Physical Activity Interventions For Adolescents Research Articles

Community-based physical activity interventions for adolescents and adults with complex cerebral palsy: A scoping review.

https://onlinelibrary.wiley.com/doi/10.1111/dmcn.15611

Synergizing the Behavior Change Wheel and a Cocreative Approach to Design a Physical Activity Intervention for Adolescents and Young Adults With Intellectual Disabilities: Development Study.

There is a need for physical activity promotion interventions in adolescents and young adults with intellectual disabilities. Current interventions have shown limited effectiveness, which may be attributed to the absence of theory and a population-specific development. Combining a planning model (including theory) and cocreation with the target audience during intervention development could potentially address this gap. This study aimed to report the systematic development of the Move it, Move ID! intervention by describing how the 8 different steps of the Behavior Change Wheel (BCW) were applied and present the results that emerged from those steps. In doing so, the (theoretical) content of the intervention is described in detail. A total of 23 adolescents and young adults (aged 14-22 years) with mild to moderate intellectual disabilities were designated as cocreators of the intervention. Across 2 groups, 6 similar cocreation sessions were organized in each. The content and sequence of the sessions were structured to align with the 8 steps of the BCW. All sessions were recorded and transcribed verbatim. Both a deductive (ie, steps of the BCW) and inductive (ie, resonating the voice of the participants) analysis approach were applied specifically focusing on identifying and describing the findings within each of the BCW steps. After behavioral analysis (steps 1-4), 10 intervention goals were chosen and linked to Capability, Opportunity, and Motivation-Behavior components (theory within the BCW) that needed to be addressed. Psychological capability, social opportunity, and reflective motivation were emphasized as the first targets to focus on. A key finding was the urge for real-life social connectedness and social integration, which makes the social component as part of physical activity a central theme to focus on within intervention development. Judgments on the most suitable intervention functions (step 5) and behavior change techniques (step 7) were explained. When discussing the mode of delivery of the intervention (step 8), it was underscored that solely relying on a mobile health app would not fulfill participants' social needs. Hence, the chosen intervention adopts a dyadic approach in which young individuals with intellectual disabilities are matched with peers without intellectual disabilities to engage in physical activities together, with a mobile app playing a supportive role in this partnership. The transparent description of the development process highlights why certain intervention components and behavior change techniques were chosen and how they are intertwined by means of the selected intervention design. This paper provides a detailed blueprint for practitioners wanting to integrate the BCW and its associated behavior change techniques, in combination with actively involving the target group, into their intervention development for people with intellectual disabilities.

Cost-effectiveness of a dietary and physical activity intervention in adolescents: a prototype modelling study based on the Engaging Adolescents in Changing Behaviour (EACH-B) programme

ObjectiveTo assess costs, health outcomes and cost-effectiveness of interventions that aim to improve quality of diet and level of physical activity in adolescents.DesignA Markov model was developed to assess four...

Feasibility of a teacher facilitated physical activity intervention for adolescents with disability: Findings from the Burn 2 Learn adapted pilot study

Introduction: Disability is recognized as a global public health issue, and adolescents with disability are less active and have lower levels of physical fitness than their typically developing peers. Unfortunately, adolescents with disability have been largely neglected in health promotion efforts. Schools are ideal settings to address this, however few school-based interventions have been designed and evaluated among this group. The aim of this pilot study was to determine the feasibility of a teacher facilitated school-based physical activity intervention for adolescents with disability.

Feasibility of a school-based physical activity intervention for adolescents with disability

BackgroundAdolescents with disability are less active and have lower levels of physical fitness than their typically developing peers. Schools are ideal settings to address this; however, few school-based interventions have been designed and evaluated among this group. Therefore, the aim of this pilot study was to determine the feasibility of a time-efficient school-based physical activity intervention for adolescents with disability.MethodsA non-randomized pilot trial was conducted with adolescents in the special education unit at one secondary school in New South Wales, Australia. Sixteen grade 11 and 12 students (aged 17.3 ± 0.7 years) participated in the 2-month physical activity intervention. Two classroom teachers were trained to facilitate the delivery of a high-intensity interval training (HIIT) program, known as Burn 2 Learn adapted (B2La). Teachers were asked to deliver 2–3 weekly HIIT sessions for a period of 2 months. Four domains of feasibility (acceptability, implementation, adaptability, and practicality) were assessed using quantitative measures at the student and teacher levels (e.g., observations, process evaluation questionnaires, and heart rate [HR] monitoring). Data were also collected from three learning and support teachers who assisted classroom teachers with intervention delivery. Preliminary efficacy of the intervention on measures of adolescents’ functional capacity (6-min walk/run test) and muscular fitness (sit-to-stand test and modified push-up test) were analyzed using paired sample t-tests.ResultsModerate-to-high levels of program satisfaction were reported by both students (80% rated “Good” or “Excellent”) and teachers (100% rated “Good” or “Excellent”). Teachers reported delivering 2.5 ± 0.7 sessions per week during the study. Based on researcher session observations, the program was delivered effectively by teachers (14/20). However, HR data indicated session intensity was lower than intended. The program was considered “adaptable” by teachers, with several observed modifications to HIIT sessions to cater for the needs of adolescents with disability. No adverse events were reported. We observed improvements in preliminary efficacy measures.ConclusionsOur findings suggest it is feasible to train teachers to deliver a school-based HIIT program for adolescents with disability. Evaluation of B2La within a larger-scale effectiveness trial is warranted.Trial registrationACTRN12621000219886.

A Virtual Reality Exergame to Engage Adolescents in Physical Activity: Mixed Methods Study Describing the Formative Intervention Development Process

BackgroundEarly adolescence (13-17 years) is a critical developmental stage for physical activity promotion. Virtual reality (VR) exergaming is a promising intervention strategy to engage adolescents in physical activity.ObjectiveThe vEngage project aims to develop a physical activity intervention for adolescents using VR exergaming. Here, we describe the formative intervention development work and process of academic-industry collaboration.MethodsThe formative development was guided by the Medical Research Council framework and included recruiting an adolescent user group to provide iterative feedback, a literature review, a quantitative survey of adolescents, qualitative interviews with adolescents and parents, inductive thematic analysis of public reviews of VR exergames, a quantitative survey and qualitative interviews with users of the augmented reality running app Zombies, Run!, and building and testing a prototype with our adolescent user group.ResultsVR exergaming was appealing to adolescents and acceptable to parents. We identified behavior change techniques that users would engage with and features that should be incorporated into a VR exergame, including realistic body movements, accurate graphics, stepped levels of gameplay difficulty, new challenges, in-game rewards, multiplayer options, and the potential to link with real-world aspects such as physical activity trackers. We also identified some potential barriers to use, such as cost, perceived discomfort of VR headsets, and motion sickness concerns. A prototype game was developed and user-tested with generally positive feedback.ConclusionsThis is the first attempt to develop a VR exergame designed to engage adolescents in physical activity that has been developed within a public health intervention development framework. Our formative work suggests that this is a very promising avenue. The benefit of the design process was the collaborative parallel work between academics and game designers and the involvement of the target population in the game (intervention) design from the outset. Developing the game within an intervention framework allowed us to consider factors, such as parental support, that would be important for future implementation. This study also serves as a call to action for potential collaborators who may wish to join this endeavor for future phases and an example of how academic-industry collaboration can be successful and beneficial.

A classroom-based physical activity intervention for adolescents: Is there an effect on self-efficacy, physical activity, and on-task behavior?

BackgroundClassroom-based physical activity is a newly explored avenue for providing physical activity opportunities to children within the school, but it is one that is showing academic gains in areas such as on-task behavior. The purpose of this study was to explore the impact of pedal desks placed in high school classrooms. Three main objectives were examined: 1) the possible increase in physical activity self-efficacy among high school stu-dents in the classroom, 2) the effectiveness of pedal desks on increased physical activity among high school students, and 3) the impact of pedal desks on increasing classroom on-task behavior.Participants and procedureParticipants included 114 high school students in a traditional high school setting. All of the students were en-rolled in two Reserve Officers’ Training Corps (ROTC) teachers’ classrooms. The design was quasi-experimental. Two teachers and their respective classes were randomly assigned to a treatment or control group. The study included a baseline and 2 waves. Researchers gathered demographic information of stu-dents, as well as pre- and post-data on self-efficacy and physical activity participation. On-task behavior of stu-dents was also recorded daily by researchers via momentary time sampling.ResultsThe results indicated significance for self-efficacy confidence but not barriers to physical activity participation. When examining whether self-efficacy could be connected to student heart rate, no significance was found. However, treatment students did improve their mean heart rates from baseline to treatment. This increase was significantly greater when compared to the control group.ConclusionsThis study indicates that pedal desks may be one means for feasibly increasing light physical activity during the school day. This study suggests that self-efficacy for exercise can be increased and that light intensity physical activity levels may be raised through placing pedal desks in a high school classroom. Limitations are dis-cussed.

The process evaluation of a school-based physical activity intervention: influencing factors and potential consequences of implementation

PurposeThis paper evaluates the implementation of a school-based physical activity intervention and discusses how the intervention outcomes can be influenced by the implementation.Design/methodology/approachIn four of the nine lower secondary schools in which the intervention was conducted, the authors examined implementation fidelity, adaptation, quality, responsiveness and dose received. The authors conducted focus group interviews with teachers (n = 8) and students (n = 46) and made observations. Dose delivered was examined quantitatively, with weekly registrations.FindingsResults showed that two out of four schools made few and positive adaptations, implemented the intervention with high fidelity and quality and responded positively. Four main factors were found to influence implementation: frame factors, intervention characteristics, participant characteristics and provider characteristics.Research limitations/implicationsA cross-sectional design was used and may not represent implementation throughout the whole school year.Practical implicationsIn terms of large-scale implementation, the intervention may be generalizable. However, intervention criteria such as adequate facilities and a flexible timetable may be unattainable for some schools. The intervention can be adapted without compromising its purpose, but adaptations should be a result of cooperation between students and teachers.Originality/valueProcess evaluations on this topic are rare. This study adds to a limited knowledge base concerning what factors may influence implementation of school-based physical activity interventions for adolescents.

Self-Report Motor Competence in Adolescents Aged 12–18 Years in Regional and Rural Victoria (Australia)

ABSTRACT Background: Poor motor skills are an increasing issue for adolescents in our local communities. In regional Victoria, almost 20% of children starting school in 2018 were considered at risk or developmentally vulnerable in the domain of physical health and wellbeing. Purpose: The aim of the current study was to examine factors (how adolescents perceive their fine and gross motor skills, activities of daily living, comparison to peers) of motor competence that may be important to adolescents in regional Victoria, Australia, using the Adolescent Motor Competence Questionnaire (AMCQ). Methods: A sample of 183 Australian adolescents ([138 females (Mage = 15.59 years, SD = 1.56); 45 males, (Mage = 15.82 years, SD = 1.95); 12–18 years old] completed the AMCQ. Results: The mean AMCQ score was 87.86 (SD = 7.55), with no significant difference between males (M = 89.67 SD = 7.29) and females [M = 87.28 SD = 7.56; t (181 = 1.86 p =.065)]. A Principal Component Analysis (PCA), extracted five factors (Eiqenvalue of 1.389) explaining 43.46% of variance, representing, Ball Skills and Kinesthesis; Activities of Daily Living; Fine Motor and Gross Motor; Proprioception and Exteroception; Public Performance. Conclusion: The results highlight key factors important in describing an adolescent’s motor competence within regional Victoria. With physical health a priority in local communities, understanding these factors is an important first, that which may inform development of physical activity interventions for adolescents.

A feasibility study of \u2018The StepSmart Challenge\u2019 to promote physical activity in adolescents

BackgroundInactive lifestyles are becoming the norm and creative approaches to encourage adolescents to be more physically active are needed. Little is known about how gamification techniques can be used in physical activity interventions for young people. Such approaches may stimulate interest and encourage physical activity behaviour. The study investigated the feasibility of implementing and evaluating a physical activity intervention for adolescents which included gamification techniques within schools. We tested recruitment and retention strategies for schools and participants, the use of proposed outcome measures, and explored intervention acceptability.MethodsThis school-based feasibility study of a randomised cluster trial recruited adolescents aged 12–14 years (n = 224) from five schools (three intervention; two control) in Belfast, Northern Ireland. The 22-week intervention (The StepSmart Challenge) informed by self-determination theory and incorporating gamification strategies involved a school-based pedometer competition. Outcomes, measured at baseline, and post-intervention (at 22 weeks post-baseline and 52 weeks post-baseline) included daily minutes of moderate to vigorous physical activity (MVPA) (measured using ActiGraph accelerometer), mental wellbeing (Warwick-Edinburgh Mental Wellbeing Scale), social support for physical activity, time preference (for delayed and larger rewards or immediate and smaller rewards), pro-social behaviour (Strengths and Difficulties Questionnaire (SDQ)) and the influence of social networks. The intervention’s acceptability was explored in focus groups.ResultsWe invited 14 schools to participate; eight showed interest in participating. We recruited the first five who responded; all five completed the trial. Of the 236 pupils invited, 224 participated (94.9%): 84.8% (190/224) provided valid MVPA (minutes/day) at baseline and 57.2% (123/215) at 52 weeks. All other outcomes were well completed apart from the SDQ (65% at baseline). Qualitative data highlighted that participants and teachers found The StepSmart Challenge to be an acceptable intervention.ConclusionsThe level of interest and high recruitment and retention rates provide support for the feasibility of this trial. The intervention, incorporating gamification strategies and the recruitment methods, using parental opt-out procedures, were acceptable to participants and teachers. Teachers also suggested that the implementation of The StepSmart Challenge could be embedded in a lifelong learning approach to health within the school curriculum. As young people’s lives become more intertwined with technology, the use of innovative gamified interventions could be one approach to engage and motivate health behavioural change in this population.Trial registrationNCT02455986 (date of registration: 28 May 2015).

Physical activity attitudes among adolescents in Bangladesh

ObjectivesThe purpose of this study was to examine physical activity (PA) attitudes among adolescents in Bangladesh and their associations with sociodemographic, lifestyle and activity-related factors. Study designCross-sectional study. MethodsA total of 781 students (52% female; mean age 14.3 years, SD 1.1) from eight secondary schools in Dhaka, Bangladesh, completed a written questionnaire. Exploratory factor analysis was used to derive positive and negative PA attitude measures. Generalized estimating equations were used to examine the associations. ResultsThe most frequent positive attitudes were PA would ‘get or keep me in shape’ (81%) and ‘be fun’ (73%). Common negative attitudes were PA ‘would make me hot and sweaty’ (51%) and ‘is hard work’ (42%). Multivariable analysis showed that positive PA attitudes were more likely among adolescents who had physical education classes, adolescents involved in school sports, adolescents who ate fresh fruit and vegetables daily, and adolescents who had breakfast regularly. Negative PA attitudes were more likely among girls, adolescents who slept ≤8 h/night, and adolescents who were overweight or obese; and were less common among adolescents who ate fresh fruit and vegetables daily. ConclusionsThis study suggests that PA interventions for adolescents should highlight benefits for being in shape and having fun as key components of positive PA attitudes; and address negative attitudes of PA being hot and hard work. Specific strategies may be needed to address negative PA attitudes among girls, adolescents who are overweight or obese, and adolescents with insufficient sleep.

Behaviour change techniques to optimise participation in physical activity or exercise in adolescents and young adults with chronic cardiorespiratory conditions: a systematic review.

Participation in regular physical activity decreases the risk of developing cardiometabolic disease. However, the proportion of people who participate in the recommended amount of physical activity is low, with common barriers including competing interests and inclement weather. In people with chronic cardiorespiratory conditions, participation in physical activity is reduced further by disease-specific barriers, time burden of treatment and unpleasant symptoms during physical activity. Addressing these barriers during adolescence and early adulthood may promote greater physical activity participation into older age. The aim of this review was to classify interventions aimed at optimising participation in physical activity as 'promising' or 'not promising' in people aged 15-45 years with chronic cardiorespiratory conditions and categorise the behaviour change techniques (BCT) within these interventions. Nine databases and registries were searched (October 2017) for studies that reported objective measures of physical activity before and after an intervention period. Interventions were classified as 'promising' if a between-group difference in physical activity was demonstrated. Michie et al.'s (2013) v1 Taxonomy was used to unpack the BCT within interventions. Across the six included studies (n = 396 participants), 19 (20%) of 93 BCT were described. The interventions of three studies were classified as 'promising'. The most commonly used BCT comprised goal setting, action planning and social support. Five BCT were solely used in 'promising' interventions. Our review demonstrated that only 20% of BCT have been utilised, and those BCT that were used only in 'promising' physical activity interventions in adolescents and adults with chronic cardiorespiratory conditions were isolated.

Cost-effectiveness of physical activity interventions in adolescents: model development and illustration using two exemplar interventions

ObjectiveTo develop a model to assess the long-term costs and health outcomes of physical activity interventions targeting adolescents.DesignA Markov cohort simulation model was constructed with the intention of being capable...

Moderators and mediators of self-esteem in a school-based physical activity intervention for adolescents

Introduction: Mental health problems contribute significantly to the burden of disease among adolescents, and recent evidence suggests rates of mental illness may be increasing in this group. Self-esteem is an important psychological trait that may protect young people from developing mental illness, and regular physical activity (PA) is effective for developing self-esteem. Interventions delivered in schools have increased PA and improved self-esteem, but prior studies often fail to explore whether these benefits extend to sub-groups most ‘at-risk’. Moreover, few studies have quantitatively examined the mechanisms underpinning the link between physical activity and self-esteem. Therefore, the aims of the present study are to: (i) examine the impact of a school-based PA intervention on adolescents’ self-esteem, and (ii) to explore moderators and mediators of intervention effects.

Development of the 'Sigue la Huella' physical activity intervention for adolescents in Huesca, Spain.

Engaging in physical activity (PA) on a regular and adequate basis generates considerable benefits for health. In developed countries, the time spent doing PA is decreasing, whilst sedentary time (ST) is increasing. A multicomponent school-based intervention programme, called 'Sigue la Huella' (Follow the Footprint), was developed to reduce sedentary lifestyles and increase PA levels. This programme has proven to be effective in increasing the daily levels of moderate to vigorous PA, in decreasing ST and in improving motivational outcomes in secondary education students, in the city of Huesca (Spain). The study design was quasi-experimental, longitudinal and by cohorts, and it was carried out in four schools, two as an experimental group (n = 368) and two as a control group (n = 314). During the 25 months' intervention, this programme adopted a holistic approach aiming to create favourable environments to engage in PA, and the empowerment of students to get actively involved in the design and execution of the activities, assuming responsibility for managing and optimizing their own PA. The programme is theoretically based on the social-ecological model and self-determination theory, and it provided evidence for four actions or components that can be used in school-based PA promotion: tutorial action, Physical Education at school, dissemination of information and participation in institutional programmes and events. The aim of this article is to describe the main characteristics of the intervention programme that have proved to be effective with respect to the objectives proposed.

Treating depression with physical activity in adolescents and young adults: a systematic review and meta-analysis of randomised controlled trials.

We aimed to establish the treatment effect of physical activity for depression in young people through meta-analysis. Four databases were searched to September 2016 for randomised controlled trials of physical activity interventions for adolescents and young adults, 12-25 years, experiencing a diagnosis or threshold symptoms of depression. Random-effects meta-analysis was used to estimate the standardised mean difference (SMD) between physical activity and control conditions. Subgroup analysis and meta-regression investigated potential treatment effect modifiers. Acceptability was estimated using dropout. Trials were assessed against risk of bias domains and overall quality of evidence was assessed using GRADE criteria. Seventeen trials were eligible and 16 provided data from 771 participants showing a large effect of physical activity on depression symptoms compared to controls (SMD = -0.82, 95% CI = -1.02 to -0.61, p < 0.05, I2 = 38%). The effect remained robust in trials with clinical samples (k = 5, SMD = -0.72, 95% CI = -1.15 to -0.30), and in trials using attention/activity placebo controls (k = 7, SMD = -0.82, 95% CI = -1.05 to -0.59). Dropout was 11% across physical activity arms and equivalent in controls (k = 12, RD = -0.01, 95% CI = -0.04 to 0.03, p = 0.70). However, the quality of RCT-level evidence contributing to the primary analysis was downgraded two levels to LOW (trial-level risk of bias, suspected publication bias), suggesting uncertainty in the size of effect and caution in its interpretation. While physical activity appears to be a promising and acceptable intervention for adolescents and young adults experiencing depression, robust clinical effectiveness trials that minimise risk of bias are required to increase confidence in the current finding. The specific intervention characteristics required to improve depression remain unclear, however best candidates given current evidence may include, but are not limited to, supervised, aerobic-based activity of moderate-to-vigorous intensity, engaged in multiple times per week over eight or more weeks. Further research is needed. (Registration: PROSPERO-CRD 42015024388).

A quasi-experimental examination of how school-based physical activity changes impact secondary school student moderate- to vigorous- intensity physical activity over time in the COMPASS study.

BackgroundAdolescence is characterized by low moderate- to vigorous- intensity physical activity (MVPA) levels. Targeting the school setting can increase MVPA among a large proportion of adolescents. However, school-based physical activity interventions for adolescents remain largely ineffective. Therefore, the purpose of this study was to examine how naturally-occurring changes to school physical activity policy, recreational programming, public health resources, and the physical environment, impact adolescent MVPA over a 1-year period.MethodsQuasi-experimental longitudinal data from 18,777 grade 9–12 students (mean age = 15.1 ± 0.02 years), and 86 principals from 86 schools, participating in year 2 (2013–2014) and year 3 (2014–2015) of the COMPASS study (Ontario and Alberta, Canada) was used. Total MVPA over the previous week was self-reported at both time points using the COMPASS Student Questionnaire and average daily MVPA was calculated. Changes to physical activity policies, recreational programming, public health resources, and the physical environment were self-reported by school principals. Changes to the number and condition of physical activity facilities were objectively measured during school audits using the COMPASS School Environment Application. Multi-level modeling was used to examine change in student MVPA between schools that made changes and schools that did not. Models were adjusted for several student and school level confounders.ResultsOver the 1-year period, 61 of 86 schools made physical activity related changes. Of these, 9 significantly changed student MVPA. However, only 4 of 9 schools’ changes increased student MVPA, including opening the fitness centre at lunch (β = 17.2, 95 % CI: 2.6–31.7), starting an outdoor club (β = 17.8, 95 % CI:7.4–28.1), adding a bike rack (β–14.9, 95 % CI:0.7–29.1), and adding weightlifting and run/walk clubs, archery, figure skating, increased access to the sports field, and improved condition of the outdoor basketball court (β = 15.5, 95 % CI: 5.2–25.7).ConclusionsChanges such as adding or increasing access to facilities, and adding multiple recreational programs, seemed to be effective for increasing student MVPA over the 1-year period. However, given the specificity of results, a one-size fits all approach may not be effective for increasing MVPA. Instead, school principals need to consider the resources within and surrounding their school, and the interests of the students.

Physical activity in adolescents with an orthopaedic limitation: a review of the literature.

Nine out of 10 adolescents fail to achieve the Healthy People 2020 recommended levels of aerobic and muscle-strengthening physical activity(J. E. Fulton et al., 2011).Whereas all adolescents constitute a vulnerable population because of their minimal physical activity, those with an orthopaedic limitation, such as slipped capitol femoral epiphyses, are at greater risk despite sharing characteristics with the general adolescent population such as normal cognition and independent ambulation. Twenty articles are reviewed describing components of effective physical activity interventions for adolescents aged 10-19 and their applicability to the target population of those with an orthopaedic limitation. Although physical activity interventions for adolescents with an orthopaedic limitation receive limited discussion in the literature, physical capability, belief in ability, and nontraditional activities, including dog-walking, are identified as behavioral facilitators.

Importance of balanced diet and physical activity during and after cancer treatment in adolescent patients

Adolescents diagnosed with cancer are at increased risk for current and future health problems and premature death. As such, it is important to foster the development of health- promoting behaviors that may ameliorate some of this risk. Specific attention has been given to diet and physical activity, as these are behaviors that can be directly controlled and modified by the survivor. Despite the importance of adequate nutrition and physical activity, a large proportion of adolescents with a history of cancer do not meet recommended guidelines for these health behaviors. The current review summarizes the beneficial effects of diet and physical activity in adolescent cancer patients both during and after treatment, evaluates interventions that have been developed to address these behaviors, and provides recommendations for future strategies on how to improve these behaviors in this population. A structured literature review identified ten empirical articles examining diet and/or physical activity interventions in adolescents with a history of cancer. While several interventions aimed at increasing diet and physical activity in this population have been successful, more research is needed to evaluate long-term maintenance of health behaviors, as well as the impact these behavioral changes have on adolescents as they continue into adulthood. Future interventions should incorporate key elements of adolescent development including individualized and specific intervention components and the incorpora - tion of both peer and family support to increase saliency and long-term commitment.

Moderators of the Effectiveness of a Web‐Based Tailored Intervention Promoting Physical Activity in Adolescents: The HELENA Activ‐O‐Meter

The aim of this study was to examine the moderation effects of sex, age, and psychosocial determinants (intention, social support, and modeling) of physical activity (PA) in the relationship between an Internet-based computer-tailored intervention program (Activ-O-Meter) and modes of PA and commuting. The Activ-O-Meter with intervention and control condition was delivered to 555 adolescents (boys 50.5%, mean age: 14.4 years) in 6 European cities. Data on different modes of PA and commuting, sex, age, and psychosocial determinants were collected at baseline and at 3-months follow-up, using questionnaires. The moderation effects of psychosocial determinants, sex, and age on the association between condition and modes of PA and commuting were tested with linear regression. Moderation analysis showed that the following increased adolescents' responsiveness to the intervention: male sex, older age, higher baseline intention to increase PA, higher perceived social support or modeling level by siblings, and low perceived social support by friends. These findings should be taken into consideration when planning PA interventions in adolescents. Future intervention studies should also include moderation analysis in order to get a deeper understanding of why interventions are not effective for certain individuals and how this unresponsiveness could be overcome.