Longitudinal Perspectives on Children's Physical Activity Patterns: "Do Physical Education-Related Factors Matter?"

Are more physical education classes related to less time in leisure-time sedentary behavior? An analysis including adolescents from 73 countries

This study aimed to verify the association between the weekly frequency of physical education (PE) classes and leisure sitting time among adolescents. We analyzed data from 73 countries using the Global School-based Student Health Survey (283,233 adolescents between 11 and 18 years of age). Leisure sitting time and weekly frequency of PE classes were self-reported. Sex, age, and food insecurity were used as covariates and the analyses were stratified by world regions and country income level. Poisson regression models (random-effects meta-analysis) were used for the main analyses. In comparison with 1 PE class per week (reference group), those with no PE classes presented a lower prevalence of ≥ 3 h/d of leisure sitting time (PR [95%CI] = 0.94 [0.91; 0.98]). On the other hand, adolescents with 2 days (PR [95%CI] = 1.06 [1.02; 1.26]), 3-4 days (PR [95%CI] = 1.17 [1.12; 1.22]), and 5 days (PR [95%CI] = 1.08 [1.04; 1.11]) of PE classes presented a higher likelihood of ≥ 3 h/d of leisure sitting time. No clear differences were observed for the different world regions and country income levels. We conclude that a higher weekly frequency of PE classes is associated with increased leisure sitting time among adolescents worldwide.

The mediational role of motivation in the model of motor development in childhood: A longitudinal study

The aim of this study was twofold: first, to examine the stability of the hypothesized conceptual model of motor development (without and with including various types of motivation) when children are followed up one-year later, and second to examine longitudinally whether changes in one model variable predict changes in other variables, according to the hypothesized pathways in the model. A sample of 361 Spanish students (50.7% girls, 8-11 years old) voluntarily participated in this study. In relation to the first aim, structural equation modeling revealed the expected positive relationship between the model variables in both measurement times. That is: actual motor competence (MC) predicted physical activity (PA) (p < .001), perceived MC mediated the relationship between actual MC and PA (p < .001), and autonomous motivation mediated the relationship between perceived MC and PA (p < .05). Moreover, the comparison of the invariance analysis showed non-practical differences between the unconstrained model and the constrained model, supporting the stability of the model over time. In relation to the second aim, the hypothesized model in Time 2 controlling for Time 1 values showed that changes in children's actual MC positively predicted changes in their perceived MC (p < .001), which in turn, predicted changes in their autonomous motivation (p < .001), and PA (p < .001) at Time 2. Based on these findings Physical Education teachers are recommended to foster children's actual and perceived MC as well as their autonomous motivation over time in order to promote PA strategies for lifelong health.

As Steady as a Rock! Gaining Insight in Recruitment and Retention Among Primary School Children With Behavioural Problems in Sport Mix Club

The number of children dealing with behavioural problems is increasing. A major challenge in many health-supportive programmes is the recruitment and retention of these children. In the current study, Sport Mix Club (SMC), an approach to enhance socioemotional disorders of 4- to 12-year-old children through sport classes in municipality Vaals, the Netherlands, is used as an illustration. Where many studies faced difficulties getting and keeping children in their interventions, SMC overcame this challenge. Therefore, we decided to explore "What factors contribute to enhanced recruitment and retention procedures among children with behavioural problems in Sport Mix Club?" A qualitative case study design using the analysis of the administrative logbook of the SMC coach and trainees, individual interviews with the SMC coach, trainees (n = 2), school teachers (n = 3) and parents of participating children (n = 9), and four focus group interviews with children (n = 13) were carried out. During the recruitment and retention of SMC, the human psychological need of relatedness seemed to be of crucial value. The fact that the SMC coach: (1) made efforts to become a familiar face for children, parents and community partners beforehand; (2) showed enthusiasm; and (3) placed her focus on having fun as opposed to the children's problems, seemed to be decisive in the process of getting children to participate in SMC and retaining their participation.