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1.
BackgroundThe School Wellness Integration Targeting Child Health (SWITCH) intervention has demonstrated feasibility as an implementation approach to help schools facilitate changes in students’ physical activity (PA), sedentary screen time (SST), and dietary intake (DI). This study evaluated the comparative effectiveness of enhanced (individualized) implementation and standard (group-based) implementation.MethodsTwenty-two Iowa elementary schools participated, with each receiving standardized training (wellness conference and webinars). Schools were matched within region and randomized to receive either individualized or group implementation support. The PA, SST, and DI outcomes of 1097 students were assessed at pre- and post-intervention periods using the Youth Activity Profile. Linear mixed models evaluated differential change in outcomes by condition, for comparative effectiveness, and by gender.ResultsBoth implementation conditions led to significant improvements in PA and SST over time (p < 0.01), but DI did not improve commensurately (p value range: 0.02?0.05). There were no differential changes between the group and individualized conditions for PA (p = 0.51), SST (p = 0.19), or DI (p = 0.73). There were no differential effects by gender (i.e., non-significant condition-by-gender interactions) for PA (pfor interaction = 0.86), SST (pfor interaction = 0.46), or DI (pfor interaction = 0.15). Effect sizes for both conditions equated to approximately 6 min more PA per day and approximately 3 min less sedentary time.ConclusionThe observed lack of difference in outcomes suggests that group implementation of SWITCH is equally effective as individualized implementation for building capacity in school wellness programming. Similarly, the lack of interaction by gender suggests that SWITCH can be beneficial for both boys and girls. Additional research is needed to understand the school-level factors that influence implementation (and outcomes) of SWITCH.  相似文献   

2.
Abstract

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using multiple regression analyses we accounted for 12% of the variance in PA and 13-21% of the variance in fitness. The best predictors of PA were barrier self-efficacy, classmate social support, and gender; whereas, only gender predicted fitness. The results affirmed the importance of barrier self-efficacy and gender differences. Our findings regarding classmate social support are some of the first to illuminate the importance of school-specific peers in promoting PA.  相似文献   

3.
BackgroundIncreasing caloric expenditure in physical education is considered an effective school-based approach to addressing the child obesity epidemic. This study was designed to determine synergistic influences of student characteristics and lesson factors on caloric expenditure in elementary and middle school physical education.MethodsThe study used a multi-level design. Level-1 factors included personal characteristics: age, gender, and body mass index. Level-2 factors included lesson length, content, and school level. Based on the Center for Disease Control and Prevention age–gender adjusted growth chart, students in 87 classes from 14 elementary and 15 middle schools were pre-screened into “Overweight”, “Healthy weight”, or “Thin” groups. One boy and one girl were randomly selected from each group in each class as data providers (264 elementary and 294 middle school students). Caloric expenditure was measured in 243 physical education lessons using accelerometers.ResultsAnalysis of variance revealed and hierarchical linear modeling confirmed separate age by body mass index, age by gender, and content by lesson–length interaction effects, suggesting that the personal and lesson factors influenced caloric expenditure independently. Older male and heavier students burned more calories in all lessons. Students burned more calories in 45–60 min sport skill or fitness lessons than in shorter (30 min) or longer (75–90 min) game or multi-activity lessons.ConclusionsThe hypothesized cross-level interaction was not observed in the data. Caloric expenditure can be optimized in 45–60 min sport skill or fitness development lessons. It can be recommended that schools adopt 45–60 min lesson length and provide skill and fitness development tasks in physical education to maximize caloric expenditure.  相似文献   

4.
Abstract

The purpose of this study was to determine the variables related to the successful least restrictive placement of students with disabilities into physical education classes. Subjects were 470 school building representatives and 62 adapted physical education professors throughout the nation. Confidence interval estimates (95%) of school building data correlated highest on relative importance with university census data on 8 of 37 total variables: motor ability test scores, developmental scale scores, reaching individualized education program instructional objectives, special education teacher recommendation, regular physical educator recommendation, activity offerings, classroom physical accessibility, and safety considerations. These represent those variables that should be used in some “best practices” combination by school personnel in making decisions regarding relevant students' class placement within physical education least restrictive environment alternatives. In addition, staff recommendation category variables were considered more important than test score, student related, class related, and administrative category variables.  相似文献   

5.
Abstract

The purpose of this study was to identify correlates of physical activity behavior in a sample of rural, predominantly African American youth. Three hundred sixty-one fifth-grade students from two rural counties in South Carolina (69% African American, median age = 11 years) completed a questionnaire designed to measure beliefs and social influences regarding physical activity, physical activity self-efficacy, perceived physical activity habits of family members and friends, and access to exercise and fitness equipment at home. After school physical activity and television watching were assessed using the Previous Day Physical Activity Recall (PDPAR). Students were classified as physically active according to a moderate physical activity standard: two or more 30-min blocks at an intensity of 3 METs (metabolic equivalents) or greater, and a vigorous physical activity standard: one or more 30-min blocks at an intensity of 6 METs or greater. According to the moderate physical activity standard, 34.9% of students were classified as low-active. Multivariate analysis revealed age, gender, television watching, and exercise equipment at home to be significant correlates of low activity status. According to the vigorous physical activity standard, 32.1% of the students were classified as low-active. Multivariate analysis revealed age, gender, television watching, and self-efficacy with respect to seeking support for physical activity to be significant correlates of low activity status. In summary, gender and the amount of television watching were found to be the most important correlates of physical activity in rural, predominantly African American youth.  相似文献   

6.
Abstract

In both the physical and academic domains interest has recently grown regarding developmental change in children's perceptions of competence. Recent advances in statistical methodology, such as latent growth modeling, enable the researcher to analyze developmental trends from both an inter- and intraindividual perspective, thus serving to increase our understanding of correlates of change in perceived competence. Using latent growth modeling, the purpose of the present study was to investigate developmental change in children's perceived competence at physical skills, examining maturational factors and chronological age as possible correlates of change. Subjects were male adolescents (N = 94). Data were collected during the child's sixth, eighth, and ninth grade school years. Results revealed a good fit for the hypothesized model, which specified mean level changes in the variables over time and an interrelationship among the latent chronometric common factors. Although a significant relationship existed between maturation and perceived competence, no significant relationship was evident between chronological age and perceived competence. Findings are discussed with particular reference to the utility of latent growth curve models for assessing developmental processes at both the inter- and intraindividual level.  相似文献   

7.
PurposeTo evaluate the potential of a year-round school calendar (180-day school year distributed across 12 months) as an intervention compared to a traditional school calendar (180-day school year distributed across 9 months) for mitigating children's weight gain and fitness loss via a natural experiment.MethodsHeight, weight, and cardiorespiratory fitness (CRF) (i.e., Fitnessgram Progressive Aerobic Cardiovascular Endurance Run) were measured in children (5–12 years old) in 3 schools (2 traditional, 1 year-round, n = 990 students, age = 8.6 ± 2.4 years, 53.1% male, 68.9% African American) from 1 school district. Structure (represented by the presence of a school day) was the independent variable. Changes in body mass index (BMI), age- and sex-specific BMI z-scores (zBMI), BMI percentile, percent of overweight or obese children, and CRF (Progressive Aerobic Cardiovascular Endurance Run laps completed) were assessed for summer 2017 (May–August 2017), school year 2017/2018 (August 2017–May 2018), and summer 2018 (May–August 2018). Primary analyses examined the overall change in weight and CRF from summer 2017 until summer 2018 via multilevel mixed effects regression, with group (traditional vs. year-round calendar), time, and a group-by-time interaction as the independent variables. Secondary regression analyses estimated differences in change within and between groups during each time period, separately.ResultsYear-round students gained less BMI (difference in ∆ = –0.44, 95% confidence interval (CI): –0.67 to –0.03) and less CRF (difference in ∆ = –1.92, 95%CI: –3.56 to –0.28) than students attending a traditional school overall. Compared with traditional students, during both summers, year-round students gained less BMI (summer 2017 difference in ∆ = –0.15, 95%CI: –0.21 to –0.08; summer 2018 difference in ∆ = –0.16, 95%CI: –0.24 to –0.07) and zBMI (summer 2017 difference in ∆ = –0.032, 95%CI: –0.050 to –0.010; summer 2018 difference in ∆ = –0.033, 95%CI: –0.056 to –0.009), and increased CRF (summer 2017 difference in ∆ = 0.40, 95%CI: 0.02–0.85; summer 2018 difference in ∆ = 0.23, 95%CI: –0.25 to 0.74). However, the opposite was observed for the school year, with traditional students gaining less BMI and zBMI and increasing CRF compared with year-round students (difference in BMI ∆ = 0.05, 95%CI: 0.03–0.07; difference in zBMI ∆ = 0.012, 95%CI: 0.005–0.019; difference in Progressive Aerobic Cardiovascular Endurance Run laps ∆ = –0.43, 95%CI: –0.58 to –0.28).ConclusionThe year-round school calendar had a small beneficial impact on children's weight status but not CRF. It is unclear if this benefit to children's weight would be maintained because gains made in the summer were largely erased during the school year. Trajectories of weight and CRF gain/loss were consistent with the structured days hypothesis.  相似文献   

8.
Abstract

The purpose of this study was twofold: (a) to replicate previous studies in which selected demographic and socioeconomic factors were examined as influences on socialization into youth sport and (b) to extend previous research by analyzing the effects of parental influence on involvement in and motivations toward sport. The range of focus in this study was from the time of the subjects' first encounter with organized sport through the senior year of high school. Data were obtained from direct administration of the questionnaire to twelfth-grade students in four Jackson, Mississippi, high schools. Regression analysis revealed that significant independent variables accounted for nearly 26% of the variance in sport involvement in one setting and nearly 10% of the variance in motivations toward involvement in sport and recreational activities. Subjects' gender, their fathers' past athletic experiences, and mothers' educational levels were the most influential independent variables. Influences varied between school sports and out-of-school sports and over the sports career of subjects.  相似文献   

9.
Abstract

Most research on the correlates of sport involvement has utilized male samples. The present study focuses on a sample of high school girl gymnasts, basketball players, track participants, and a control group of nonathletes. The correlates of participation investigated include familial factors, peers, teachers and coaches' encouragement to participate in sports, and the social psychological variables of perceived femininity, self-reported athletic ability, and body image. The findings indicate that socialization into sport begins in childhood and continues into high school with considerable encouragement from significant others. The basketball players reported somewhat less encouragement and tend to see themselves as less feminine than the other athletes. Athletes had higher self-perceptions of athletic ability than the nonathletes. The athletes' perceptions of their body image were generally more positive than the nonathletes. This latter finding suggests a reduction of stigma formerly associated with female involvement in sport.  相似文献   

10.
ObjectiveThis cross-sectional study examined environmental correlates of sedentary behavior (SB) and physical activity (PA) in preschool children in the urban area of Tianjin, China.MethodsData were collected from the Physical Activity and Health in Tianjin Chinese Children study, involving healthy children 3–6 years old and their families. In all children (n = 980), leisure-time SB (LTSB) and leisure-time PA (LTPA) were reported in min/day by parents. In a subgroup (n = 134), overall sedentary time, light PA, and moderate-to-vigorous PA (MVPA) were objectively measured using ActiGraph accelerometry (≥3 days, ≥10 h/day). Environmental correlates were collected using a questionnaire that included home and neighborhood characteristics (e.g., traffic safety, presence of physical activity facilities) and children's behaviors. Potential correlates were identified using linear regression analysis.ResultsMultiple linear regression analysis showed that “having grandparents as primary caregivers” (βs and 95% confidence intervals (95%CIs) for overall sedentary time: 29.7 (2.1–57.2); LTSB (ln): 0.19 (0.11–0.28)) and “having a television (for LTSB (ln): 0.13 (0.00–0.25)) or computer (for LTSB (ln): 0.13 (0.03–0.23)) in the child's bedroom” were both associated with higher SB. Furthermore, “having grandparents as primary caregivers” was associated with less MVPA (β (95%CI): ?7.6 (?14.1 to ?1.2)), and “active commuting to school by walking” correlated with more MVPA (β (95%CI): 9.8 (2.2–17.4)). The path model showed that “more neighborhood PA facilities close to home” was indirectly related to higher LTPA (ln), which was partly mediated by “outdoor play” (path coefficients (95%CI): 0.005 (0.002–0.008)) and “going to these facilities more often” (path coefficients (95%CI): 0.013 (0.008–0.018)). Traffic safety was not a correlate.ConclusionFamily structure and media exposure in the home maybe important factors in shaping preschoolers’ PA patterns. Built environmental correlates could indirectly influence preschoolers’ LTPA through parental help with engaging in active behaviors.  相似文献   

11.
ABSTRACT

Background: Motor competence, defined as a person’s ability to execute different motor skills, is directly associated with children’s physical, mental, and social development and may be essential in encouraging an active lifestyle in childhood. Although health-related quality of life (HRQoL) in children has been described as an individual’s subjective perception of the impact of health status on physical, psychological and social functioning, in very young children, a HRQoL parent-proxy report is needed since (pre)schoolchildren have problems expressing their feelings and understanding items on HRQoL instruments. In addition, the influence of motor competence on fitness levels has strong empirical support, so it seems reasonable to hypothesize that cardiorespiratory fitness might play a crucial role in the association between motor competence and HRQoL in children.

Objectives: This study examined the association between gross motor competence (G-MC) and HRQoL in typically developing children, and whether this association between G-MC and HRQoL was mediated by cardiorespiratory fitness.

Methods: An observational cross-sectional study with 1088 (pre)schoolchildren (51.84% boys, 48.16% girls) aged between 4 and 7 years (5.32?±?0.60) belonging to 21 schools in the Spanish provinces of Cuenca and Ciudad Real were included. G-MC was evaluated using the MABC-2 battery, HRQoL was assessed using the KINDL-R questionnaire and cardiorespiratory fitness using the 20m-shuttle-run-test. Partial correlations, covariance models and mediation analyses were conducted.

Results: The mean scores of HRQoL (physical well-being, self-esteem, friends, school and global score index) were significantly higher (p?<?0.05) in children with higher G-MC. When cardiorespiratory fitness was added as a covariate, all the results remained unchanged (p?<?0.05), except for physical well-being for the total sample as well as emotional well-being and the global score index for girls. Simple mediation analyses showed that cardiorespiratory fitness acted as a mediator between G-MC and physical well-being (Indirect Effect?=?0.04 [95% CI?=?0.01; 0.07]) for the total sample. For boys, it acted as a mediator between G-MC and physical well-being (Indirect Effect?=?0.04 [95% CI?=?0.00; 0.08]) and school (Indirect Effect?=?0.05 [95% CI?=?0.01; 0.09]), and, for girls, between G-MC and emotional well-being (Indirect Effect?=?0.04 [95% CI?=?0.01; 0.08]) and the global score index (Indirect Effect?=?0.02 [95% CI?=?0.00; 0.05]).

Conclusions: The results of this study suggest that good G-MC levels are associated with better HRQoL, mainly in global score index of HRQoL and self-esteem, friends, and school dimensions in typically developing children. Further, cardiorespiratory fitness mediates the association between G-MC and the physical dimension of HRQoL in (pre)schoolchildren. Additionally, physical and academic dimensions are mediated by cardiorespiratory fitness for boys and the emotional and global score indices of HRQoL are mediated by cardiorespiratory fitness for girls. These findings provide scientific evidence that improving motor competence and cardiorespiratory fitness might be a practical strategy to increase HRQoL in children. Thus, families and the educational community should promote effective interventions and incorporate opportunities inside and outside school that aim to jointly improve motor competence and cardiorespiratory fitness.  相似文献   

12.
BackgroundThe coronavirus disease-2019 (COVID-19) pandemic and national lockdowns took away opportunities for children to be physically active. This study aimed to determine the effect of the COVID-19 lockdown on accelerometer-assessed physical activity (PA) in children in Wales.MethodsEight hundred participants (8–18 years old), stratified by sex, age, and socio-economic status, wore Axivity AX3 accelerometers for 7 days in February 2021, during the lockdown, and in May 2021, while in school. Raw accelerometer data were processed in R-package GGIR, and cut-point data, average acceleration (AvAcc), intensity gradient, and the acceleration above which the most active X minutes are accumulated (MX) metrics were extracted. Linear mixed models were used to assess the influence of time-point, sex, age, and socioeconomic status (SES) on PA.ResultsDuring lockdown, moderate-to-vigorous PA was 38.4 ± 24.3 min/day; sedentary time was 849.4 ± 196.6 min/day; mean ± SD. PA levels increased significantly upon return to school (all variables p < 0.001). While there were no sex differences during lockdown (p = 0.233), girls engaged in significantly less moderate-to-vigorous PA than boys once back in school (p < 0.001). Furthermore, boys had more favorable intensity profiles than girls (intensity gradient: p < 0.001), regardless of time-point. PA levels decreased with age at both time-points; upper secondary school girls were the least active group, with an average M30 of 195.2 mg (while in school).ConclusionThe lockdown affected boys more than girls, as reflected by the disappearance of the typical sex difference in PA levels during lockdown, although these were re-established on return to school. Upper secondary school (especially girls) might need specific COVID-recovery intervention.  相似文献   

13.
BackgroundBone stress injuries (BSIs) are common in female runners, and recurrent BSI rates are high. Previous work suggests an association between higher impact loading during running and tibial BSI. However, it is unknown whether impact loading and fatigue-related loading changes discriminate women with a history of multiple BSIs. This study compared impact variables at the beginning of a treadmill run to exertion and the changes in those variables with exertion among female runners with no history of BSI as well as among those with a history of single or multiple BSIs.MethodsWe enrolled 45 female runners (aged 18–40 years) for this cross-sectional study: having no history of diagnosed lower extremity BSI (N-BSI, n = 14); a history of 1 lower extremity BSI (1-BSI, n = 16); and diagnosed by imaging, or a history of multiple (≥3) lower extremity BSIs (M-BSI, n = 15). Participants completed a 5-km race speed run on an instrumented treadmill while wearing an Inertial Measurement Unit. The vertical average loading rate (VALR), vertical instantaneous loading rate (VILR), vertical stiffness during impact via instrumented treadmill, and tibial shock determined as the peak positive tibial acceleration via Inertial Measurement Unit were measured at the beginning and the end of the run.ResultsThere were no differences between groups in VALR, VILR, vertical stiffness, or tibial shock in a fresh or exerted condition. However, compared to N-BSI, women with M-BSI had greater increase with exertion in VALR (–1.8% vs. 6.1%, p = 0.01) and VILR (1.5% vs. 4.8%, p = 0.03). Similarly, compared to N-BSI, vertical stiffness increased more with exertion among women with M-BSI (–0.9% vs. 7.3%, p = 0.006) and 1-BSI (–0.9% vs. 1.8%, p = 0.05). Finally, compared to N-BSI, the increase in tibial shock from fresh to exerted condition was greater among women with M-BSI (0.9% vs. 5.5%, p = 0.03) and 1-BSI (0.9% vs. 11.2%, p = 0.02).ConclusionWomen with 1-BSI or M-BSIs experience greater exertion-related increases in impact loading than women with N-BSI. These observations imply that exertion-related changes in gait biomechanics may contribute to risk of BSI.  相似文献   

14.
Background:Gross motor skills are postulated to have a bidirectional relationship with physical activity(PA);however,no study has tested this relationship before and after a summer break.The purpose of this study was to examine the bidirectional relationships between school PA and gross motor skills in children before and after a summer break.Methods:Participants were a sample of 440 children recruited from 3 low-income schools(age=8.9±1.2 years,mean±SD).PA was assessed as average school-day step counts using Yamax DigiWalker pedometers(Yamasa Tokei Keiki,Tokyo,Japan)worn for 5 consecutive school days.Gross motor skills were assessed using the Test for Gross Motor Development,3 rd edition.Data were collected at 2 timepoints:at the end of spring semester(T1)and at the beginning of the subsequent fall semester(T2).An age-and body mass index-adjusted cross-lagged model was employed to relate T1 school step counts with T2 gross motor skills and T1 gross motor skills with T2 school step counts.Results:T1 gross motor skills significantly predicted T2 school step counts(β=0.24,95%confidence interval(95%CI):0.08-0.40,p=0.003);however,Tl school step counts did not predict T2 gross motor skills(β=0.04,95%CI:-0.06 to 0.14,p=0.445).The model explained 35.4%and 15.9%of the variances of T2 gross motor skills and T2 school step counts,respectively.Additional analyses indicated that these relationships were driven primarily by ball skills.Conclusion:The relationship between gross motor skills and school PA was not bidirectional;however,higher gross motor skills,specifically ball skills,predicted higher school PA after a 3-month summer break.  相似文献   

15.
ObjectiveThis study sought to analyze the prospective association between vigorous-intensity physical activity (VPA) and health-related outcomes in children and adolescents.MethodsStudies reporting associations between device-measured VPA and health-related factors in children and adolescents aged 3–18 years were identified through database searches (MEDLINE, EMBASE, and SPORTDiscus). Correlation coefficients were pooled if outcomes were reported by at least 3 studies, using DerSimonian-Laird random effects models.ResultsData from 23 studies including 13,674 participants were pooled using random effects models. Significant associations were found between VPA at baseline and overall adiposity (r = −0.09, 95% confidence interval (95%CI): –0.15 to –0.03; p = 0.002; I2 = 89.8%), cardiometabolic risk score (r = –0.13, 95%CI: –0.24 to –0.02, p = 0.020; I2 = 69.6%), cardiorespiratory fitness (r = 0.25, 95%CI: 0.15−0.35; p < 0.001; I2 = 57.2%), and total body bone mineral density (r = 0.16, 95%CI: 0.06 to 0.25; p = 0.001; I2 = 0%).ConclusionVPA seems to be negatively related to adiposity and cardiometabolic risk score and positively related to cardiorespiratory fitness and total body bone mineral density among children and adolescents at follow-up. Therefore, our findings support the need to strengthen physical activity recommendations regarding VPA due to its health benefits in children and adolescents.  相似文献   

16.
BackgroundCentral sensitization has been associated with chronic pain in whiplash patients.MethodsConsecutive whiplash patients were assessed at 3 months post-whiplash injury with the brachial plexus provocation test (BPPT) as a sign of central sensitization. Self-reported recovery was assessed by the response to the question ‘Do you feel you have recovered fully from your accident injuries?’ResultsSixty-nine subjects (32 males, 37 females, age 37.5 ± 13.0 years (mean ± SD), range 18–71) were included. Of these, 34 reported a lack of recovery, and 35 reported recovery at 3 months post-injury. The mean BPPT elbow extension (from 180°) was 41.5 ± 23.0°, and the mean VAS score for the BPPT was 2.2 ± 1.2 (out of 10). Those who reported recovery had a mean BPPT elbow extension angle of 25.1 ± 15.8 while those who did not report recovery had a mean BPPT angle of 58.4 ± 15.9 (P < 0.05). The visual analogue scale (VAS) score for recovered subjects was 1.8 ± 1.1 and 2.7 ± 1.1 (P < 0.05) for non-recovered. There was a moderate correlation between self-reported recovery and BPPT elbow extension angle (?0.44) and a lower correlation between self-reported recovery and VAS score (?0.30).ConclusionSelf-reported recovery correlates well with a lower likelihood of signs of central sensitization.  相似文献   

17.
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18.
BackgroundUnderstanding factors influencing adolescents’ sport/exercise participation (S/EP) is vital to developing effective interventions, but currently, evidence from less developed countries is limited. The purpose of this study was to examine correlates of S/EP across individual, interpersonal, and environmental levels in a nationally representative sample of Thai adolescents.MethodsData from 4617 Thai adolescents aged 14–17 years old were obtained from recruited schools across Thailand. Data on S/EP (outcome variable), and psychosocial, home, and community environment covariates were collected from individual adolescents using the Thailand Physical Activity Children Survey, Student Questionnaire. School environmental data were collected at the school level using a School Built Environment Audit. Hierarchical regressions taking into account school clustering effects were applied for data analysis.ResultsAt the individual level, age and body mass index were independently and strongly correlated with S/EP. Adolescents with high preference for physical activity (PA) (odd ratio (OR) = 1.71, p < 0.001) and at least a moderate level of self-efficacy (OR = 1.33, p = 0.001) were more likely to have high S/EP. At the interpersonal level, adolescents whose parents joined their sports/exercise at least 1–2 times/week (OR = 1.36, p = 0.003) received ≥3 types of parental support (OR = 1.43, p = 0.005) and who received siblings’ (OR = 1.26, p = 0.004) and friends’ (OR = 1.99, p < 0.001) support had a greater chance of high S/EP. At the environmental level, adolescents’ S/EP was greater when there were at least 3–4 pieces of home sport/exercise equipment (OR = 2.77, p = 0.003), grass areas at school (OR = 1.56, p < 0.001), and at least 1–2 PA facilities in the community (OR = 1.30, p = 0.009).ConclusionMultiple factors at different levels within an ecological framework influencing Thai adolescents’ S/EP were generally similar to those found in developed countries, despite some differences. For those interested in promoting and supporting Thai adolescents’ engagement in sports/exercise, further exploration of the influence of self-efficacy and attitude toward PA is required at the individual level; parental and peer support at the interpersonal level; and home sport equipment, school grass areas, and neighborhood PA facilities at the environment level.  相似文献   

19.
PurposeThe aims of this study were to (a) describe gender inequalities in physical activity (PA) among adolescents from Global South countries, and (b) investigate the relationship between gender inequalities in PA and contextual factors, such as geographic region, human development index, gender inequality index, and unemployment rates.MethodsWe analyzed cross-sectional data from the Global School-Based Student Health Survey conducted in Global South countries between 2010 and 2020 among 13- to 17-year-old adolescents. Country-context variables were retrieved from secondary data sources (World Health Organization, World Bank, and Human Development Reports). PA was assessed by a self-administered questionnaire querying the number of days in the past week in which participants were physically active for a total of at least 60 min. PA absolute gender inequalities were evaluated by the differences in the prevalence between boys and girls, 95% confidence intervals (95%CIs) were estimated using the bootstrap method. Relative inequalities were obtained through Poisson regression. Meta-analyses with random effects were used to calculate pooled estimates of absolute and relative inequalities.ResultsBased on 64 Global South countries/surveys, the prevalence of PA was 6.7 percentage points (p.p.) higher in boys than in girls, ranging from 0.5 p.p. in Afghanistan to 15.6 p.p. in Laos (I2= 85.1%). The pooled ratio for all countries showed that boys presented a PA prevalence 1.58 times higher than girls (95%CI: 1.47–1.70) on average. The highest absolute and relative inequalities were observed in high income countries. Countries with higher Human Development Index rankings and lower Gender Inequality Index rankings also presented greater gender differences.ConclusionGiven that girls are overall less active than boys across the globe, the findings of this study reinforce that macro- and micro-level changes should be actively sought if we aim to increase population levels of PA in adolescents and promote equity in PA.  相似文献   

20.
BackgroundSexual and gender minority youth frequently experience bullying, which often contributes to higher depressive symptoms and lower self-esteem. Given that physical activity (PA) can mitigate depressive symptoms and improve self-esteem, we examined the moderating effect of PA on the relationship between bullying and mental health among sexual and gender minority youth.MethodsData from the Lesbian, Gay, Bisexual, Transgender, and Queer National Teen Survey (n = 9890) were analyzed. Hierarchical regression analyses examined the influence of history and frequency of being bullied, PA, and the interaction of these variables on depressive symptoms and self-esteem. Simple slopes analyses were used to probe significant interactions.ResultsResults indicated the importance of accounting for bullying history when examining effects of PA on mental health. PA was negatively related to depression (t = –4.18, p < 0.001) and positively related to self-esteem (t = 12.11, p < 0.001). Bullying frequency was positively related to depression (t = 19.35, p < 0.001) and negatively related to self-esteem (t = –12.46, p < 0.001). There was a significant interaction between bullying frequency and PA for depression (t = 4.45, p < 0.001) and self-esteem (t = –4.69, p < 0.001). Post hoc analyses suggested that the positive effects of PA on mental health may be limited to those not bullied because it had a negligible effect on those who were bullied.ConclusionResults suggest that sexual and gender minority youth exercise interventions aiming to improve mental health should first address bullying history; otherwise, their effectiveness may be limited to those who have been bullied.  相似文献   

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