 50.3% girls) recruited from five middle schools in Shanghai, China. They completed previously validated questionnaires assessing their perceived need support from PE teachers, psychological need satisfaction, leisure time physical activity (LTPA), and health-related quality of life (HRQOL). The hypothesized model demonstrated a good fit (χ 2 /df = 3.4, p < 0.01; Root Mean Square Error of Approximation (RMSEA) = 0.09; Standardized Root Mean Square Residual (SRMR) = 0.06; Bentler-Bonett Nonnormed Fit Index (NFI)= 0.92; Comparative Fit Index (CFI) = 0.94; 90% Confidence Interval (CI) [0.07, 0.11]). The findings indicated that three basic psychological needs can be satisfied by perceived need support from PE teachers, and psychological need satisfaction was positively associated with health-related outcomes such as LTPA and HRQOL. In addition, psychological need satisfaction mediated the relationship between perceived need support from PE teachers and health-related outcomes such as LTPA and HRQOL in the present study. The findings supported the theoretical tenets of the self-determination health behavior model and its generalizability among Chinese adolescent students. increased with age during adolescence, and obesity in this population had tripled in the past three decades among Chinese adolescents [5,6].Given that adolescence is a critical period for establishing an independent healthy lifestyle, the prevalence of physical inactivity and related health problems should be addressed [7]. School physical education (PE) as an important social context not only promotes adolescents' physically active lifestyle but can also enhance other health outcomes, such as improving their health-related quality of life (HRQOL) [8][9][10]. To promote and maintain a physically active lifestyle among school-aged adolescents, it is essential to identify the relationships between social environmental factors, psychological factors, and health-related outcomes [11]. According to self-determination theory (SDT), health-related behaviors can be promoted by satisfying individuals' basic psychological needs by creating a need-supportive social environment [12].As a general theory of motivation, SDT has been highlighted as the relevant psychological energy to initiating and maintaining new health-related behaviors [12]. When three basic psychological needs are satisfied in a given domain, the individuals will move toward more autonomous self-regulation around the behaviors and self-determined motivation. SDT has also shown that need-supportive environments (such as the degree of autonomy su...

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Godin Leisure-Time Exercise Questionnaire

Cited by 241 publications

References 10 publications

Limited Effects of Set Shifting Training in Healthy Older Adults

Limited Effects of Set Shifting Training in Healthy Older Adults

Cognitive training with casual video games: points to consider

Understanding Adolescents’ Need Support, Need Satisfaction, and Health-Related Outcomes: A Self-Determination Health Behavior Perspective

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