Context Of Physical Activity Research Articles

Instructor Social Support in the Group Physical Activity Context: Older Participants' Perspectives.

Instructors in organized physical activity classes can be a source of social support through their relationships with participants, influence on participants' interactions with each other, and design of activities. Grounded in interpretive description, the objective of this study was to examine older adults' experiences of and their perspectives on group physical activity instructors' supportive behaviors. Observations of 16 group physical activity classes (N = 295) and focus groups or interviews with N = 38 class participants aged ≥ 55 (n = 29 women) were conducted at four municipal recreation facilities in a Canadian city. Five themes shed light on how instructors provided social support: (a)supporting autonomous engagement, (b)developing caring connections, (c)fostering trust through expert instruction, (d)managing conflict directly and effectively, and (e)creating a climate where people want to go. Instructor training should consider older adults' social support needs and help instructors embody behaviors that support continued physical activity participation, thereby contributing to healthy aging.

A cross-sectional study of the psychosocial predictors of re-engaging in team sport during early motherhood

BackgroundMothers with young children in Australia have significantly low rates of participation in physical activity and sport. This is potentially due to the postpartum transition to motherhood, and the expectation of the maternal role. This study aimed to apply an extended model of self-determination theory to compare mothers who have and have not re-engaged in team sports since their child was born and investigate the psychosocial factors that may have influenced their re-engagement in team sports. MethodsA cross-sectional design was used to collect data from 191 mothers (M = 32.2) who were either currently playing or had previously played team sport. A hierarchical multiple regression was used to predict mother's motivation to re-engage using self-determination theory factors (autonomy, relatedness, competence), postpartum mental health (depression, anxiety, and stress) and maternal identity. A hierarchical binary logistic regression was then conducted to predict the likelihood of re-engagement based on motivation, postpartum mental health, and maternal identity. ResultsFindings showed that autonomy, competence, anxiety, and maternal identity play key roles in predicting the motivation of mothers to engage in team sport. Additionally, greater motivation increased the likelihood of a mother re-engaging in team sport. ConclusionThis study has important theoretical and practical implications in that it expands the knowledge of the unique population of ‘everyday’ mothers within a sport and physical activity context, as well as provides preliminary directions for applied research in motivating mothers to re-engage in team sports.

Examining Physical Activity Levels And Activity Context Of Youth During Recess

Examining Physical Activity Levels And Activity Context Of Youth During Recess

Physical activity and mental health: Comparing between-person and within-person associations in longitudinal analysis

BackgroundExtensive research has consistently highlighted the strong association between physical activity and mental health. But few have examined how this association may differ at the between-person and the within-person level. This longitudinal study compares how within-person and between-person changes in physical activity are associated mental health during the COVID-19 pandemic among the American population. MethodsWe analyzed data from the Understanding Coronavirus in America (UCA) survey, a probability-based online panel of American adults. An average of more than 6000 panel members repeatedly participated across 33 waves from the start of the pandemic in March 2020 to January 2023. Measures of physical activity include 1) number of days exercised in the past week (0–7), and 2) whether gone outside to walk, hike, and exercise in the past week (0 = no, 1 = yes), capturing both the frequency and the context (e.g., outdoor) of physical activity. Mental health is indicated using the four-item Patient Health Questionnaire (PHQ-4). We used multilevel Within-Between Random Effects models (REWB) that provide coefficients for both between-individual as well as within-individual associations. ResultsWe reported three main findings. First, both within-person and between-person increases in physical activity are significantly associated with lower levels of anxiety and depression regardless of the measure. Second, between-person changes in physical activity are more strongly associated with mental health than within-person changes. Third, a large share of the between-person association (about 32%) can be attributed to structural inequalities captured by status markers such as gender, race, and SES. ConclusionsOur findings indicate the value of physical activity as a mental health intervention and highlight that both between-individual inequality in physical activity, as well as within-individual changes in physical activity, should be considered. The finding of a stronger between-person association that is largely related to status markers such as gender, race, and SES can be used to develop targeted intervention and prevention strategies to improve mental health through physical activity among the most vulnerable populations.

How pupils’ playfulness creates possibilities for pleasure and learning in physical education

ABSTRACT Background Physical education has been described as too instrumental and uncritical, where a focus on utility has limited the value of pleasure in movement. Decades of previous research has addressed the need for changes where embodied experiences and learning are emphasized [Kirk, David, and Richard Tinning. 1994. “Embodied Self-Identity, Healthy Lifestyles and School Physical Education.” Sociology of Health and Illness 16 (5): 600–625; Kirk, David. 2010. Physical Education Futures. London: Routledge; Wrench, Alison, and Robyne Garrett. 2015. “PE: It’s Just Me: Physically Active and Healthy Teacher Bodies.” International Journal of Qualitative Studies in Education (QSE) 28 (1): 72–91; Wright, Jan. 2000. “Bodies, Meanings and Movement: A Comparison of the Language of a Physical Education Lesson and a Feldenkrais Movement Class.” Sport, Education & Society 5 (1): 35–49]. Accordingly, we align with the ongoing call for a ‘corporeal turn’ [Smith, Stephen J. 2007. “The First Rush of Movement: A Phenomenological Preface to Movement Education.” Phenomenology & Practice 1 (1): 47–75, 66] in physical education, towards a more holistic understanding of learning and experience as embodied and emplaced [Pink, Sarah. 2011. “From Embodiment to Emplacement: Re-Thinking Competing Bodies, Senses and Spatialities.” Sport, Education and Society 16 (3):343–355.]. This turn may involve a curriculum where pleasurable and meaningful movement experiences are educational goals. Building on this, we ask whether a pedagogy that gives room for playfulness may be a starting point for physical education being perceived as more meaningful and pleasurable. Our theoretical framework builds upon Wellard’s model of body-reflexive pleasure, Hyland’s understanding of playfulness as a responsive openness and Gibson’s theories of affordances. Purpose In this study we explore pupils’ embodied experiences in physical education, using empirical findings from a sensory ethnography. The research questions asked are ‘How do pupils’ playfulness create possibilities for pleasure in physical education? And which opportunities for embodied learning are being offered through playful and pleasurable experiences?’ Our aim is to inform and develop pedagogies of embodiment by including playfulness as a strategy for facilitating opportunities for pleasurable and meaningful experiences that enable embodied learning. Method The empirical data is based on a sensory ethnographic fieldwork conducted in a 10th grade class (23 pupils, age 15–16 years) in Oslo, Norway. The first author conducted the fieldwork as a participant observer. This included joining all physical education lessons for one semester and conducting 17 interviews with pupils by the end of the semester. In the analysis and interpretation process we have combined ‘the ethnographic hunch’ [Pink, Sarah. 2021. “The Ethnographic Hunch.” Experimenting with Ethnography: A Companion to Analysis: 30–40] with an abductive analysis approach [Tavory, Iddo, and Stefan Timmermans. 2014. Abductive Analysis: Theorizing Qualitative Research. Chicago and London: University of Chicago Press]. Results and discussion The findings are represented in three episodes that show how pupils playfully changed the teacher-given tasks, and in doing so created possibilities for pleasurable experiences. The findings are discussed using [Wellard 2012. “Body-reflexive Pleasures: Exploring Bodily Experiences Within the Context of Sport and Physical Activity.” Sport, Education and Society 17 (1): 21–33] model of body-reflexive pleasures and phenomenological perspectives on playfulness [Hyland, D. 1977. ““And That Is The Best Part of Us:” Human Being and Play.” Journal of the Philosophy of Sport 4 (1):36–49], and affordances [Gibson, James J. 1986. The Ecological Approach to Visual Perception. Hillsdale, NJ: Lawrence Erlbaum Associates]. Playfulness emerged as a criterium for perceiving activities as pleasurable. The pupils’ playful stance assisted them in their search for meaning and pleasurable activities because it enabled them to be open and responsive to the possibilities that emerged in the physical and social environment. This led to pleasurable experiences of physical thrill and psychological flow in social interaction when moving with others. We discuss how pleasurable experiences may have potential for the pupils’ embodied and emplaced learning, as participants in place-events. As illustrated in the three episodes, the playful and pleasurable activities offer opportunities for learning and practicing integrated competencies, e.g. physical, social, and creative competencies. Suggested implications for physical education teachers may involve giving pupils the freedom to be playful by being open to letting pupils’ innovative initiatives influence the teaching and contribute to create a safe space for movement exploration.

Examining the factor structure and validity of the social motivational orientations in sport scale

ABSTRACT The Social Motivational Orientations in Sport Scale (SMOSS), developed by Allen [(2003). Social motivation in youth sport. Journal of Sport and Exercise Psychology, 25(4), 551–567; (2005). Measuring social motivational orientations in sport: An examination of the construct validity of the SMOSS. International Journal of Sport and Exercise Psychology, 3(2), 147–161], to measure social goals in sport, has only been tested among late adolescent and adult samples and in either the physical education or sport setting. The purpose of this study was to extend the utility of the SMOSS scale by examining social goals in a sample of underrepresented early adolescents, and for physical activity more broadly. Confirmatory factor analysis (CFA) demonstrated the SMOSS was effective for measuring/identifying distinct social goal orientations for physical activity in this sample of youth and replicated Allen's [(2005). Measuring social motivational orientations in sport: An examination of the construct validity of the SMOSS. International Journal of Sport and Exercise Psychology, 3(2), 147–161] three-factor model: affiliation, recognition, and status. The three-factor model demonstrated adequate concurrent and predictive validity. Findings suggest that affiliation goals for physical activity are inversely related to early adolescents’ peer and emotional problems, but recognition and status goals have mixed effects on youth appearance-related motivations to engage in physical activity, peer problems, emotional problems, and prosocial behaviour. This study provides evidence that the SMOSS adequately measures social goals among a sample of underrepresented early adolescents and across physical activity contexts. Findings demonstrate that social goals for physical activity during early adolescence are similar to those observed in late adolescence and adulthood. Future social goal research should involve translating results into tangible aspects of intervention development to help promote physical activity and other positive outcomes in youth.

Development and validation of a scale to assess Psychological Well-being in physical activity and sports: The PWBPA Scale

The aim of this study was to develop and validate a scale to assess psychological well-being in physical activity and sport context, based on Ryff's theory (2014) and the definition of psychological well-being proposed Piñeiro et.al (2021). For that purpose, a Likert type instrument with 51 items was designed. The scale was applied to 584 participants (63% women) with aged between 15 and 29 years (M=19.05;SD 2.97)), from secondary schools and universities from different autonomous communities of Spain. After the statistical analysis, eliminating the items with low values, the final instrument was composed with 40 items (6 dimensions). The results showed that the scale manifests high reliability (α= .965), as well as high levels of explained variance. In conclusion, the research provides a valuable instrument, supported by a scientific theoretical basis, for the evaluation of psychological well-being through physical activity and sports practice in Spanish youth. Keywords. Mental Health; Physical Activity; Eudaimonia; Assessment; Youth.

Factor Analysis with Ordered Categorical Indicators and Measurement of Self-Efficacy in Physical Activity Contexts: A Substantive-Methodological Synergy

ABSTRACT Factor analysis of ordered categorical indicators in kinesiology is pervasive. However, some assumptions made regarding the indicators within methods commonly used in this research may increase analytic errors. Methods that relax these assumptions have been available for decades, but uptake has been slow. Therefore, the methodological focus of this tutorial was factor analysis of ordered categorical indicators. Self-efficacy has been one of the most important psychosocial constructs in physical activity research for decades. Unfortunately, sub-optimal practices in constructing self-efficacy scales in physical activity contexts are frequently observed and decrease validity for scores produced from responses to these instruments. Guidelines for constructing self-efficacy scales have been available for decades, but adherence remains inconsistent. Therefore, the substantive focus of this tutorial was measurement of self-efficacy in physical activity contexts. The synergy within this tutorial was factor analysis of simulated ordered categorical responses to self-efficacy indicators. Annotated files from Mplus and R are provided.

‘Close, but not always close enough to come out to': a large-scale online qualitative study of interpersonal relationships experienced by LGBTQ + individuals in sport

ABSTRACT Despite concerted efforts, LGBTQ + inclusivity is not fostered across all sporting contexts. Interpersonal relationships with teammates and coaches are particularly significant when it comes to cultivating positive and inclusive LGBTQ + experiences within sport. Using online qualitative data collected from 741 LGBTQ + adults, this study examined how relationships with coaches, teammates and sport-related staff impacted sport experiences and participation. Participant responses were independently coded using reflexive thematic analysis. Data were used to develop a new visual model to understand different types of relationships LGBTQ + individuals experience in sport and how this impacted their sport experiences. Exclusive sport relationships were characterised by experiences of discrimination and were found to greatly influence how participants viewed sport and physical activity contexts as adults. Inert or neutral sport relationships were maintained through protective self-distancing techniques. Inclusive relationships with coaches and teammates were primarily based on acceptance and associated with viewing physical activity positively. Identity-concealment strategies and athletic ability were identified as factors that impacted LGBTQ + adults’ relationships within sport. Our overall findings demonstrate how discrimination in the form of overt or subtle sexual and gender prejudice can thwart feelings of relatedness among LGBTQ + athletes.

Self-Compassion and Physical Activity: The Underpinning Role of Psychological Distress and Barrier Self-Efficacy.

Unlike other personality traits or dispositions, self-compassion can be nurtured and is likely a driving source for physical activity. Emerging research has started to examine self-compassion in physical activity contexts; however, most existing studies were underpowered and overlooked the psycho-behavioural factors underlying the link between self-compassion and physical activity. In a sample of 569 UK adults (mean age = 41.92 years, SD = 13.70; 47.8% female), we examined the hypothesis that self-compassion's positive influence on physical activity operates through reduced psychological distress and subsequently increased barrier self-efficacy. Results supported the prediction, with the positive influences of self-compassion being more prominent in more vigorous physical activity. The findings suggest that self-compassion is a good source of emotional resources (i.e., attenuated psychological distress) and confidence to overcome challenges and obstacles (i.e., increased barrier self-efficacy) in the context of physical activity. Future interventions and programs could consider incorporating self-compassion for physical activity adoption and maintenance.

The elephant in the room: Feel and its role in the nothing state of high quality performance

“Nothing” is a frequent answer given by performers when asked what they were thinking when performing their best. To help performers experience their best, sport and performance psychology has focused primarily on targeting conscious thoughts, beliefs, and feelings with cognitive-oriented interventions. Via a conceptual overview of theory and research in sport/performance psychology, behavioral economics, and neuroscience, the first purpose of this article is to challenge that conventional wisdom. We suggest that cognitive-based approaches are limited in priming athletes for the nothing state (i.e., minimal thought disruption) of high quality performance because they begin with thoughts/beliefs/feelings (second-order or pseudo reality) rather than the lived experiences of the body (first-order presence). Our second purpose is to propose that feel, which is grounded in the body and its interaction with the environment, is the source of the nothing state of high quality performance in sports and the performing arts. Guided by research on the brain, mind, and body, we introduce the dynamics of feel and discuss why it has been subverted to the background of high quality sports performance; we also provide examples/stories of the significant role the felt sense plays in the lives of high quality performers as well as feel-based research conducted in diverse sport and physical activity contexts. We conclude with a Rider/Elephant metaphor to elucidate our premise that the touch/feel of action is the essential element underlying the nothing state of high quality performance in sport and the performing arts.

The influence of the ethno-territorial factor on the state of physical abilities development of students of Ukrainian educational institutions

Background and Study Aim. The development of motor skills depends on the process of physical development, as well as the ethno-territorial and cultural context. The study of inter-ethnic differences can provide information about how different lifestyles and contexts of physical activity can influence the process of motor competence development. This can be a real strategy for developing students’ lagging basic motor skills. The purpose of the work is to investigate the ethno-territorial variability of the level of development of physical abilities of students studying at Ukrainian universities.
 Material and Methods. Data were obtained from cross-sectional surveys from 2014 to 2019. Students of Ivano-Frankivsk National Medical University (Ukraine) (young men, n = 488, age 18–25) from different countries were recruited. Pedagogical testing was carried out using a battery of tests that were recommended by the State Tests of Physical Fitness of the Population of Ukraine and the European Sports Council (Evrofit Test Battery). Assessment of physical fitness of students was carried out on the basis of a combined percentage scale of multi-level gradation with a step of 1%. Experimental data were processed using the SPSS Statistics 17.0 program.
 Results. In almost all countries (with the exception of India and Tunisia), from 41.2% to 70.0% of students are characterized by a low level of development of cardiorespiratory endurance and speed-power fitness (from 54.4% to 58.3%). More than 50.0% of students from Jordan and Egypt have a low level of speed and strength abilities and flexibility. It was found that students from India and Tunisia have the highest rates (endurance - 75.5–80.8%); from China and Tunisia (speed-power abilities - from 69.1% to 78.8%); from Tunisia (speed –79.8%); from China and Tunisia (flexibility -70%); test participants completed the test; from China (power capacity – 76.7%). Students from European countries showed mostly average and above average level of development of physical abilities.
 Conclusions. The results of the study indicate the specificity of the development of motor skills of students from different countries, which is manifested in statistically significant differences in the results of test tasks. Students from different countries perform better on those tests that are closer to their known motor experience. This is due to the cultural environment, geographical factor, socio-economic status, as well as the content and goals of the physical education program.

Self-Esteem, Meaningful Experiences and the Rocky Road—Contexts of Physical Activity That Impact Mental Health in Adolescents

Abundant evidence shows that physical activity benefits adolescents' mental health and wellbeing. Quantitative evidence has shown that adolescents engaging in leisure time physical activity, a number of sports, and team sport, display better mental health outcomes than their peers. The specific contextual factors that contribute to increased mental health and wellbeing through physical activity are, as yet, unconfirmed. The purpose of this study was to identify the contexts of physical activity and sport that positively impact mental health and wellbeing as perceived by adolescents. A sample of 58 adolescents participated in 13 focus groups discussing various factors related to physical activity, sport and mental health. Participants brought an object that represented physical activity and an image that represented wellbeing to each focus group to aid in the discussion and representation of both. An inductive thematic analysis was conducted on transcripts of the focus groups using a six-phase approach. Five key themes were identified: (1) achievements and improvements leading to increased self-esteem; (2) the importance of meaningful experiences, a sense of belonging and contributions to identity; (3) development of resilience and responding to setbacks; (4) social connectedness and relatedness, and (5) an opportunity to experience mindfulness, distraction and flow-states. In order to enhance and support wellbeing through physical activity, adolescents should be encouraged and provided with opportunities to engage in enjoyable activities with people with whom they experience a sense of belonging, where there is an opportunity to experience mastery and improvement and that includes an element of autonomy or choice.

Twenty-four-hour time-use composition and cognitive function in older adults: Cross-sectional findings of the ACTIVate study.

Physical activity, sedentary behaviour and sleep are associated with cognitive function in older adults. However, these behaviours are not independent, but instead make up exclusive and exhaustive components of the 24-h day. Few studies have investigated associations between 24-h time-use composition and cognitive function in older adults. Of these, none have considered how the quality of sleep, or the context of physical activity and sedentary behaviour may impact these relationships. This study aims to understand how 24-h time-use composition is associated with cognitive function across a range of domains in healthy older adults, and whether the level of recreational physical activity, amount of television (TV) watching, or the quality of sleep impact these potential associations. 384 healthy older adults (age 65.5 ± 3.0 years, 68% female, 63% non-smokers, mean education = 16.5 ± 3.2 years) participated in this study across two Australian sites (Adelaide, n = 207; Newcastle, n = 177). Twenty-four-hour time-use composition was captured using triaxial accelerometry, measured continuously across 7 days. Total time spent watching TV per day was used to capture the context of sedentary behaviours, whilst total time spent in recreational physical activity was used to capture the context of physical activity (i.e., recreational accumulation of physical activity vs. other contexts). Sleep quality was measured using a single item extracted from the Pittsburgh Sleep Quality Index. Cognitive function was measured using a global cognition index (Addenbrooke's Cognitive Examination III) and four cognitive domain composite scores (derived from five tests of the Cambridge Neuropsychological Test Automated Battery: Paired Associates Learning; One Touch Stockings of Cambridge; Multitasking; Reaction Time; Verbal Recognition Memory). Pairwise correlations were used to describe independent relationships between time use variables and cognitive outcomes. Then, compositional data analysis regression methods were used to quantify associations between cognition and 24-h time-use composition. After adjusting for covariates and false discovery rate there were no significant associations between time-use composition and global cognition, long-term memory, short-term memory, executive function, or processing speed outcomes, and no significant interactions between TV watching time, recreational physical activity engagement or sleep quality and time-use composition for any cognitive outcomes. The findings highlight the importance of considering all activities across the 24-h day against cognitive function in older adults. Future studies should consider investigating these relationships longitudinally to uncover temporal effects.

“There may not be a rainbow sticker at the door, but there are my rainbow shoes”: A qualitative exploration of resilience among LGBTQ+ adults in physical activity contexts

Researchers have identified LGBTQ + -specific stressors that hinder physical activity participation; however, LGBTQ + resilience against these stressors has yet to be explored. The purpose of this study was to gain an understanding of how LGBTQ + resilience is experienced within physical activity. Ten focus groups with LGBTQ + adults (N = 36) were conducted online and subject to abductive thematic analysis. Experiences of individual resilience were conceptualized through the interplay of: (a) persistence-adaptability (ranging from being regimented with physical activity to being flexible and amenable to changes), (b) toughness-tenderness (possessing mental grit to self-kindness), and (c) complaisance-resistance (internalizing to resisting norms that govern physical activity). Participants also described three sites for community resilience: (a) LGBTQ + communities that provided pivotal social support, but rarely for physical activity, (b) digital communities that could support or thwart LGBTQ + resilience, but often prioritized aesthetics, and (c) physical activity communities that supported participation, but often perpetuated LGBTQ + exclusion.

Social Support and Body Image in Group Physical Activity Programs for Older Women.

Physical declines with aging may negatively impact women's body image. Group physical activity can be a source of social support that may improve body image. We examined how social support experienced in group physical activity programs impacts older women's body image. Guided by interpretive description, we interviewed 14 women age 65 years and older who participated in group physical activity classes. Although women experienced both positive and negative body image, body image was generally positively impacted by physical activity. Four themes described social support processes that affected body image in the physical activity context: fitting in and being inspired through identifying with others; what is discussed and not discussed; providing comfort, understanding, and acceptance; and skilled and empathetic interactions with instructors. Understanding how social support in group physical activity can promote positive body image throughout aging can inform practical guidelines for facilitating and improving support in this context.

Feasibility of Measuring Screen Time, Activity, and Context Among Families With Preschoolers: Intensive Longitudinal Pilot Study.

BackgroundDigital media has made screen time more available across multiple contexts, but our understanding of the ways children and families use digital media has lagged behind the rapid adoption of this technology.ObjectiveThis study evaluated the feasibility of an intensive longitudinal data collection protocol to objectively measure digital media use, physical activity, sleep, sedentary behavior, and socioemotional context among caregiver-child dyads. This paper also describes preliminary convergent validity of ecological momentary assessment (EMA) measures and preliminary agreement between caregiver self-reported phone use and phone use collected from passive mobile sensing.MethodsCaregivers and their preschool-aged child (3-5 years) were recruited to complete a 30-day assessment protocol. Within 30-days, caregivers completed 7 days of EMA to measure child behavior problems and caregiver stress. Caregivers and children wore an Axivity AX3 (Newcastle Upon Tyne) accelerometer to assess physical activity, sedentary behavior, and sleep. Phone use was assessed via passive mobile sensing; we used Chronicle for Android users and screenshots of iOS screen time metrics for iOS users. Participants were invited to complete a second 14-day protocol approximately 3-12 months after their first assessment. We used Pearson correlations to examine preliminary convergent validity between validated questionnaire measures of caregiver psychological functioning, child behavior, and EMA items. Root mean square errors were computed to examine the preliminary agreement between caregiver self-reported phone use and objective phone use.ResultsOf 110 consenting participants, 105 completed all protocols (105/110, 95.5% retention rate). Compliance was defined a priori as completing ≥70%-75% of each protocol task. There were high compliance rates for passive mobile sensing for both Android (38/40, 95%) and iOS (64/65, 98%). EMA compliance was high (105/105, 100%), but fewer caregivers and children were compliant with accelerometry (62/99, 63% and 40/100, 40%, respectively). Average daily phone use was 383.4 (SD 157.0) minutes for Android users and 354.7 (SD 137.6) minutes for iOS users. There was poor agreement between objective and caregiver self-reported phone use; root mean square errors were 157.1 and 81.4 for Android and iOS users, respectively. Among families who completed the first assessment, 91 re-enrolled to complete the protocol a second time, approximately 7 months later (91/105, 86.7% retention rate).ConclusionsIt is feasible to collect intensive longitudinal data on objective digital media use simultaneously with accelerometry and EMA from an economically and racially diverse sample of families with preschool-aged children. The high compliance and retention of the study sample are encouraging signs that these methods of intensive longitudinal data collection can be completed in a longitudinal cohort study. The lack of agreement between self-reported and objectively measured mobile phone use highlights the need for additional research using objective methods to measure digital media use.International Registered Report Identifier (IRRID)RR2-36240

Examining Physical Activity Levels And Activity Context Of Youth With And Without Disabilities During The School Day

Examining Physical Activity Levels And Activity Context Of Youth With And Without Disabilities During The School Day

The Role of the Context of Physical Activity for Its Association with Affective Well-Being: An Experience Sampling Study in Young Adults.

Physical activity and being outdoors both improve affective well-being. However, little is known about the synergistic effects between them and the influences of contextual factors such as the life domain of physical activity (work-, chores-, leisure, or sports-related) or the type of the outdoor environment (green space, blue space, or city area) on mood. This study investigates the synergistic effects of physical activity and being outdoors as well as the potential role of contextual factors on mood. A total of 158 individuals aged 18–25 years (133 females) participated in a 14-day experience sampling study. Participants received seven prompts per day and answered questions about their physical activity, contextual factors, and affective well-being. Physical activity and being outdoors were associated with concurrent higher levels of positive and lower levels of negative affect compared to being physically inactive or being indoors, respectively. However, no synergistic effects were found. Being outdoors in a city area was associated with a less positive and more negative affect than being in nature. Work- and chores-related physical activity was associated with less positive affect and more negative affect compared to sports- or leisure-related physical activity. To foster positive affect, people should schedule leisure-related physical activity in nature.

Physical activity habits and their relationship with sociodemographic factors in Chilean adolescents.

Physical activity plays an important role in the well-being and development of adolescents. Physical activity habits expressed in terms of frequency and duration are consistently associated with sociodemographic factors such as age, gender, and socioeconomic status. However, there is less evidence of the relationship between the type and context of physical activity in adolescents. The aim of this article is to analyze physical activity habits and their relationship with sociodemographic factors in Chilean adolescents. The cross-sectional study consisted of 7,263 adolescents aged between 10 and 20 years old, students from both public and private schools in all regions of Chile. Physical activity habits were examined by means of a self-report questionnaire. The age groups were classified according to the three stages of adolescence (early: 10 to 13, middle: 14 to 16, and late: 17 to 20 years old). Socioeconomic level was established based on the school vulnerability index (SVI) of the school attended by each adolescent. In the study it was obvious to the level of physical activity for the adolescents was below the international recommendations. A statistically significant association can also be found between the sociodemographic factors studied and the physical activity habits reported by the young people. The multivariate regression analysis established that the risk of not achieving the physical activity recommendations was 2.8 times higher in females than in males, 2.4 times higher in the older age groups (14–16 and 17–20 years old) compared to the 10–13-year age range and 1.1 times in the medium and high vulnerability groups than in the low socioeconomic vulnerability group. These findings highlight the importance of considering all these factors holistically whenever designing programs or public policies that promote the development of healthy physical activity habits in adolescents.