Correlates of vigorous physical activity in young adults during school transition

Improving Physical Activity Levels and Psychological Variables on University Students in the Contemplation Stage

This study aimed to investigate the effects of a physical activity intervention, based on self-determination theory and the transtheoretical model, on university students in the contemplation stage. Participants: 42 students, in the contemplation stage at baseline, were randomly assigned to an experimental group (16 women, 2 men; M age = 19.1 ± 1.15) and a control group (18 women, 2 men; M age = 20.1 ± 5.7). Methods: Physical activity was measured at different moments by accelerometry. Other cognitive variables were measured by self-reported scales. Results: We did not find any significant increases in students’ physical activity in favor of the intervention group. Intragroup analyses indicate that the intervention has an effect on physical activity (moderate-to-vigorous physical activity), basic psychological needs, and intrinsic and extrinsic motivation. Conclusions: Results partially demonstrate that applying social cognitive theories seems to be effective in improving physical activity and cognitive variables in university students in the contemplation stage

Changes in physical activity and screen time related to psychological well-being in early adolescence: findings from longitudinal study ELANA

Background

Psychological well-being influences health behaviours differently in adolescent boys and girls. We evaluated the role of psychological well-being in early adolescence in the onset and persistence of insufficient physical activity and exceeding recommended screen time, depending on gender.

Methods

This work derives from a cohort study called Longitudinal Study of Adolescent Nutritional Assessment conducted among elementary school students from two public and four private schools in Rio de Janeiro, Brazil from 2010–2013. We analysed data from 2010 and 2012 from 526 adolescents. Physical activity was evaluated using the International Physical Activity Questionnaire. Those who performed less than 60 min per day of moderate to vigorous physical activity (MVPA) were classified as insufficiently active. Screen time was evaluated based on daily time spent in front of television, video games, and computers. Those who had 4 h or more screen time per day were classified as exceeding the recommended time. Psychological well-being was assessed using the psychological domain of the KIDSCREEN 27 questionnaire. Linear regression was used to estimate coefficient (β) and r² values for continuous variables. Relative risks (RR) and confidence intervals (95 % CI) for onset and persistence of insufficient activity and exceeding recommended screen time were estimated with Poisson regression models.

Results

Among girls, linear regression analyses showed a significant inverse association between psychological well-being and screen minutes per day at T2 (r² = 0.049/β = −3.81 (95 % CI −7.0, −0.9)), as well as an association between poor psychological well-being and onset of exceeding recommended screen time in categorical analyses (RR crude: 1.3; CI 95 % 1.1, 1.7; RR adjusted: 1.3; CI 95 % 1.0, 1.6). For boys, an association was found between psychological well-being and onset of insufficient activity 2 years later (RR crude: 1.3; CI 95 % 1.2, 1.4; RR adjusted: 1.2; CI 95 % 1.1, 1.4).

Conclusion

Adolescence is crucial for the development of unhealthy behaviours related to psychological well-being status in the context of a middle-income country. Gender differences are important because poor psychological well-being seems to affect sedentary behaviour in girls more than in boys, and predicts insufficient activity among boys.

Effects of a print-mediated intervention on physical activity during transition to the first year of university

Transition to the first year of university is linked to steep declines in moderate-vigorous physical activity (MVPA). The purpose of this study was to investigate the effects of a targeted, theory-driven, print-based intervention on MVPA during transition to university. Volunteer participants from five Canadian universities (n=255) completed measures of MVPA at the start of their first semester at university and were randomly assigned to conditions receiving a first-year-student physical activity and action-planning brochure, Canada's Physical Activity Guide (CPAG), or a no-intervention control group. Six weeks later, a follow-up measure of MVPA was obtained as well as retrospective accounts of physical activity action-planning strategies and self-efficacy for scheduling physical activity. At the follow-up, students who received the targeted first-year student physical activity brochure reported significantly higher levels of MVPA compared to controls (p<.05) and a trend towards higher MVPA compared to the CPAG group (p=.06). However, there were no differences between groups on action planning or self-efficacy. A theory-driven and targeted print media intervention can offer low-cost and broad-reaching effects that may help students stay more active or curb declining levels of MVPA that occur during transition to university.

Transition in participation in sport and unstructured physical activity for rural living adolescent girls

Physical activity (PA) is important for lifelong health; however, participation is lower in rural compared with metropolitan areas and declines during adolescence, particularly for girls. It is likely that this decline is related to the number of life transitions that occur during adolescence. This qualitative study examined the views of active rural living girls regarding the factors affecting their sport and PA participation, using the socioecological model. Twenty-seven girls aged 16-17 from four schools participated in semi-structured focus group discussions. Content and thematic analysis was conducted from verbatim transcripts using NVivo. The girls enjoyed involvement in community club sport with friends and they reported living in communities where participation in sport was a major form of social interaction. However, the desire to succeed educationally was a critical factor affecting their participation in sport and PA and influenced their movement from structured club sport to more flexible, but socially isolated individual activities. It is recommended that future longitudinal research should track rural living adolescent females as they complete secondary school, in order to better understand the influence of educational priorities upon sport and PA participation and to identify practical strategies for both schools and community organizations to foster continuing participation throughout this crucial period of life transition.

University Students’ Satisfaction With, Interest in Improving, and Receptivity to Attending Programs Aimed at Health and Well-Being

The purpose of this pilot study is to investigate students’ (a) satisfaction with nine health constructs, (b) interest in improving these health areas, and (c) receptivity to participating in programming targeting these areas. The study sample is composed of 1,778 undergraduate students from a Canadian university. Students complete a five-page paper-and-pencil questionnaire assessing the above objectives along a 5-point Likert-type scale. Students are most satisfied with their social health and report their lowest satisfaction with physical activity (M = 3.16, SD = 1.09). Overall, students are most interested in enhancing their physical activity (M = 4.10, SD = 0.79), followed by both body image (M = 3.94, SD = 0.89) and dietary habits (M = 3.94, SD = 0.85), and are receptive to programs aimed at improving their level of physical activity (M = 3.62, SD = 0.98) and body image (M = 3.42, SD = 1.63). A preference for physical activity level and body image improvement among university students is revealed and should be considered of paramount importance by campus-based health promotion practitioners.

Transition to university and vigorous physical activity: implications for health and psychological well-being

The authors investigated vigorous physical activity and psychological well-being during transition from high school to first-year university in a sample of 145 Canadian undergraduates. Participants completed retrospective measures assessing vigorous physical activity during their first 2 months at university and their last 2 months at high school as well as measures assessing psychological well-being. According to nationally recommended (US Department of Health and Human Services) standards, two thirds (66.2%) of students reported adequate levels of vigorous activity in high school, whereas significantly fewer (44.1%) met the standard during their first 8 weeks at university. One third of students were active in high school but became insufficiently active once at university; 33% were active at both times; 23% consistently fell short of recommended levels; and only 11% became active once at university. Students who had become insufficiently active reported higher levels of fatigue and lower levels of vigor compared with those who continued to be active.

Insufficiently active Australian college students: perceived personal, social, and environmental influences

BACKGROUND

A sustainable pattern of participation in physical activity is important in the maintenance of health and prevention of disease. College students are in transition from an active youth to a more sedentary adult behavior pattern.

METHODS

We assessed self-reported physical activity and other characteristics in a sample of 2,729 male and female students (median age was 20 years) recruited from representative courses and year levels at four Australian College campuses. They were categorized as sufficiently or insufficiently active, using estimates of energy expenditure (kcal/week) derived from self-reported physical activity. Personal factors (self-efficacy, job status, enjoyment), social factors (social support from family/friends), and environmental factors (awareness of facilities, gym membership) were also assessed.

RESULTS

Forty-seven percent of females and 32% of males were insufficiently active. For females, the significant independent predictors of being insufficiently active were lower social support from family and friends, lower enjoyment of activity, and not working. For males, predictors were lower social support from family and friends, lower enjoyment of activity, and being older.

CONCLUSIONS

Factors associated with physical activity participation (particularly social support from family and friends) can inform physical activity strategies directed at young adults in the college setting.

Mediating variable framework in physical activity interventions. How are we doing? How might we do better?

INTRODUCTION

Behavioral science provides the foundation for physical activity interventions. The mediating variable framework is used to assess the status of physical activity interventions and the roles that are, or could be played, by behavioral theory.

METHODS

Twenty-five physical activity intervention studies and 45 physical activity correlational studies were found in the literature, tabulated, and included in the analysis.

RESULTS

Behavioral interventions for promoting physical activity have worked primarily when participants were motivated enough to volunteer or when a school-based physical education program changed. In most cases, behavioral or psychosocial theory accounted for 30% or less of the variability in physical activity behaviors. Most intervention studies do not measure mediating variables, and when they do, they do not systematically effect changes in all the mediating variables on which they are predicated.

DISCUSSION

To increase the effectiveness of physical activity interventions, more physical activity research should focus on a better understanding of the predictors of physical activity and toward interventions demonstrated to effect change in these predictors of physical activity.

CONCLUSION

Changing the focus to basic behavioral and social science and mediator change research should provide a more systematic and cost-effective approach to increasing the effectiveness of physical activity interventions.