Mindfulness induction and executive function after high-intensity interval training with and without mindful recovery intervals

OBJECTIVES

Determine the effect of incorporating mindfulness-based activities into the recovery intervals of high-intensity interval training (HIIT) on mindfulness induction and subsequent executive function performance.

DESIGNS

A within-subject crossover trial.

METHODS

Forty adults participated in two experimental conditions, including a 30-min bout of HIIT involving mindfulness recovery intervals (Mindful) and a 30-min bout of HIIT without mindfulness recovery intervals (Non-mindful), on two separate days in counterbalanced order. Before and after each condition, participants completed the flanker task, switch-flanker task, and n-back task to measure inhibitory control, cognitive flexibility, and working memory, respectively.

RESULTS

A higher level of mindfulness state was observed following the Mindful condition than the Non-mindful condition. Dispositional mindfulness was positively correlated with the level of the mindful state only during the Mindful condition but not the Non-mindful condition. The switch-flanker response accuracy was improved from the pretest to posttest during the Non-mindful condition but remained unchanged over time during the Mindful condition. Time-related improvements in the flanker and n-back task outcomes were observed for both the Mindful and Non-mindful conditions and did not differ between conditions.

CONCLUSION

Although incorporating mindfulness-based activities during the recovery intervals of HIIT successfully led to greater state-related mindfulness, such a heightened mindful state did not correspond with additional modulation in inhibitory control and working memory performance while attenuating HIIT-related positive changes in task performance requiring cognitive flexibility.

Acute effects of mindful interval exercise on cognitive performance in a higher education setting

Interval exercise (IE) has been shown to have acute facilitating effects on cognition; however, the existing literature has been limited to laboratory settings and has focused on manipulating the parameters of exercise bouts during IE. This study included two classroom-based experiments to (1) investigate the effect of an acute bout of IE delivering mindfulness activity during its recovery intervals (mindful IE) on cognitive performance, and (2) compare cognitive performance following acute bouts of mindful IE with non-mindful IE. Experiment 1: Using a class-based within-subject crossover design, 59 participants completed the Stroop, d2, and trail-making tests to measure inhibitory control, attention, and cognitive flexibility, after a 30-min non-exercise or mindful IE session on separate counterbalanced days. Experiment 2: Using a similar design, 70 participants were assigned to two groups to receive a non-exercise and an IE session with (mindful) or without (non-mindful) mindfulness-based recovery intervals on separate counterbalanced days. Results from Experiment 1 showed superior d2 performance following the mindful IE than the non-exercise session. Although Experiment 2 found exercise-related decreases in commission error rate during the d2 test in both groups, the non-mindful group showed additional decreases in omission and total error rates. Further, higher scores on the nonreactivity facet of dispositional mindfulness were correlated with larger decreases in omission and total error rates during the d2 test for the mindful IE group. No exercise-related effect was found for outcomes of the Stroop and trail-making tests in both experiments. These findings in the selective improvements in d2 test performance are the first to suggest the feasibility of integrating mindfulness activity into the recovery intervals of IE for enhanced cognitive performance that may depend on individual differences in dispositional mindfulness.

A negative body image contextualization of the self-compassion scale

Self-compassion, a style of responding to oneself in times of suffering, is typically measured as a general tendency for how one normally responds using the Self-Compassion Scale (SCS; Neff, 2003). A contextualized adaptation to the SCS could provide a new understanding of how one responds to suffering by providing a standard frame of reference, is more likely to be more predictive of context outcomes, and reduces intraindividual variance (Baird & Lucas, 2011). How a contextualized assessment of self-compassion compares to the original assessment using parallel measures is unknown. The purpose of this study was to explore the use of a modified SCS adapted for the context of responding to the experience of negative body image (BI-SCS). There were 468 participants who completed the SCS and then wrote about a specific negative body image experience (to prime a negative body image experience) before they completed a modified SCS and related constructs. Confirmatory Factor Analysis supported a bi-factor structure consistent with SCS. Correlations with body image outcomes were stronger for the majority of BI-SCS scores compared to the SCS. Unique explained variance of the BI-SCS supported incremental validity. Results show promising initial evidence supporting the use of the BI-SCS for body-related outcomes.

Psychometric Properties of the Academic Intrinsic Motivation Scale in a High School Context

The Academic Intrinsic Motivation Scale (AIMS) measures key components of student intrinsic motivation (IM). We investigate score validity and reliability of a downward extension of the AIMS developed for students in the high school context using a sample of students from the Pacific Northwest region of the United States. Through classical test theory, this study documents the scale’s (1) item difficulty and discrimination, (2) underlying factor structure and score reliability via confirmatory factor analysis and omega coefficients, and (3) relationship with the theoretically related variables student retention, achievement, and teamwork ability. Findings support scoring, generalizability, and extrapolation inferences for the downward extension of the AIMS in a high school sample. Implications for additional psychometric validity evidence are discussed.

Examining the effects of mindfulness-based yoga instruction on positive embodiment and affective responses

Empirical evidence provides support for the inclusion of yoga as part of eating disorder prevention efforts through its positive impact on positive embodiment and experience of positive core affect. However, there is a need to identify the specific instructional strategies that will more consistently support positive embodiment and positive affect. We examined the effect of teaching a single yoga class using mindfulness-based instruction compared to appearance-based and neutral instruction alternatives on embodiment (i.e., state body surveillance, state body appreciation, pleasure during yoga) and changes in affect from before to after class. Female participants (N = 62; M _age = 23.89, SD = 6.86) were randomly assigned to a yoga class that emphasized: being mindfully present in one's body, changing one's appearance, or just getting into yoga poses. ANOVAs revealed significantly higher body surveillance (η_p ² =.10) and lower forecasted pleasure (η_p ² =.21) in the appearance class compared to the other two classes. Participants in the mindfulness class experienced greater improvement in affect (η_p ² =.08) from before to after class and higher remembered pleasure during the yoga class (η_p ² =.19) compared to those in the appearance class. Emphasizing changes to appearance in yoga instruction may place participants at risk for less positive affect and less positive experiences of embodiment compared to mindfulness-based or even neutral yoga instruction.

The roles of self-compassion, body surveillance, and body appreciation in predicting intrinsic motivation for physical activity: Cross-sectional associations, and prospective changes within a yoga context

Engaging in physical activity for the immediate internal experiences it brings (e.g., pleasure, satisfaction) is critical for long-term exercise adherence. Investigations of how factors such as body image contribute to intrinsic motivation for physical activity are needed. The present study examined body surveillance and body appreciation as mediators of the relationship between self-compassion and intrinsic motivation for physical activity cross-sectionally and prospectively. One sample of college women completed measures of study variables at one time point (Sample 1; N = 269, M_age = 19.96) and a second sample did so during Weeks 1, 8, and 16 while participating in a 16-week yoga course (Sample 2; N = 323, M_age = 20.31). In Sample 1, latent variable structural equation modeling supported body appreciation as a mediator between self-compassion and intrinsic motivation for physical activity. In Sample 2, latent growth curve analyses revealed that change in self-compassion predicted changes in body surveillance and body appreciation in expected directions. Further, change in body appreciation positively predicted change in intrinsic motivation. Targeting self-compassion and body appreciation may help support women's intrinsic motivation for physical activity.

The difference is more than floating: factors affecting breast cancer survivors' decisions to join and maintain participation in dragon boat teams and support groups

Purpose: Peer support can be helpful in rehabilitation from breast cancer, but participation in peer support groups is low. Groups that provide support opportunities in physical activity contexts are an attractive alternative for some survivors. This study examined survivors' reasons for joining and maintaining participation on a dragon boat team, along with perceptions of barriers and attractions to traditional peer support groups. Materials and methods: Seventeen breast cancer survivors were interviewed on five occasions over their first two seasons of a newly formed dragon boating team to explore their perceptions of peer support groups and dragon boating. Data were inductively analyzed using thematic analysis. Results: Categories surrounding physical, psychological, social and community features were identified with several themes emerging within each. Advantages of dragon boating included opportunities to get a combination of physical, psychosocial and community benefits; health improvement and behavior change; and obtaining social support without the focus being on cancer. Peer support groups were identified as having advantages for forming relationships and avoiding barriers associated with physical activity. Conclusions: While neither type of program meets all needs, practical considerations are identified for incorporating advantages of both programs to improve participation. Implications for rehabilitation Further understanding of perceptions, and attractions and challenges to taking part in group programs will inform development of accessible programs that target multiple rehabilitation needs. Physical activity can provide a positive, alternative focus that takes the emphasis off of cancer, which is more accessible to some survivors. Physical activity also provides opportunities to build relationships around a common, positive goal, which can be a foundation for providing support for coping with cancer.

The Role of Caregivers in Physical Activity for Older Adults With Alzheimer's Disease

This study examined the determinants of physical activity (PA) for older adults with Alzheimer's disease (AD) to learn more about how to promote PA in this population. Caregivers of older adults with AD (N = 99) provided information related to care recipient's PA, as well as addressed sociodemographics and perceptions about their care recipient's PA. Gender of care recipient was a significant predictor of PA (β = .80, P < .05); men with AD participated in more PA than women with AD. Also, caregiver's outcome expectation for care recipient's PA also predicted more PA (β = .82, P < .05). Caregiver's perceived benefits of PA (outcome expectation) for their care recipient partially mediated the relationship between self-efficacy for care recipient's PA and the reported levels of PA for the care recipient. This study demonstrated the importance of caregiver perceptions about care recipient's PA.

A pilot yoga physical education curriculum to promote positive body image

We examined the effects of a pilot yoga-based physical education (PE) curriculum by testing for change in trait body surveillance, physical self-worth, and body appreciation. Further, we examined the relationships among change in body image variables and the role of state mindfulness in predicting state body surveillance during classes. Adolescents participated in 12 weeks of yoga-based (n=20; M_age=16.45, 90% female) or traditional (n=23;M_age=14.52, 57% female) PE. Results showed significant (p=.004), moderate decreases in trait body surveillance and minimal nonsignificant (p=.11) increases in physical self-worth. Change in trait body surveillance was inversely related to change in physical self-worth and body appreciation in yoga participants. Multi-level modeling analyses revealed that more mindful students also surveyed their body less during class. Intentionally structured yoga participation may support positive body image among adolescents.

Validity evidence for the adaptation of the State Mindfulness Scale for Physical Activity (SMS-PA) in Spanish youth

BACKGROUND

Mindfulness is an increasingly popular construct with promise in enhancing multiple positive health outcomes. Physical activity is an important behavior for enhancing overall health, but no Spanish language scale exists to test how mindfulness during physical activity may facilitate physical activity motivation or behavior. This study examined the validity of a Spanish adaption of a new scale, the State Mindfulness Scale for Physical Activity, to assess mindfulness during a specific experience of physical activity.

METHOD

Spanish youths (N = 502) completed a cross-sectional survey of state mindfulness during physical activity and physical activity motivation regulations based on Self-Determination Theory.

RESULTS

A high-order model fit the data well and supports the use of one general state mindfulness factor or the use of separate subscales of mindfulness of mental (e.g., thoughts, emotions) and body (physical movement, muscles) aspects of the experience. Internal consistency reliability was good for the general scale and both sub-scales. The pattern of correlations with motivation regulations provides further support for construct validity with significant and positive correlations with self-determined forms of motivation and significant and negative correlations with external regulation and amotivation.

CONCLUSIONS

Initial validity evidence is promising for the use of the adapted measure.

Participant Perceptions of Character Concepts in a Physical Activity-Based Positive Youth Development Program

Physical activity-based positive youth development (PYD) programs often aim to foster character development. This study examined youth perspectives of character development curricula and the impact these activities have on their lives within and beyond the program. This case study examined youth from low-income families in a physical activity-based summer PYD program that integrated one character concept (respect, caring, responsibility, trust) in each of 4 weeks. Participants (N = 24) included a cross section of age, gender, ethnicity, and past program experience. Semi-structured interviews were analyzed using inductive thematic analysis and constant comparative methods. Thirteen themes were grouped in four categories: building highquality reciprocal relationships; intrapersonal improvement; moral reasoning and understanding; and rejection, resistance, and compliance. The findings provide participant-centered guidance for understanding youth personal and social development through physical activity in ways that are meaningful to participants, which is particularly needed for youth in low-income communities with limited youth programming.

Strategies for Effective Eating Development-SEEDS: Design of an Obesity Prevention Program to Promote Healthy Food Preferences and Eating Self-Regulation in Children From Low-Income Families

OBJECTIVE

To develop a scientifically based childhood obesity prevention program supporting child eating self-regulation and taste preferences. This article describes the research methods for the Strategies for Effective Eating Development program. A logic model is provided that depicts a visual presentation of the activities that will be used to guide the development of the prevention program.

DESIGN

Randomized, controlled prevention program, pretest, posttest, 6 months, and 12 months.

SETTING

Two sites: Houston, TX and Pasco, WA. Each trial will last 7 weeks with 8-10 mother-child dyads in each arm (prevention and control).

PARTICIPANTS

Recruitment at Head Start districts (Texas; n = 160) and Inspire Child Development Center including Early Childhood Education and Head Start (Washington; n = 160). Sixteen trials with 16-20 parent-child dyads per trial will provide adequate power to detect moderate effects.

INTERVENTION

Multicomponent family-based prevention program incorporating a dialogue approach to adult learning and self-determination theory.

MAIN OUTCOME MEASURES

Child assessments will include observed taste preferences, caloric compensation, and eating in the absence of hunger. Parent assessments will include parent-reported feeding, feeding emotions, acculturation, child eating behaviors, child food preferences, and child dietary intake. Heights and weights will be measured for parent and child.

ANALYSIS

A multilevel growth modeling analysis will be employed to consider the nested nature of the data: time points (level 1) within families (level 2) within trials (level 3).

Evaluation development for a physical activity positive youth development program for girls

Girls on the Run (GOTR) is an after school program for girls in third through fifth grade which utilizes a physical activity based positive youth development curriculum that culminates with completing a 5K run. Unfortunately, there is little empirical data documenting GOTR participant changes that align with the curriculum and describe the evaluation process. Therefore, this study presents an evaluation of GOTR consisting of three main processes: curriculum content analysis and stakeholder focus groups (N=11) to identify key outcomes of the program; community-based participatory research to collaborate with program personnel to further identify important outcomes; and the design and pilot testing of an instrument (N=104) for assessing changes in the theoretically grounded outcomes over time. Findings demonstrated a positive collaborative process that led to important information to be used for an impact evaluation of Girls on the Run and for future evaluation development efforts for physical activity based positive youth development.

Social connection and psychological outcomes in a physical activity-based youth development setting

It is believed that the social connections formed by participating in physical activity-based positive youth development (PYD) programs contributes to building personal and social assets. In this study, we examined how changes in social connection over a physical activity-based PYD program for low-income youth were associated with changes in psychological outcomes. Participants (N = 197) completed pre- and postprogram questionnaires assessing leader support, social competence, physical competence, and psychological outcomes (global self-worth, physical self-worth, attraction to physical activity, and hope). Social competence, physical competence, physical self-worth, and global self-worth increased significantly over the 4-week program. Changes in social connections predicted changes in psychological outcomes. Effect sizes were modest but suggest that social interventions hold potential to promote positive outcomes in underserved youth.

The process of curriculum development and implementation for an adolescent health project in middle schools

Childhood obesity has reached epidemic levels in developed countries and is showing no signs of abating. The causes of obesity in adolescence are extremely complex, and therefore approaches to prevention and treatments must be multifaceted. Early adolescence is a developmental period when youth are becoming more independent, are influenced by peers, and are making more decisions related to their own health and lifestyles. The purpose of this article is to describe the development, implementation, and evaluation of a multilevel school-based intervention program for middle school students in the Teen Eating and Activity Mentoring in Schools (TEAMS) project. Critical components of success included an interdisciplinary approach, applying available curricula to meet contextual characteristics, and involvement of all stakeholders in planning, evaluating, and refining the program.

The development of social relationships, social support, and posttraumatic growth in a dragon boating team for breast cancer survivors

Physical activity experiences may contribute to psychological and social wellbeing among breast cancer survivors. The main purpose of the current study was to qualitatively explore the development of social relationships, social support, and posttraumatic growth among breast cancer survivors participating in a dragon boat program over 19 months. Guided by interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009), semistructured interviews were conducted with 17 breast cancer survivors on five occasions over their first two seasons of dragon boating. Narrative accounts were developed for each participant, and four profiles emerged describing processes of social and posttraumatic growth development over time: "developing a feisty spirit of survivorship," "I don't want it to be just about me," "it's not about the pink it's about the paddling," and "hard to get close." Profiles were discussed in terms of developing social relationships and support, providing support to others, physicality and athleticism, and negative interactions and experiences.

Attachment relationships and physical activity motivation of college students

This study was designed to assess the link of attachment relationships with physical activity motivation. Potential mediators of this link were examined in a cross-sectional study targeting college student physical activity motivation and behaviour. Participants completed self-reports of attachment relationships (with mother, father and best friend), self-determined motivation for physical activity, physical activity behaviour and the hypothesised mediator variables of perceived competence, autonomy and relatedness. The results provide support for the mediating role of these variables in the association of father attachment with self-determined motivation. Meaningful variance in self-determined motivation for physical activity and physical activity behaviour was explained. Overall, attachment relationships appear to be relevant, albeit modestly, to physical activity motivation of college students. The findings support continued efforts to integrate attachment and motivational perspectives in the study of college student health behaviour.

Using cluster analysis to examine the combinations of motivation regulations of physical education students

According to self-determination theory, motivation is multidimensional, with motivation regulations lying along a continuum of self-determination (Ryan & Deci, 2007). Accounting for the different types of motivation in physical activity research presents a challenge. This study used cluster analysis to identify motivation regulation profiles and examined their utility by testing profile differences in relative levels of self-determination (i.e., self-determination index), and theoretical antecedents (i.e., competence, autonomy, relatedness) and consequences (i.e., enjoyment, worry, effort, value, physical activity) of physical education motivation. Students (N= 386) in 6th- through 8th-grade physical education classes completed questionnaires of the variables listed above. Five profiles emerged, including average (n = 81), motivated (n = 82), self-determined (n = 91), low motivation (n = 73), and external (n = 59). Group difference analyses showed that students with greater levels of self-determined forms of motivation, regardless of non-self-determined motivation levels, reported the most adaptive physical education experiences.