scholarly journals Parental control and support for physical activity predict adolescents’ moderate to vigorous physical activity over five years

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Radhouene Doggui ◽  
François Gallant ◽  
Mathieu Bélanger
Keyword(s):  
Physical Activity ◽  
Parental Support ◽  
Vigorous Physical Activity ◽  
Parental Control ◽  
Mixed Effect ◽  
Key Factor ◽  
Longitudinal Association ◽  
Perceived Parental Support ◽  
Tangible Support ◽  
And Control

Abstract Background Social factors are important determinants of youth physical activity (PA), but the longitudinal association between parental behaviours and adolescent PA has not been clearly assessed. This prospective study examined average and lagged associations between perceived parental support and control with adolescents’ moderate to vigorous PA (MVPA); and assessed the independent associations between specific parental support and control behaviours and adolescents’ MVPA. Methods Data from three cycles of the MATCH study, when 374 participants were 12, 16 and 17 years old, were included in this analysis. At each cycle, participants self-reported questionnaires on perceived tangible parental support, intangible support, and control behaviours as well as number of days per week attaining at least 60 min of MVPA. Mixed effect models were used to assess the longitudinal relationship between parental behaviours and MVPA. Cross-lagged panel design was used to assess the association of parental behaviours during early adolescence with MVPA during late adolescence. Results Overall parental support (coef. = 0.46, P < 0.0001), tangible support (coef. = 0.37, P < 0.0001), encouragement (coef. = 0.12, P = 0.025) and transportation (coef. = 0.25, P < 0.0001) were positively associated with MVPA, whereas parental control was a negative predictor of MVPA (coef. = − 0.18, P = 0.003). Perceived parental behaviours appeared to have long term associations (5 y.) with MVPA as parent support (coef. = 0.40, P = 0.006) and co-participation (coef. = 0.33, P = 0.017) reported around age 12 were positively associated with MVPA measured 5 years later. Conclusions Parental support for PA, particularly in the form of tangible support, may be a key factor to include in interventions aiming to promote PA during adolescence. In contrast, parents should be encouraged to avoid control behaviours as these appear to lead to lower MVPA among adolescents.

Active School Lesson Breaks Increase Daily Vigorous Physical Activity, but Not Daily Moderate to Vigorous Physical Activity in Elementary School Boys

2017 ◽  
Vol 29 (1) ◽  
pp. 145-152 ◽  
Author(s):  
Andrew N. Wilson ◽  
Timothy Olds ◽  
Kurt Lushington ◽  
Somayeh Parvazian ◽  
James Dollman
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Elementary School Students ◽  
Vigorous Physical Activity ◽  
Classroom Behaviors ◽  
School Students ◽  
Type Method ◽  
Modest Increase ◽  
School Day ◽  
And Control

Purpose:Brief classroom-based episodes of physical activity (active lesson breaks, ALBs) have improved schoolchildren’s classroom behaviors in some studies, and may also increase the likelihood of children meeting the recommended daily minutes of moderate to vigorous physical activity (MVPA). However, there is emerging evidence that increases in physical activity at particular times of the day may lead to compensatory declines at other times. This study explored evidence for compensatory declines in response to a 10 min ALB during the school day.Method:Thirty-eight 12-year-old boys from a single elementary school completed intervention and control conditions in a cross-over design, with each phase lasting one week. The intervention consisted of a single 10-min active lesson break delivered on each of three days in the intervention week. Twenty-four hour accelerometry was used to quantify moderate and vigorous physical activity.Results:ALBs increased in-school MVPA by 5.8 min (p < .0001), but overall daily MVPA was similar between intervention and control conditions (77.2 vs 77.4 min/d, p > .05), However, vigorous physical activity increased significantly over the whole day (11.2 vs 8.9 min, p = .0006).Conclusion:A brief episode of classroom-based play led to a modest increase in vigorous physical activity in elementary school students, but did not increase MVPA across the day.

scholarly journals Action 3:30R: Results of a Cluster Randomised Feasibility Study of a Revised Teaching Assistant-Led Extracurricular Physical Activity Intervention for 8 to 10 Year Olds

2019 ◽  
Vol 16 (1) ◽  
pp. 131 ◽  
Author(s):  
Russell Jago ◽  
Byron Tibbitts ◽  
Emily Sanderson ◽  
Emma L. Bird ◽  
Alice Porter ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary Schools ◽  
Physical Activity Intervention ◽  
Vigorous Physical Activity ◽  
Feasibility Trial ◽  
After School ◽  
Cluster Randomised ◽  
The Difference ◽  
And Control ◽  
Programme Delivery

Many children are not sufficiently physically active. We conducted a cluster-randomised feasibility trial of a revised after-school physical activity (PA) programme delivered by trained teaching assistants (TAs) to assess the potential evidence of promise for increasing moderate-to-vigorous physical activity (MVPA). Participants (n = 335) aged 8–10 years were recruited from 12 primary schools in South West England. Six schools were randomised to receive the intervention and six acted as non-intervention controls. In intervention schools, TAs were trained to deliver an after-school programme for 15 weeks. The difference in mean accelerometer-assessed MVPA between intervention and control schools was assessed at follow-up (T1). The cost of programme delivery was estimated. Two schools did not deliver the intervention, meaning four intervention and six control schools were analysed at T1. There was no evidence for a difference in MVPA at T1 between intervention and control groups. Programme delivery cost was estimated at £2.06 per pupil per session. Existing provision in the 12 schools cost £5.91 per pupil per session. Action 3:30 was feasible to deliver and considerably cheaper than existing after-school provision. No difference in weekday MVPA was observed at T1 between the two groups, thus progression to a full trial is not warranted.

Perceived physical fitness mediates the relationship between parental support and physical activity enjoyment in overweight and obese adolescents

2020 ◽  
Vol 35 (5) ◽  
pp. 407-417
Author(s):  
Manuel J De la Torre-Cruz ◽  
Sara Suárez-Manzano ◽  
Sebastián López-Serrano ◽  
Alberto Ruiz-Ariza
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Parental Support ◽  
Parental Influence ◽  
Lower Limbs ◽  
Obese Adolescents ◽  
Perceived Parental Support ◽  
The Relationship ◽  
Activity Enjoyment

Abstract The relationship between parental support and physical activity enjoyment appears to be mediated by individual-level factors. The aim of this study was to examine whether the relationship between perceived parental support and physical activity enjoyment is mediated by overweight and obese adolescents’ physical fitness, both subjectively and objectively assessed. A total of 163 participants (mean age =14.30 years, 55.8% boys) with an average body mass index of 28.97 kg/m2 took part in this study. Participants completed a questionnaire of parental influence regarding physical activity, a questionnaire of physical self-perception and several fitness tests (cardiorespiratory fitness, lower limbs muscular strength and flexibility) using the ALPHA-fitness battery. The results showed that relationship between perceived parental support and physical activity enjoyment is mediated by the overweight and obese adolescents’ perceived cardiorespiratory fitness and flexibility. We suggest to create educational guidelines for parents to increase the support and improve overweight and obese students’ positive perceived physical competence, in order to achieve a greater adherence to physical activity and greater physical activity enjoyment.

scholarly journals Associations Between Home Environment and After-School Physical Activity and Sedentary Time Among 6th Grade Children

2015 ◽  
Vol 27 (2) ◽  
pp. 226-233 ◽  
Author(s):  
Erica Y. Lau ◽  
Daheia J. Barr-Anderson ◽  
Marsha Dowda ◽  
Melinda Forthofer ◽  
Ruth P. Saunders ◽  
...  
Keyword(s):  
Physical Activity ◽  
Home Environment ◽  
Parental Support ◽  
Physical Environment ◽  
Mixed Model ◽  
Sedentary Time ◽  
Vigorous Physical Activity ◽  
Total Physical Activity ◽  
After School ◽  
Time Availability

This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 6th-grade children (Mage = 11.49 ± 0.5 years). Children’s after-school total physical activity, moderate-to-vigorous physical activity, and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children’s after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school total physical activity and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school total physical activity and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys’ after-school physical activity and sedentary time, whereas the home social environment was associated with girls’ after-school physical activity and sedentary time.

Attending After-School Physical Activity Club 2 Days a Week Attenuated an Increase in Percentage Body Fat and a Decrease in Fitness Among Adolescent Girls at Risk for Obesity

2020 ◽  
Vol 34 (5) ◽  
pp. 500-504 ◽  
Author(s):  
Lorraine B. Robbins ◽  
Jiying Ling ◽  
Fujun Wen
Keyword(s):  
Physical Activity ◽  
At Risk ◽  
Body Fat ◽  
Controlled Trial ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
After School ◽  
Z Score ◽  
Mixed Effect ◽  
Percentage Body Fat

Purpose: To evaluate the effect of a 17-week intervention, including an after-school physical activity (PA) club 3 d/wk, on moderate-to-vigorous physical activity (MVPA), body mass index (BMI) z score, percentage body fat (%BF), and cardiorespiratory fitness (CRF) among fifth to eighth grade girls having a BMI z score ≥0, and explore whether intervention outcomes varied by club attendance (1 vs 2 vs 3 d/wk). Design: Secondary analysis of data from a group randomized controlled trial (N = 1519, 10- to 15-year-old girls: n = 753 intervention; n = 766 control). Setting: Twenty-four Midwestern US schools (n = 12 intervention; n = 12 control). Sample: Subsample (n = 1194 girls) from trial’s intervention (n = 593 girls) and control (n = 601 girls) groups having BMI z scores ≥0. Measures: Moderate-to-vigorous physical activity (min/h), BMI z score, %BF, and CRF ([Formula: see text]: mL/kg/min) were estimated at baseline and postintervention. Analysis: Linear mixed-effect models. Results: Intervention group gained less %BF ( B = −0.35, P = .016), and their CRF decreased less ( B = 0.22, P = .010) than the control. Marginally significant findings showed girls attending the club an average of 1 d/wk had greater increases in %BF ( B = 0.33, P = .087) and MVPA ( B = 0.20, P = .083) and a greater decrease in CRF ( B = −0.20, P = .061) than girls attending 3 d/wk. No differences occurred between girls who attended 2 versus 3 d/wk for any outcomes. Conclusions: The intervention attenuated an increase in %BF and a decrease in CRF among girls at risk for obesity from baseline to postintervention. Offering the after-school PA club 2 d/wk may be adequate for achieving outcomes.

Perceived parental support toward physical activity positively predicts physical self-concept in young adolescents

2019 ◽  
Vol 39 (7) ◽  
pp. 941-959 ◽  
Author(s):  
Manuel J. De la Torre-Cruz ◽  
Sebastián López-Serrano ◽  
Alberto Ruiz-Ariza ◽  
Emilio J. Martínez-López
Keyword(s):  
Physical Activity ◽  
Parental Support ◽  
Self Concept ◽  
Young Adolescents ◽  
Perceived Parental Support

scholarly journals Mindfulness-Based Movement: A Polyvagal Perspective

2016 ◽  
Vol 17 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Alexander R. Lucas ◽  
Heidi D. Klepin ◽  
Stephen W. Porges ◽  
W. Jack Rejeski
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
Cancer Care ◽  
Vigorous Physical Activity ◽  
Compelling Evidence ◽  
Polyvagal Theory ◽  
Cancer Treatments ◽  
Considerable Evidence ◽  
And Control ◽  
Active Cancer

Compelling evidence suggests that physical activity is an effective intervention for cancer survivors, including for those undergoing active cancer treatments. However, to date most evidence has emerged from interventions that have promoted moderate to vigorous physical activity. In this conceptual review, we argue that attention should be given to the entire continuum of physical activity from reducing sedentary behavior to increasing higher levels of physical activity when possible. In addition, considerable evidence in the cancer literature supports the value of mindfulness-based interventions as a means of helping patients and survivors cope with the variety of threats that accompany this disease. Based on the success of these two areas of research, we argue for conceptualizing and promoting physical activity as Mindfulness-Based Movement, using Polyvagal Theory as a theoretical framework to understand the role and value of Mindfulness-Based Movement as a potential intervention for cancer care and control.

Biological maturation and physical activity in adolescent British females: The roles of physical self-concept and perceived parental support

2013 ◽  
Vol 14 (4) ◽  
pp. 447-454 ◽  
Author(s):  
Laura Jackson ◽  
Sean P. Cumming ◽  
Clemens Drenowatz ◽  
Martyn Standage ◽  
Lauren B. Sherar ◽  
...  
Keyword(s):  
Physical Activity ◽  
Parental Support ◽  
Self Concept ◽  
Biological Maturation ◽  
Perceived Parental Support

Maintenance of Effects of the Catch Physical Education Program: Results from the Catch-on Study

2003 ◽  
Vol 30 (4) ◽  
pp. 447-462 ◽  
Author(s):  
Thomas L. McKenzie ◽  
Donglin Li ◽  
Carol A. Derby ◽  
Larry S. Webber ◽  
Russell V. Luepker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Staff Development ◽  
Program Implementation ◽  
Cardiovascular Health ◽  
Vigorous Physical Activity ◽  
Activity Levels ◽  
Development Programs ◽  
Direct Observations ◽  
And Control

Long-term maintenance effects of physical education (PE) curriculum and staff development programs have not been studied. The authors assessed the sustainability of the Child and Adolescent Trial for Cardiovascular Health (CATCH) PE intervention using direct observations of 1,904 PE lessons in former intervention and control schools in four U.S. states 5-years postintervention. Student physical activity levels, lesson contexts, and level of CATCH PE training of teachers were analyzed. Student energy expenditure levels and proportion of PE time in moderate-to-vigorous physical activity in intervention schools were maintained 5 years later, but vigorous activity declined sharply. Meanwhile, postintervention gains in former control schools, influenced by delayed program implementation and secular trends, resulted in a convergence of activity levels in intervention and control schools. Use of CATCH PE curricula was associated with increased levels of teacher training and school support for PE in both former intervention and control schools.

The Impact of Playworks on Students’ Physical Activity by Race/Ethnicity: Findings from a Randomized Controlled Trial

2016 ◽  
Vol 13 (3) ◽  
pp. 275-280 ◽  
Author(s):  
Susanne James-Burdumy ◽  
Nicholas Beyler ◽  
Kelley Borradaile ◽  
Martha Bleeker ◽  
Alyssa Maccarone ◽  
...  
Keyword(s):  
Physical Activity ◽  
Black Students ◽  
Minority Students ◽  
Low Income ◽  
White Students ◽  
Vigorous Physical Activity ◽  
Control Groups ◽  
And Control ◽  
The Impact ◽  
Hispanic White

Background:The Playworks program places coaches in low-income urban schools to engage students in physical activity during recess. The purpose of this study was to estimate the impact of Playworks on students’ physical activity separately for Hispanic, non-Hispanic black, and non-Hispanic white students.Methods:Twenty-seven schools from 6 cities were randomly assigned to treatment and control groups. Accelerometers were used to measure the intensity of students’ physical activity, the number of steps taken, and the percentage of time in moderate-to-vigorous physical activity (MVPA) during recess. The impact of Playworks was estimated by comparing average physical activity outcomes in treatment and control groups.Results:Compared with non-Hispanic black students in control schools, non-Hispanic black students in Playworks schools recorded 338 more intensity counts per minute, 4.9 more steps per minute, and 6.3 percentage points more time in MVPA during recess. Playworks also had an impact on the number of steps per minute during recess for Hispanic students but no significant impact on the physical activity of non-Hispanic white students.Conclusions:The impact of Playworks was larger among minority students than among non-Hispanic white students. One possible explanation is that minority students in non-Playworks schools typically engaged in less physical activity, suggesting that there is more room for improvement.

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