Physical activity, body composition and physical self-esteem: a 3-year follow-up study among adolescents in Sweden

Examining the Psychological Mechanisms Underlying Nostalgia Appeals: A Comparative Experiment of Nostalgia and Regret

Obesity rates remain high among U.S. adults, especially rural residents. Research has shown that nostalgia appeals effectively promote several healthy behaviors. However, the psychological mechanisms underlying nostalgia appeals remain unclear. This study examined the effects of nostalgia appeals on intention to increase exercise and shed light on how nostalgia affected persuasive outcomes. We anticipated that nostalgia appeals would persuade people by enhancing self-esteem and reducing anger and counterarguing. To illuminate the mechanisms underlying the effects of nostalgia, a between-subject experiment (nostalgia appeal vs. regret appeal vs. irrelevant message vs. neutral persuasive message) was conducted among overweight or obese rural Michiganders (N = 507). Results showed that relative to the regret appeal, the nostalgia appeal led to higher state self-esteem, less anger, and less counterarguing. There was no significant difference in attitude or behavioral intention between the nostalgia appeal, regret appeal, and neutral persuasive message. We demonstrated that enhancing self-esteem was the key mechanism by which the nostalgia appeal persuaded the target audience.

A 20-Year Follow-Up Study of Objectively Measured Physical Activity

BACKGROUND

The objectives of this study were to explore the effect of time, long-term tracking, and the proportion of objectively measured physical activity (PA) from early adolescence to the mid-thirties.

METHODS

PA was measured as mean steps per day (SPD) with pedometers during 2000 (T1), 2003 (T2), 2005 (T3), 2010 (T4), 2016 (T5) and 2020 (T6). Data from 64 participants (n = 32 males) were analysed from their early adolescence (T1) to their mid-thirties (T6).

RESULTS

SPD decreased in the total sample and among males and females (all, p < 0.001). Males took more mean SPD than females during T1 (p = 0.002), whereas females took more mean SPD during T2 (p = 0.009) and T6 (p = 0.008). Males' mean SPD tracked between T1 and T2 (p = 0.021), T2 and T3 (p = 0.030), T3 and T4 (p = 0.015) and T4 and T5 (p = 0.003). Females' mean SPD tracked between T3 and T4 (p = 0.024) and T5 and T6 (p < 0.001). In the total sample, more mean SPD were found on weekdays compared to weekend days at T3 (p = 0.017) and T5 (p < 0.001).

CONCLUSIONS

SPD decreased between T1 and T6. Mean SPD tracked low-to-moderate in the short time span. From late adolescence to the mid-thirties, more mean SPD was observed during weekdays compared to weekend days.

Leisure time physical activity and depressive symptoms among adolescents in Sweden

Background

Mental health problems have increased noticeably among adolescents. Physical activity has been identified as an important factor in the promotion of mental health. The purpose of this study was to explore how leisure time physical activity was associated with depressive symptoms among adolescents in Sweden.

Methods

Using binary logistic regression we analyzed Swedish data collected as part of the Children of Immigrants: Longitudinal Survey in Four European Countries. The complete sample used for analysis consisted of 3787 adolescents (including 1855 boys and 1932 girls).

Results

Adolescents who participated in physical activity during their leisure time on a daily, weekly, or monthly basis had substantially lower odds of often feeling depressed than those who were physically inactive. This pattern applied to both boys and girls. Relative to boys, girls had significantly higher odds of often feeling depressed.

Conclusions

The findings of this study suggested that participation in physical activity regularly during leisure time was associated with a lower level of depressive symptoms among adolescents in Sweden. Because of the cross-sectional study design conclusions about causality cannot be drawn. Future research based on longitudinal data is needed to further explore the mechanisms behind the association. This study calls for recognition of the value of physical activity in promoting mental health among adolescents.

Comparing self-perceived global self-esteem and physical self-esteem among children and adolescents in Southeastern Sweden, investigated in 2000 and 2017

OBJECTIVES

To compare self-perceived global self-esteem (GSE) and physical self-esteem (PSE) among children and adolescents aged 11 and 14 years in Southeastern Sweden, investigated in 2000 and 2017.

METHODS

The present study consists of two independent cross-sectional study-cohorts from Southeastern Sweden, investigated in 2000 and 2017. The same protocol, procedures, and instruments were used in 2000 and 2017. In October 2000, data for self-perceived GSE and PSE, and anthropometry were collected from 11-years old children (Grade 5) (n=74) and 14-years old adolescents (Grade 8) (n=84). In October 2017, children (n=186) and adolescents (n=140) from the same grade-levels, schools and classrooms provided data for the same variables as in 2000. GSE and PSE were assessed with the Children and Youth Physical Self-Perception Profile (CY-PSPP).

RESULTS

Self-perceived GSE was higher in 2017 as compared to 2000 among both 11-years old boys (p<0.001) and girls (p<0.001) and 14-years old boys (p=0.008) and girls (p<0.001). Similarly, self-perceived PSE was higher in 2017 as compared to 2000 among both 11-years old boys (p<0.001) and girls (p=0.023) and 14-years old boys (p=0.025) and girls (p=0.002).

CONCLUSIONS

Self-perceived GSE and PSE among children and adolescents aged 11 and 14 years in Southeastern Sweden were higher in 2017 as compared to 2000. These results are not in agreement with the increased psychological ill-health as being reported among children and adolescents during the last decade in Sweden.

Basic Psychological Needs, Physical Self-Concept, and Physical Activity Among Adolescents: Autonomy in Focus

The contribution of this research lies in its dual approach to the question of physical activity (PA) among adolescents, combining objective measurement of PA by teenagers and a comparison of psychological satisfaction through physical activities involving differing degrees of autonomy (i.e., organized or unstructured). Using the conceptual framework of Self-Determination Theory, the analysis also examines the relationship between levels of PA among adolescents and physical self-concept and satisfaction of basic psychological needs during exercise. The study surveyed 129 first-year higher secondary education students from schools in the city of A Coruña. Satisfaction of basic psychological needs during organized and unstructured physical activities was measured using the Basic Psychological Needs in Exercise Scale. PA levels were assessed based on step count per day for a week as measured by an accelerometer. The results show that the daily step average recorded by students (7,400) is below the minimum recommended levels of PA for this age group, that students are more active on weekdays than at the weekend, and that there is no significant difference in PA levels between male and female subjects (T = 0.23, p < 0.05, d = 0.04). Findings from the comparative analysis of the three basic psychological needs show greater satisfaction of the need for autonomy during unstructured activities (T = 6.15, p < 0.001, d = 0.68), and greater satisfaction of the need for competence during organized activities (T = −2.50, p < 0.05, d = 0.27). No variation in terms of sex was found in relation to satisfaction of the need for autonomy or relatedness from unstructured activities; however, girls showed notably lower satisfaction than boys in relation to the need for competence (T = −2.62, p < 0.01, d = 0.49). Self-esteem was found to play an important mediating role and observed to be strongly related to sex (T = −5.16, p < 0.001, d = 0.90). Organized PA was found to provide greater need satisfaction among boys than girls across all categories. The study showed no relationship between psychological variables and objectively measured PA (Pillai’s trace: F = 0.86, p > 0.05, η² = 0.08, observed power = 0.66). Basic psychological needs show significant positive interrelation between them and a significant positive relationship between them and physical self-concept, as expected based on previous literature.

Tracking of Pedometer-Determined Physical Activity: A 16-Year Follow-Up Study

Background: The aims of this study were to explore the effect of time and long-termed tracking on pedometer-determined physical activity (PA) from early adolescent to the 30s. Methods: PA was measured with pedometers [Yamax™ (SW-200)] during 2000 (time 1), 2003 (time 2), 2005 (time 3), 2010 (time 4), and 2016 (time 5). Anthropometric data were collected during time 1. Data from 59 participants (n = 32 males) were analyzed from early adolescent (time 1) to the 30s (time 5). Results: There was an effect of time for males (P = .005, η2 = .76) and females (P = .002, η2 = .50) where steps per day decreased. Males steps per day tracked between time 1 and time 2 (r = .41, P = .021), time 1 and time 3 (r = .38, P = .03), time 3 and time 4 (r = .42, P = .015), and time 4 and time 5 (r = .50, P = .003). Females steps per day tracked between time 4 and time 5 (r = .39, P = .04). Males took more steps per day than females during time 1 (P = .018), whereas females took more steps per day during time 2 (P = .043) and time 3 (P = .03). Conclusion: There was a significant effect of time, where steps per day decreased between the 5 times of measurement. Steps per day tracked low to moderate in the short time span, yet tracked nonsignificantly from early adolescent to the 30s.

Associations Between Pedometer-Determined Physical Activity and Adiposity in Children and Adolescents: Systematic Review

OBJECTIVE

The present review sought to examine the evidence on the associations between pedometer-determined physical activity and adiposity.

DESIGN

Of 304 potentially eligible articles, 36 were included. A search for observational studies was carried out using Cochrane Library (CENTRAL), the OVID (MEDLINE, Embase, and PsycINFO), EBSCOhost (Sportdiscus), and PEDro database from their commenced to July 2015. Of 304 potentially eligible articles, 36 were included.

RESULTS

Most studies (30/36; 83%) were cross sectional and all used proxies for adiposity, such as body mass index (BMI) or BMI z-score as the outcome measure. Few studies (2/36; 6%) focused on preschool children. There was consistent evidence of negative associations between walking and adiposity; significant negative associations were observed in 72% (26/36) of studies overall.

CONCLUSIONS

The present review supports the hypothesis that higher levels of walking are protective against child and adolescent obesity. However, prospective longitudinal studies are warranted; there is a need for more research on younger children and for more "dose-response" evidence.

The effects of introducing Tabata interval training and stability exercises to school children as a school-based intervention program

Background Physical activities during leisure time as well as school hours have changed over the past few years, with adolescents being less physically active and adopting a sedentary lifestyle. Objective The overall objective of this mixed-methods study was to evaluate the feasibility of introducing a 4-min Tabata interval training into a lower secondary school context. A further aim was to evaluate the possible effects on: coordination, balance, and strength. Methods The study was conducted as an intervention study with a mixed-method approach. Forty-three children, aged 7-9 years, participated in the intervention group. Additionally, 13 children were recruited as a control group. The intervention itself was delivered by the teachers and was performed for 4-min every day in a classroom setting. All participants performed physical tests before and after the intervention period to evaluate the Tabata training. After the completion of the 6-week Tabata interval training, the four teachers were interviewed. Results The push-ups (p = 0.004), kneeling push-ups (p = 0.03), and standing long jump (p = 0.01) improved in the intervention group after 6 weeks. No differences were observed between the genders. The teachers experienced that it worked well to integrate the Tabata interval training in the classroom setting. Conclusion After 6 weeks, a school-based Tabata intervention program improved physical performance. The teachers saw no obstacles in including the Tabata intervention program in a classroom setting and pointed out several positive aspects such as an increased energy level and development in the children's movement patterns.

Physical self-esteem and personality traits in Swedish physically inactive female high school students: an intervention study

BACKGROUND

Physical activity provides fundamental health benefits and plays a positive role in physical well-being. The aim of this present study was to investigate whether a 6-month physical activity program could influence physical self-esteem and frequency of physical activity in physically inactive female high school students in short- and long-term periods and whether personality traits were related to physical activity behaviour and compliance with the program.

METHODS

The study was a cluster-randomised controlled intervention study including 104 physically inactive female high school students aged 16-19 years, 60 females in an intervention group and 44 females in a control group. The intervention group exercised at sport centres at least once per week during a 6-month period. Questionnaires were used for evaluation.

RESULTS

At a 6-month follow up, the intervention group improved physical self-perception in all subdomains and significantly improved physical condition, physical self-worth and self-related health compared to the control group. At 1-year follow up, 25 females out of 53 females were still physically active, and all ratings remained almost the same as at the 6-month follow up. There were no particular personality traits that were dominant in the groups.

CONCLUSION

A 6-month physical activity program can positively influence physical self-esteem and the frequency of physical activity, both from a short- and long-term perspective.

Step Counts on Weekdays, Weekends, and During Physical Education of Navajo High School Students

BACKGROUND

Understanding the physical activity patterns of youth is important for the implementation and evaluation of programming and interventions designed to change behavior. To date, little is known about the objectively measured physical activity patterns of Native American youth. Therefore, the purpose of the study was to examine the step counts of Navajo youth during weekdays, weekend days, and physical education classes.

METHODS

Participants included 63 high school students (mean age = 15.14 ± 1.37 years). Youth wore a pedometer (Walk-4-Life 2505) for seven consecutive days. Means and standard deviations were calculated for weekdays, weekend days, and physical education.

RESULTS

Boys averaged 11,078 ± 4400 steps/weekday compared to 6493 ± 5651 on weekend days. Girls averaged 7567 ± 5614 on weekdays compared to 7589 ± 7712 on weekend days. Both boys (20 %) and girls (26 %) accumulated a large percentage of their weekday step counts from physical education classes.

CONCLUSIONS

Findings highlight the importance of additional physical activity opportunities in the community. Youth are falling well short of recommended levels of physical activity with physical education being an important source of physical activity.

Physical self-esteem--a ten-year follow-up study from early adolescence to early adulthood

INTRODUCTION

One variable that has been consistently associated with adolescents' physical activity is perceived activity competence. Perceived physical (or sport) competence is considered a sub-domain to the physical self-esteem or self-worth (i.e., a person's valuation of what is good and worthy in their self-description).

OBJECTIVE

This study aimed to describe levels of and inter-correlations among physical self-esteem, physical activity, and body mass index in a longitudinal design spanning adolescence to early adulthood.

MATERIALS AND METHODS

At mean ages of 12.7, 15.7, 17.7 and 22.7 years, we measured perceived physical self-esteem in 39 (22 boys) Swedish adolescents. Physical activity (steps/day) for four consecutive schooldays, height, and weight were also measured.

RESULTS

No significant difference between the four time points for any variable of perceived physical self-esteem was seen, neither in boys nor girls. In general, all physical self-variables revealed non-linear trajectories across time, where the general trend was an increase during the younger ages followed by a decrease during older ages. At ages 12 and 15 years in boys and girls physical condition and physical strength as well as body attractiveness and physical strength, respectively, had the strongest correlations to physical self-esteem. At age 17 and 22 years sports competence had the strongest correlation to self-esteem in girls, while body attractiveness and physical strength had the strongest correlation to self-esteem in boys.

CONCLUSION

An overall stability in physical self-esteem was found. However the impact of a sub-domain upon physical self-esteem vary during adolescence and early adulthood. Such information may be useful when creating physical activity programs that support and develop physical self-esteem.

Mediating effects of body composition between physical activity and body esteem in Hong Kong adolescents: a structural equation modeling approach

This study investigated the mediating role of body mass index (BMI) in the relationship between physical activity and body esteem in adolescents. Nine hundred and five Hong Kong Chinese students aged 12-18 years participated in a cross-sectional study in 2007. Students' BMI was computed as an indicator of their body composition. Their physical activity level and body esteem were examined using the Physical Activity Rating for Children and Youth (PARCY) and Body Esteem Scale (BES), respectively. Structural equation modelling was used to investigate the mediating effects of BMI and physical activity in predicting body esteem, with stratification by sex. The overall fit of the hypothesized models was satisfactory in boys (NFI = 0.94; NNFI = 0.88; CFI = 0.95; RMSEA = 0.07) and girls (NFI = 0.89; NNFI = 0.77; CFI = 0.91; RMSEA = 0.11). When BMI was considered as a mediator, higher physical activity had a significant negative total effect on body esteem in boys, but not in girls. The indirect effect of higher physical activity on body esteem via BMI was positive in boys, but negative in girls.

CONCLUSIONS

Regular physical activity may help overweight adolescents, especially boys, improve their body esteem. Kinesiologists and health professionals could explore the use of physical activity prescriptions for weight management, aiming at body esteem improvement in community health programs for adolescents.

WHAT IS KNOWN

Among Western adolescents, negative body esteem is more pervasive in girls than in boys. There are consistent findings of the association between higher body mass index and lower body esteem in adolescents, but the association between physical activity and body esteem are equivocal.

WHAT IS NEW

A negative association between body mass index and body esteem was found in both Hong Kong adolescent boys and girls. The indirect effect of physical activity on body esteem via body mass index was positive in Hong Kong adolescent boys, but negative in girls.

The impact of a physical activity intervention program on academic achievement in a Swedish elementary school setting

BACKGROUND

Despite the emerging body of research on the potential of physical activity to improve learning and academic achievement, conclusive evidence regarding the effects of physical activity on academic achievement is lacking. The objective of this study was to determine the impact of a physical activity intervention program on academic performance.

METHODS

A controlled cross-sectional design was used to investigate the hypothesis that the intervention program would increase the proportion of students in grade 5 who achieved the national learning goals in Swedish, mathematics, and English compared with 3 reference schools. Academic results from the years prior to and during the intervention program were analyzed. Logistic regression analyses assessed the odds of achieving the national learning goals when the intervention program was integrated into the elementary curricula.

RESULTS

Higher proportions of students in the intervention school achieved the national goals in all 3 subjects compared with the reference schools after initiation of the intervention program. The odds for achieving the national learning goals in the intervention school increased 2-fold (p < .05), whereas these odds either did not change or decreased in the reference schools.

CONCLUSION

Promoting physical activity in school by means of a curriculum-based intervention program may improve children's educational outcome.

Physical activity practice, body image and visual impairment: a comparison between Brazilian and Italian children and adolescents

The aim of this study was to analyze the physical activity and body image of children and adolescents with visual impairment (VI) in Brazil and Italy. For this, 41 children and adolescents with VI (19 Brazilian and 22 Italian) aged 10.22 ± 2.19 years old (18 girls and 23 boys) answered the Physical Activity Questionnaire for Children (PAQ-C), the Offer Self-Image Questionnaire (OSIQ), and an instrument with information about the disability, body weight and height. We analyzed the relationship between data from PAQ-C and OSIQ, as well as the gender, level of disability (blindness or low vision) and country using independent Mann-Whitney test. Body mass index (BMI) values were higher for Brazilian youths, with more than half of them classified as overweight and obese. Italian youths exhibited values of body image that were more positive and only 27% presented overweight or obesity. Blind children and adolescents were less active than those with low vision, but no differences were found between countries or genders. In Brazil, we detected significant correlations (p>0.05) between physical activity, body image and BMI, which more active youths presenting lower values of BMI and a better perception of body image. Physical activity seems to have a positive influence on body image and BMI for children and adolescents with VI, thus it should be encouraged especially for those with higher disability degrees.

Effects of a physical education program on physical activity, fitness, and health in children: the JuvenTUM project

The purpose of the study was to investigate the effects of a school-based prevention program on physical activity, fitness, and obesity. We performed a prospective study in eight Bavarian primary schools (n = 724 children, 8.4 ± 0.7 years) randomized one to one to either an intervention school (IS, n = 427) or a control school (CS, n = 297). Children in IS attended 10 health-related lessons at school over a period of 1 year. Parents and teachers attended two and three educational health-related lessons, respectively, and also received 10 newsletters on health issues. Daily physical activity (≥ 60 min/day), physical fitness (six-item test battery), and anthropometric data were obtained at baseline and after 1 year. Physical activity and physical fitness increased in IS, but it failed to reach significant intervention effects. Nevertheless, a reduction in waist circumference was observed for all children [mean change 1.7 cm; 95% confidence interval (CI) 1.2-2.3; P < 0.001). This effect was more pronounced in overweight children (> 90th percentile, n = 99, mean change 3.2 cm; 95% CI 1.5-4.8; P < 0.001). This easily administered preventative program involving children, parents, and teachers revealed that a generalized approach increasing physical activity will even be favorable in a subgroup of obese children.

Metabolic risk factors, physical activity and physical fitness in Azorean adolescents: a cross-sectional study

Background

The prevalence of metabolic syndrome has increased over the last few decades in adolescents and has become an important health challenge worldwide. This study analyzed the relationships between metabolic risk factors (MRF) and physical activity (PA) and physical fitness (PF) in a sample of Azorean adolescents.

Methods

A cross-sectional school-based study was conducted on 417 adolescents (243 girls) aged 15-18 from the Azorean Islands, Portugal. Height, weight, waist circumference, fasting glucose, HDL-cholesterol, triglycerides, and blood pressure were measured. A sum of MRF was computed, and adolescents were classified into three groups: no MRF, one MRF and two or more MRF. PA was assessed by a sealed pedometer. PF was assessed using five tests from the Fitnessgram Test Battery. Dietary intake was obtained using a semi-quantitative food frequency questionnaire.

Results

Mean daily steps for girls and boys were 7427 ± 2725 and 7916 ± 3936, respectively. Fifty-nine percent of the adolescents showed at least one MRF and 57.6% were under the healthy zone in the 20 m Shuttle Run Test. Ordinal logistic regression analysis showed that after adjusting for sex, body mass index, socio-economic status and adherence to a Mediterranean diet, adolescents who were in the highest quartile of the pedometer step/counts (≥9423 steps/day) and those who achieved the healthy zone in five tests were less likely to have one or more MRF (OR = 0.56;95%CI:0.33-0.95; OR = 0.55;95%CI:0.31-0.98, respectively).

Conclusions

Daily step counts and PF levels were negatively associated with having one or more MRF among Azorean adolescents. Our findings emphasize the importance of promoting and increasing regular PA and PF to reduce the public health burden of chronic diseases associated with a sedentary lifestyle.

Physical self-esteem, a five year follow-up study on Swedish adolescents

This study describes the levels and inter-correlations of physical self-esteem, physical activity, body mass index (BMI), and body fat and, in addition, distinctive of individuals with high vs. low physical self-worth in a longitudinal design during adolescence.

METHODS

At mean ages 12.7, 15.7, and 17.7 years, physical activity (steps/day) was measured for four consecutive schooldays of 77 (41 girls) Swedish adolescents. Perceived physical self-esteem, height, weight, and at ages 15.7 and 17.7 years, body fat percent was also measured.

RESULTS

Boys' physical self-perception scores were higher than girls' and an overall stability during adolescents was seen. High and low physical self-worth had a significant impact regarding BMI at ages 12.7 and 17.7 years and regarding body fat at age 17.7 years in both boys and girls.

CONCLUSIONS

Regression analysis indicated that BMI and body fat counter-predicted self-worth in girls age-dependently. Efforts to build adapted physical activity programs for overweight and obese are emphasized.

Eight years secular trends of physical self-esteem among Swedish adolescents

The main aim of this study was to explore secular trends between 2000 and 2008 in physical self esteem by comparing cross sectional cohorts of young adolescents.

METHODS

Data of physical self esteem, mean steps per day and body mass index (BMI) were collected in comparable cohorts comprising 191 (103 girls) (2000) and 170 adolescents (101 girls) (2008) in a middle class Swedish community.

RESULTS

There was a significant higher Global Self-esteem in the cohort 2008 compared with the 2000 cohort both in boys (p = .004) and girls (p = .018). Regarding Physical Self-worth, both boys and girls reported higher mean values in 2008, which were however not significant. Boys classified overweight/obese showed a significant lower value in Global Self-esteem (p = .001) in the 2008 cohort when compared with the overweight/obese in the 2000 cohort, but all other domains showed non significant differences. Girls classified overweight/obese showed a significant lower value in Physical Strength (p = .023), in the 2008 cohort when compared with the overweight/ obese in the 2000 cohort, but all other domains showed non significant differences.

CONCLUSION

There was significantly higher Global Self-esteem in the cohort 2008 compared with the 2000 cohort both in boys and girls, and regarding Physical Self-worth, both boys and girls reported higher mean values in 2008 that were not significant. In the overweight/obese adolescents group, the only significant difference was a lower perceived Physical Strength in girls in 2008 and a significant lower Global Self-esteem in boys in 2008. Enhanced focus on physical activity in society and actions taken by the school might have influenced the result.

Expected values for pedometer-determined physical activity in youth

This review assembles pedometry literature focused on youth, with particular attention to expected values for habitual, school day, physical education class, recess, lunch break, out-of-school, weekend, and vacation activity. From 31 studies published since 1999, we constructed a youth habitual activity step-curve that indicates: (a) from ages 6 to 18 years, boys typically take more steps per day than girls; (b) for both sexes the youngest age groups appear to take fewer steps per day than those immediately older; and (c) from a young age, boys decline more in steps per day to become more consistent with girls at older ages. Additional studies revealed that boys take approximately 42-49% of daily steps during the school day; girls take 41-47%. Steps taken during physical education class contribute to total steps per day by 8.7-23.7% in boys and 11.4-17.2% in girls. Recess represents 8-11% and lunch break represents 15-16% of total steps per day. After-school activity contributes approximately 47-56% of total steps per day for boys and 47-59% for girls. Weekdays range from approximately 12,000 to 16,000 steps per day in boys and 10,000 to 14,000 steps perday in girls. The corresponding values for weekend days are 12,000-13,000 steps per day in boys and 10,000-12,000 steps per day in girls.