The impact of social influence on physical activity among adolescents – a longitudinal study

Abstract

Objectives: The purpose of the current study was to examine the impact of social support and negative social influence from various contexts on adolescents' current and intended physical activity (C&IPA) two years later. In addition, social influence related to C&IPA at baseline (16–17 years old) is compared to follow-up (18–19 years old). Methods: Questionnaire data was obtained from 404 students at the age of 16–17 and again at the age of 18–19. Relationships among variables were examined with structural equation modelling (SEM). Results: Social influence experienced by high-school students at 16–17 years of age had a direct suppressing effect and an indirect positive effect on their C&IPA two years later. Social support for physical activity was more complex and related to positive as well as negative relations at the age of 16–17 compared to two years later. Conclusions: The results imply that social support to adolescents should be offered over a longer period of time, with increased focus on its significance as a link from an initially external regulation to a more internal regulation of physical activity as students get older. Closer examination of maintaining, pro-activating and intervening effects of social support could enhance our understanding of direct and indirect effects of social support on physical activity.     

Relieving the pressure? The role of physical activity in the relationship between school-related stress and adolescent health complaints

The present study includes a Norwegian sample of 15-year-old students (N = 1,670) and is part of a World Health Organization cross-national survey, Health Behavior in School-Aged Children (Currie, 1998). The objective was to examine the relationship between school-related stress, leisure time physical activity, and adolescent health complaints. Physical activity was also examined as a moderating variable in the relationship between school-related stress and health complaints. The results showed that high levels of complaints were associated in a linear relationship with high levels of school-related stress and low levels of leisure time physical activity. Reports of complaints were more closely related to stress for adolescents with low levels of physical activity; thus, physical activity seems to moderate the relationship between school-related stress and health complaints.     

Associations between physical activity and health-related fitness – volume versus pattern

Approximately 3.2 million people die of non-communicable diseases (NCD) each year due to insufficient physical activity. Physical activity guidelines are possibly perceived as too demanding and might thus pose a barrier. We addressed the question if a more stable physical activity pattern is associated with higher levels of health-related fitness than one with high and low intensities, regardless of the physical activity level (PAL). Physical activity was objectively measured in 296 men and women (53.7 ± 8.94 years) with the SenseWear Pro Armband^®. Using this data, the PAL and a Gini index were calculated to report the physical activity pattern. Health-related fitness was expressed as a fitness index. PAL was weakly correlated to health-related fitness (r = 0.38, P < .0001). The Gini index was also weakly correlated to the fitness index (r = 0.23, P < .0001). Results of the ANCOVA showed that participants in the first quartile of PAL always scored significantly lower for health-related fitness than participants in quartile four, after adjustment for the Gini index. These results suggest that as long as the volume of physical activity is high, health-related fitness will be high as well, independent of the physical activity pattern or variability in intensities throughout the day.     

The relationship between adolescents’ physical activity,fundamental movement skills and weight status

The aim of this study was to determine if a potential relationship among physical activity (PA), fundamental movement skills and weight status exists amongst early adolescent youth. Participants were a sample of 85 students; 54 boys (mean age = 12.94 ± 0.33 years) and 31 girls (mean age = 12.75 ± 0.43 years). Data gathered during physical education class included PA (accelerometry), fundamental movement skills and anthropometric measurements. Standard multiple regression revealed that PA and total fundamental movement skill proficiency scores explained 16.5% (P < 0.001) of the variance in the prediction of body mass index. Chi-square tests for independence further indicated that compared with overweight or obese adolescents, a significantly higher proportion of adolescents classified as normal weight achieved mastery/near-mastery in fundamental movement skills. Results from the current investigation indicate that weight status is an important correlate of fundamental movement skill proficiency during adolescence. Aligned with most recent research, school- and community-based programmes that include developmentally structured learning experiences delivered by specialists can significantly improve fundamental movement skill proficiency in youth.     

Does light-intensity physical activity moderate the relationship between sitting time and adiposity markers in adolescents?

Background:While the relationship between sedentary time and adiposity markers may be independent of moderate-to-vigorous intensity physical activity(MVPA) among adolescents,little is known about the role of light-intensity physical activity(LIPA) in this relationship.The aim of this cross-sectional study was to examine whether device-measured LIPA and MVPA moderate the associations between objectively measured sitting time and adiposity markers(body mass index(BMI)) and waist circumference(WC))...     

The importance of cohesion and enjoyment for the fitness improvement of 8–10-year-old children participating in a team and individual sport school-based physical activity intervention

This study investigates the enjoyment and cohesion of school children participating in a school-based high-intensity physical activity (PA) intervention. Both enjoyment and cohesion have been found to be important factors for adherence to regular physical and sport activity, an important outcome of PA interventions. The sample consisted of 300 pupils (mean age: 9.3 years; 52.7% female) assigned to a team sport intervention, an individual sport intervention, or a control group for 10 months. The Physical Activity Enjoyment Scale and Youth Sport Environment Questionnaire were used to measure enjoyment and cohesion. The Yo-Yo IR1C test determined fitness improvements. Results showed that enjoyment and cohesion (social) measured at the beginning of the intervention significantly predict fitness improvements achieved after 10 months. No differing developmental effects over time could be found in the intervention groups with regard to cohesion and enjoyment when comparing them to the control group. However, enjoyment and cohesion (social) significantly decreased in the groups that performed individual sports. Team sports seem to be more advantageous for the development of enjoyment and cohesion, which are both factors that positively impact the health outcomes of the intervention.     

Independent and joint associations of physical activity and fitness with fibromyalgia symptoms and severity: The al-Ándalus project

We examined independent and joint associations of objectively measured physical activity (PA) and physical fitness (PF) with pain, fatigue and the overall impact of fibromyalgia in 386 fibromyalgia women aged 51.2 ± 7.6 years. Levels of PA (light, moderate and vigorous) and PF were measured with triaxial accelerometry and the Senior Fitness Test, respectively. We used the Short-Form health survey-36 pain sub-scale and the Multidimensional Fatigue Inventory to assess pain and multiple dimensions of fatigue, respectively. The impact of fibromyalgia was studied with the Revised Fibromyalgia Impact Questionnaire (FIQR). Both, total PA and global PF were independently associated with pain pressure threshold, SF-36 pain, reduced activity, reduced motivation and FIQR total score (all, P ≤ 0.027). The associations between total PA and symptoms were weaker than those observed between global PF and symptoms. Overall, unfit patients with low PA showed a worse profile that fit patients with high PA (all, P ≤ 0.001). In summary, PA and PF are independently associated with pain, fatigue and the overall impact of fibromyalgia in women. Although PF presented greater associations with symptoms, the results suggest that both being physically active and keep adequate fitness levels might be convenient for fibromyalgia women.     

Young people’s knowledge and understanding of health,fitness and physical activity: issues,divides and dilemmas

Critical discourse analysis was used to explore and discuss data on young people’s knowledge and understanding of health, fitness and physical activity, selected from a wider study which focused on the role of secondary schools in effectively promoting physical activity. A mixed methods approach was utilised, involving an online survey to teachers in all state secondary schools in the UK (n?=?603 responding schools) and case studies centred on eight randomly selected state secondary schools from nine Government regions across England. Within each case study school, teacher interviews and pupil focus groups were conducted involving 17 teachers and 132 children aged 12–15 years, respectively. The healthism discourse was evident in the way young people talked about health, fitness and physical activity and two key themes emerged, these being: (i) issues with young people’s knowledge and understanding of health, fitness and physical activity in the form of reductive, limited and limiting conceptions; conceptual confusion; a preoccupation with appearance, weight, fat, shape and size; limited progression in learning; and complexities in understandings; and (ii) divides between young people’s health knowledge and health behaviour, and dilemmas underpinning these divides. Improved understanding of issues with young people’s knowledge and understanding of health, fitness and physical activity and of divides and dilemmas regarding associated behaviours should assist in developing critical pedagogies which challenge the dominance and stability of the healthism discourse and more effectively promote healthy, active lifestyles amongst young people.     

What are the contributory and compensatory relationships between physical education and physical activity in children?

Limited data are available on the contributory and compensatory relationships between physical education and physical activity in children. Four hundred eighty-five (280 girls) children in first through sixth grades wore sealed pedometers during waking hours, including normally scheduled physical education lessons. The least, moderately, and most active children accumulated approximately 1700, 1100, and 2500 more steps/day, respectively, on school days with physical education. No compensatory increases in physical activity were found on school days that did not offer physical education. The implications of the contributory relationship are highlighted by the evidence that 50% of the least active children were at risk for overweight or overweight and that no compensatory increases in physical activity were found on school days when physical education classes were not scheduled.     

Exploring the relation between physical activity and health—a salutogenic approach to physical education

This article takes a point of departure in the debate whether physical education should consider a limited or an increased commitment towards public health goals and a public health agenda. The article further discusses the relationship between physical activity and health, and the perspective of health in physical education. This is done through a critique of the dominance of a pathogenic perspective of health, as well as through a salutogenic approach regarding health as a process. A salutogenic approach makes, as suggested in the article, other questions—salutogenic questions—possible. In this sense, physical activity and movement can be regarded as something more than mere protection against disease or overweight, and by posing salutogenic questions we can enrich our understanding of the relation between physical activity and health, and in consequence richness to the perspective of health in physical education. With a salutogenic approach, the pupils’ unique and common experiences of health, movement, body ideals or outdoor-life can meet a wider perspective of health. This would facilitate a health perspective in physical education that draws attention to the qualities, abilities and knowledge that pupils can develop, and, in the name of learning health, point the way to the possible contribution of physical education in pupils’ health development in terms of how physical education can enrich their lives, strengthen them as healthy citizens and contribute to a sustainable (health) development.     

Impact of a pedometer-based goal-setting intervention on children’s motivation,motor competence,and physical activity in physical education

Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children’s motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children’s motivation in PE, motor competence, and physical activity.

Methods: A pretest–posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys?=?136, girls?=?137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N?=?110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N?=?90), or (3) a control group without intervention (N?=?73).

Analysis/results: The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528)?=?12.954, p?Post hoc analyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p?Conclusions: Health practitioners should be aware that goal-directed action can contribute to school students’ PE-related achievement motivation, motor competence, and achieving the recommended 60?min of moderate-to-vigorous physical activity.     

Sport,physical activity and educational achievement – towards an explanatory model

Sport and other forms of physical activities have traditionally held an ambiguous place within schooling, often being pushed to the margins. At the same time, there is a consensus that such activities are necessary for the healthy development of young people. This was proven during the second half of the last century, representing a revolution in the understanding of health. Recent developments in neurology, psychology and related sciences hint at a second revolution in which a strict distinction between mind and body has become redundant. This article examines the case that sport and physical activity can make distinctive contributions to educational achievement, and a host of wider benefits. Focusing on cognitive functioning, psychosocial development, school engagement and general educational attainment, the article reviews the available evidence and concludes that there is sufficient reason to believe that sports and physical activity can make useful contributions to educational achievement.     

The exercise effect on psychological well-being in older adults—a systematic review of longitudinal studies

The aim of this systematic review was to investigate the longitudinal relationship between physical activity (PA) and the psychological domains of well-being in older adults and to identify possible moderators and mediators of this relationship. Twelve longitudinal investigations were included in this review. The results indicate that there seems to be a positive association between PA and psychological well-being over time. Thus PA may be one possible individual lifestyle factor for the long-term promotion of psychological well-being in older adults. Especially leisure time PA at light intensities conducted in group settings was identified to be beneficial for promoting psychological well-being. Furthermore, longitudinal results indicated that self-efficacy, self-esteem, affect, optimism, and pre-interventional motivation moderated/mediated the relationship between PA and psychological well-being in older adults.     

Perceived body size versus healthy body size and physical activity among adolescents – Results of a national survey

Abstract

This study examined whether body perception (BP) and body satisfaction (BS) among adolescents correspond with healthy body size criteria as recommended by various world health authorities, and assessed the relationships between BP and BS and physical activity (PA) among adolescents. Participants included 6274 Israeli boys and girls from grades 7–12 who took part in the first Israeli Health and Nutrition Youth survey. Data regarding their BP and BS, body mass index (BMI) and PA were gathered. Among the overweight and obese participants, 66.4% and 40.6% of the boys, respectively, and 46.7% and 26.1% of the girls, respectively, perceived their body shape and size as satisfactory (OK). Another important finding was that overweight and obese girls were three times more active than underweight girls, and the highest per cent of active boys appeared among the overweight boys or those who perceived themselves as fat. Regression analyses revealed that BMI, gender and age accounted for 29.8% of the variance in participants' BP; BMI, gender and age accounted for 22.1% of BS variance, and PA was not related to either BP or BS. In conclusion, adolescents do not perceive their body according to healthy body size criteria recommended by various world health authorities. In addition, PA as a variable does not explain body image. Therefore, increasing body awareness seems to be a fundamental step in programs that aim to reduce obesity.     

Physiological load associated with a Zumba® fitness workout: a comparison pilot study between classes and a DVD

The objectives were to compare the metabolic load elicited by Zumba^® classes and DVD workouts and link the physiological responses to participants’ psychological characteristics. Fifteen women (25.4 ± 4.3 years old; 164.9 ± 5.1 cm; 56.9 ± 5.8 kg; 23.9 ± 4.9% body fat) performed three Zumba^® classes and three Zumba^® DVD workouts using a repeated measure design. Energy expenditure was assessed by extrapolating oxygen cost from heart rate (HR) using regressions from a preliminary incremental running test. Differences between Zumba^® classes and Zumba^® DVD workouts were assessed by Student’s T tests and repeated measures analysis of variance and correlations between physiological and psychological variables by the Pearson’s coefficient. Results showed that Zumba^® classes allowed greater energy expenditure compared to Zumba^® DVD workouts (6.8 ± 0.9 vs 5.6 ± 0.9 kcal · min^?1, 95% confidence interval (CI) limits: 0.3–2.1, P = 0.016), with significant differences in the time spent with a HR above 85% of HR reserve (14.7 vs 1.7%, 95% CI: 5.6–20.4, P = 0.021). Furthermore, women with a greater autonomy score showed a smaller difference between DVD and class (r = 0.511, P = 0.048), while greater differences were shown in women with greater interpersonal skills (r = ?0.563, P = 0.028). The results suggest that while both types of workouts are suitable to maintain fitness Zumba^® classes allow greater energy expenditure.     

Sport disciplines,types of sports,and waist circumference in young adulthood – a population-based twin study

Purpose: The benefits of physical activity (PA) in preventing abdominal obesity are well recognized, but the role of different sport disciplines remains open. We aimed, therefore, to investigate how participation in different sport disciplines, and the number and types of sports engaged in are associated with waist circumference (WC) in young adulthood. Methods: This population-based cohort study comprised 4027 Finnish twin individuals (1874 men), with a mean age of 34 y (32–37), who answered a survey, including self-measured WC. We extracted the number and identified the types (aerobic, power, and mixed) of the different sport disciplines respondents reported participating in. Results: The number of sport disciplines participated in was inversely associated with WC, the linear decrease averaging 1.38?cm (95% CI 1.10–1.65) per each additional sport discipline. The result persisted after adjustment for the main covariates, such as volume of PA and diet quality. Among dizygotic twin pairs discordant for sports participation (0–2 vs. 5 or more disciplines), the mean within-pair difference in WC was 4.8?cm (95% CI 0.4–9.1) for men and 11.2?cm (95% CI 4.4–18.0) for women; among discordant monozygotic pairs, no differences were observed. In men, all three types of sports were individually associated with smaller WC, while in women, only mixed and power sports showed this association. Conclusions: Participation in several sport disciplines and sport types was associated with smaller WC among young adults in their mid-30s. Shared genetic background may explain some of the associations.     

The translation of preschoolers’ physical activity guidelines into a daily step count target

This study aimed at translating the physical activity (PA) guideline (180 min of total PA per day) into a step count target in preschoolers. 535 Flemish preschoolers (mean age: 4.41 ± 0.58) wore an ActiGraph accelerometer (GT1M, GT3X and GT3X+) – with activated step count function – for four consecutive days. The step count target was calculated from the accelerometer output using a regression equation, applying four different cut-points for light-to-vigorous PA: Pate, Evenson, Reilly, and Van Cauwenberghe. The present analysis showed that 180 min of total PA per day is equivalent to the following step count targets: 5,274 steps/day using the Pate cut-point, 4,653 steps/day using the Evenson cut-point, 11,379 steps/day using the Reilly cut-point and 13,326 steps/day using the Van Cauwenberghe cut-point. Future studies should focus on achieving consensus on which cut-points to use in preschoolers before a definite step count target in preschoolers can be proposed. Until then, we propose to use a provisional step count target of 11,500 steps/day as this step count target is attainable, realistic and helpful in promoting preschoolers’ PA.     

Listening to students’ silences – a case study examining students’ participation and non-participation in physical education

Background: For years researchers have been engaged in revealing the impact of the hidden curriculum in physical education (PE) on students’ participation and non-participation. The hidden PE curriculum encompasses the knowledge, the relations, the assumptions, the norms and the beliefs that students unconsciously and unintentionally learn through the process of education. As the hidden curriculum reinforces particular values and attitudes among students in a very subtle and often unnoticed fashion, it limits students’ possibilities for becoming aware of, and thus reporting, how the tacit messages communicated through the hidden curriculum impact on their position of participation and non-participation. Thus, in this article, we argue that examining students’ silences, that is the things students do not voice, is significant for the understanding of the impact of the hidden curriculum on students’ participation and non-participation in PE.

Purposes: In this article, we aim to develop insight into students’ silences in order to elucidate how aspects of the hidden curriculum serve to reinforce some students’ non-participation in PE. Much attention has been devoted to particular values and attitudes unintentionally transmitted by teachers in PE. However, in this article, we examine how the everyday exchanges between the students themselves may also convey a hidden set of meanings, that impact on students’ actual experiences of the PE curriculum, and thus mitigate the intended effects of students’ participation.

Research design: The backdrop for this article is a single-case study carried out in a multi-ethnic and co-educational secondary school in Denmark from January to December 2014. The article draws on material collected through focus group interviews with 7th grade students (including participant-diagrams filled out by students) along with observations of their PE classes. The observations took place once a week throughout the whole calendar year.

Findings: In the article, we point to students’ intentional silences that are highly reflective of the normative expectations negotiated within the peer group. In addition, we show that the pressures toward social conformity have a direct impact on the positions of non-participation intentionally taken up by some of the less socially respected students in PE. These students were highly aware that how they behaved in PE and what they voiced in the interviews might have consequences for their peer group connections within PE and for their social reputation among peers outside of PE. In addition, we add to the current literature on student silence by pointing to a category of non-privileged silences. These silences revealed that a minor group of students were not aware of or had not recognized their position as non-participants in PE. Moreover, they appeared unable to imagine that things could be different and to voice a desire for change.

Conclusions: We argue that our findings reveal critical aspects of students’ non-participation that would be difficult to access if we did not listen to, hear and attempt to understand students’ silences. In order to extend the knowledge base on students’ participation and non-participation in PE, we hope that this article may also encourage other researchers to let students’ silences breathe and speak.