scholarly journals A school-based intervention program in promoting leisure-time physical activity: trial protocol

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Masato Kawabata ◽  
Khai Leng Chua ◽  
Nikos L. D. Chatzisarantis
Keyword(s):  
Physical Activity ◽  
Leisure Time ◽  
Intervention Program ◽  
Leisure Time Physical Activity ◽  
Trial Protocol ◽  
School Based Intervention ◽  
School Based

A Physical Activity Intervention Program in School is Also Accompanied by Higher Leisure-Time Physical Activity: A Prospective Controlled 3-Year Study in 194 Prepubertal Children

2017 ◽  
Vol 14 (4) ◽  
pp. 301-307 ◽  
Author(s):  
Felix Cronholm ◽  
Björn E. Rosengren ◽  
Caroline Karlsson ◽  
Magnus K. Karlsson
Keyword(s):  
Physical Activity ◽  
Leisure Time ◽  
Intervention Program ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Intervention Group ◽  
Control Group ◽  
Environmental Interventions ◽  
Prepubertal Children ◽  
Sedentary Activities

Background:The activity-stat theory infers that total physical activity (PA) in children is constant, independent of environmental interventions.Methods:We conducted a 3-year prospective population-based controlled PA intervention study including, at baseline, 7- to 9-year-old children (66 boys, 40 girls in the intervention and 50 boys, 38 girls in the control group). PA was increased in the intervention group from 60 to 200 minutes/week, while the controls maintained 60 minutes/week. We registered weekly duration of total PA and leisure-time PA and daily duration of sedentary activities, through questionnaires at baseline and 2 and 3 years after baseline.Results:Between intervention and control groups PA was similar before intervention start. After intervention start, total PA in both genders was increased during the entire period (P-values adjusted for age and Tanner stage at follow-up between 0.001 and 0.002). Duration of sedentary activities was unchanged with no group differences. Children in the intervention group changed their behavior so that they also achieved more leisure-time PA.Conclusions:A 3-year school-based PA intervention program in prepubertal children increases the duration of total PA without increasing the duration of sedentary activities, and the program seems to initiate more PA during leisure-time. Our results refute the activity-stat theory.

scholarly journals The Use of an Online Tennis Learning Platform for Sedentary Adults

GYMNASIUM ◽  
2020 ◽  
Vol XXI (2) ◽  
pp. 101
Author(s):  
Radu Tiberiu Șerban ◽  
Iacob Hanțiu
Keyword(s):  
Physical Activity ◽  
Leisure Time ◽  
Intervention Program ◽  
Leisure Time Physical Activity ◽  
Physical Activity Program ◽  
Recreational Physical Activity ◽  
Learning Platform ◽  
Activity Program ◽  
The Impact ◽  
Web Platform

The purpose of this research was to analyse the impact of a web platform as a result of its use to support a leisure-time physical activity program based on the organized practice oftennis. The hypothesis of this research is based on the assumption that the use of a web platform for a recreational physical activity program, in particular a tennis one, will havebeneficial effects on the effectiveness of learning the game technique. The research was carried out on a sample of 47 volunteer subjects, all of them working in a sedentaryenvironment. The subjects of the study were divided into 3 groups, the intervention program consisted of 90-minute tennis training sessions, twice a week, for 4 months. Thestatistical analysis of the data was accomplished by using the IBM SPSS Statistics 20 program. At the end of the study, could be observed in total technical score, staticforehand, dynamic forehand, static backhand, dynamic backhand and serve score.

scholarly journals Physical education, leisure time physical activity, and psychological distress in adolescence

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
R Vilhjalmsson
Keyword(s):  
Physical Activity ◽  
Psychological Distress ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Well Being ◽  
Psychological Well Being ◽  
Beneficial Effects ◽  
School Based ◽  
Distress Symptoms

Abstract Background Participation in physical education classes can positively affect mental and physical well-being in children and adolescets. The current study focused on the relationship between participation in gym and swimming classes and psychological distress symptoms in Icelandic adolescents. Methods The analysis is based on a national school-based study, conducted in Iceland every fourth year, as part of the WHO collaborative cross-national survey titled Health Behavior in School-Aged Children (HBSC). Data collection took place between November 2013 and February 2014. Students filled out an anonymous study questionnaire in the classroom. The data is based on responses from 15 year old (10. grade) students attending the final year of compulsory school (N = 3618; response rate 81%). Results Positive associations were observed between participation in curriculum-based gym and swimming classes and lower psychological distress symptoms. A closer multivariate path analysis suggested that beneficial effects of PE classes were direct, and also indirect because participation in such classes were positively related to leisure time physical activity. Conclusions The study suggests that school-based physical activity enhances psychological well-being in adolescence. The benefits may be both direct and indirect through increased leisure time physical activity. Key messages School-based physical activity enhances psychological well-being in adolescence. The benefits may be both direct and indirect through increased leisure time physical activity.

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