scholarly journals Methodologic issues in measuring physical activity and physical fitness when evaluating the role of dietary supplements for physically active people

2000 ◽  
Vol 72 (2) ◽  
pp. 541S-550S ◽  
Author(s):  
William L Haskell ◽  
Michaela Kiernan
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Dietary Supplements ◽  
Physically Active

scholarly journals SLEEP QUALITY AS A MECHANISM LINKING PHYSICAL ACTIVITY AND COGNITIVE FUNCTIONING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S779-S779
Author(s):  
Alycia N Bisson ◽  
Margie E Lachman
Keyword(s):  
Physical Activity ◽  
Executive Functioning ◽  
Sleep Quality ◽  
The United States ◽  
Physically Active ◽  
Waking Up ◽  
The Relationship ◽  
Second Wave ◽  
Moderating Role

Abstract Modifiable health behaviors, such as physical activity and sleep quality are important for cognition throughout life. A growing body of research also suggests that engaging in enough physical activity is important to sleeping well. One recent study found that sleep efficiency mediates the relationship between physical activity and cognition. It is still unknown whether other metrics of sleep quality are mediators. The present study tested mediation in the second wave of the Midlife in the United States (MIDUS) study. Using the PROCESS macro for SPSS, we found that those who were more physically active fell asleep faster, and had better executive functioning. In addition, those who were more physically active reported waking up fewer times during the night, and had better executive functioning and self-rated memory. Discussion will focus on the moderating role of gender and distinctions between findings with different measures of sleep, physical activity, and cognition.

scholarly journals Untapped Resources: 10- to 13-Year-Old Primary Schoolchildren’s Views on Additional Physical Activity in the School Setting: A Focus Group Study

2018 ◽  
Vol 15 (12) ◽  
pp. 2713 ◽  
Author(s):  
Vera van den Berg ◽  
Eline Vos ◽  
Renate de Groot ◽  
Amika Singh ◽  
Mai Chinapaw
Keyword(s):  
Physical Activity ◽  
School Setting ◽  
Field Trips ◽  
Focus Group Study ◽  
Physically Active ◽  
School Based ◽  
Teachers And Students ◽  
School Day

Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10–13-year-old primary schoolchildren’s perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make “additional PA in school” a shared project of teachers and students.

The role of childhood physical fitness on physical activity in mid-adulthood: A longitudinal study

2014 ◽  
Vol 29 ◽  
pp. S38
Author(s):  
A.D.G. Baxter-Jones ◽  
D. Hillis ◽  
S.A. Jackowski ◽  
J.D. Bailey ◽  
J.C. Eisenmann ◽  
...  
Keyword(s):  
Physical Activity ◽  
Longitudinal Study ◽  
Physical Fitness

scholarly journals Physical Activity and Physical Fitness of School-Aged Children and Youth with Autism Spectrum Disorders

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Kiley Tyler ◽  
Megan MacDonald ◽  
Kristi Menear
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Handgrip Strength ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Typically Developing ◽  
Physically Active ◽  
School Aged Children ◽  
Children With Asd ◽  
Group Effects

Autism spectrum disorder (ASD) is characterized by impairments in social communication deficits and the presence of restricted and repetitive behaviors, interests, or activities. Literature comparing the physical activity and fitness of children with ASD to typically developing peers is in need of attention. The purpose of this investigation was to examine the physical activity and fitness of school-aged children with ASD (N=17) in comparison to typically developing peers (N=12). Participants with ASD completed diagnostic and developmental assessments and a series of physical fitness assessments: 20-meter multistage shuttle, sit-and-reach test, handgrip strength, and body mass index. Physical activity was measured using accelerometry and preestablished cut-points of physical activity (Freedson et al., 2005). MANCOVA revealed significant between-group effects in strength (P=.03), while ANCOVA revealed significant between-group effects in sedentary (P=.00), light (P=.00), moderate (P=.00), and total moderate-to-vigorous (P=.01) physical activity. Children with ASD are less physically active and fit than typically developing peers. Adapted physical activity programs are one avenue with intervention potential to combat these lower levels of physical activity and fitness found in children with ASD.

Classroom Teachers’ Leisure Physical Activity and Their Conduct of Physical Education

1999 ◽  
Vol 19 (1) ◽  
pp. 126-132 ◽  
Author(s):  
Thomas L. McKenzie ◽  
Kathryn J. LaMaster ◽  
James F. Sallis ◽  
Simon J. Marshall
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Leisure Time Physical Activity ◽  
Classroom Teachers ◽  
Physically Active ◽  
Relationship Of ◽  
The Relationship ◽  
5Th Grade ◽  
Leisure Physical Activity

The relationship of classroom teachers’ leisure time physical activity and their conduct of physical education classes was investigated. Eighteen 4th- and 5th-grade teachers reported on their leisure physical activity and had their physical education classes observed systematically during 4 consecutive semesters. Correlational analyses confirmed that more active teachers taught physical education differently from those that were less active. Teachers who were more active provided students with increased physical fitness activities, and the teachers themselves spent more time promoting physical fitness during lessons. The study provides some support for the hypothesis that physically active teachers provide higher quality physical education.

scholarly journals ‘The positive feel’: Unpacking the role of positive thinking in people with multiple sclerosis’s thinking aloud about staying physically active

2016 ◽  
Vol 21 (12) ◽  
pp. 3026-3036 ◽  
Author(s):  
Samuel M Hall-McMaster ◽  
Gareth J Treharne ◽  
Catherine M Smith
Keyword(s):  
Physical Activity ◽  
Multiple Sclerosis ◽  
Stages Of Change ◽  
Self Efficacy ◽  
Positive Thinking ◽  
Thinking Aloud ◽  
Physically Active ◽  
Physical Activity Interventions ◽  
Physical Activity Motivation

People with multiple sclerosis experience barriers to physical activity. Thought processes are interwoven with garnering motivation to overcome these barriers. This study investigated in-depth the role of positive thinking in physical activity motivation of two women and two men with multiple sclerosis. Participants thought aloud while completing standardised measures of physical activity, stages of change and self-efficacy, and in response to planned and spontaneous questions. Four themes were formulated using inductive thematic analysis: thoughts about purpose, self-efficacy, the past and reinforcement through positive thinking. These findings have implications for physical activity theories and delivering appropriate physical activity interventions to the multiple sclerosis community.

scholarly journals Investigation of the Reasons Motivating Undergraduate Students to Physical Activity According to Behavior Change Stages

2021 ◽  
Vol 15 (7) ◽  
pp. 2099-2102
Author(s):  
Ahmet Naci Dilek ◽  
Zeki Taş
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Behavior Change ◽  
Undergraduate Students ◽  
Female Students ◽  
Social Dimension ◽  
Social Dimensions ◽  
Sports Activity ◽  
Physically Active ◽  
The Difference

Aim: In this study, it was aimed to investigate the reasons that motivate undergraduate students to physical activity according to the stages of behavior change. Method: A total of 598 students, including 328 male and 270 female students, voluntarily participated in the research conducted with the screening model. Independent t-test, one-way analysis of variance and LSD tests were used for statistical operations. Results: The difference between interest and physical fitness dimension scores between male and female students was statistically significant (p<.05). In the dimension of interest and physical fitness, female's scores are higher than male's. In the study, statistically significant differences were found in interest, ability, appearance, physical fitness and social dimensions according to age category (p<.05). Statistically significant differences were found in all sub-dimensions when comparing the sub-dimensions of the reasons that motivate to participate in physical/sports activity according to the behavioral change steps (p<.01). Conclusion: It has been determined that while the factors that motivate undergraduate students to physical activity are different in terms of interest and physical fitness, they are similar in terms of ability, appearance and social dimension. It has been observed that physically active people are better in interest, physical fitness, ability, appearance and social dimensions than those who are not physically active. It is recommended to direct undergraduate students to be more physically active. Keywords: Behavior, Physical activity, Motivation

The Role of Psychological Flexibility in Physical Activity Maintenance

2019 ◽  
Vol 41 (4) ◽  
pp. 185-193
Author(s):  
Matthew Jenkins ◽  
Elaine A. Hargreaves ◽  
Ken Hodge
Keyword(s):  
Physical Activity ◽  
Psychological Flexibility ◽  
Present Moment ◽  
Physically Active ◽  
Cognitive Defusion ◽  
Interview Method ◽  
Physical Activity Maintenance

The purpose of this study was to investigate the role of the constituent processes of psychological flexibility (contact with the present moment, acceptance, cognitive defusion, self-as-context, value clarification, and committed action) in supporting physical activity (PA) maintenance. A total of 9 physically active participants were interviewed using the Scanlan collaborative interview method. Participants were asked to discuss their strategies for maintaining PA, before being asked whether the 6 psychological flexibility processes played a role in their PA behavior. Data were analyzed using a combination of deductive and inductive thematic analyses. Acceptance, cognitive defusion, value clarification, and committed action played a role in participants’ experiences of maintaining PA. Contact with the present moment and self-as-context were reported to be relatively unimportant to participants’ PA maintenance. Cultivating acceptance of PA-related discomfort, defusion from unhelpful thoughts, clarifying the value of PA, and encouraging commitment to PA would likely benefit individuals’ efforts to maintain PA.

The Role of Self-Efficacy in Explaining Gender Differences in Physical Activity Among Adolescents: A Multilevel Analysis

2010 ◽  
Vol 7 (2) ◽  
pp. 176-183 ◽  
Author(s):  
John C. Spence ◽  
Chris M. Blanchard ◽  
Marianne Clark ◽  
Ronald C. Plotnikoff ◽  
Kate E. Storey ◽  
...  
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Multilevel Analysis ◽  
Adolescent Girls ◽  
Self Efficacy ◽  
Multilevel Analyses ◽  
Physically Active ◽  
Web Based ◽  
The Relationship

Background:The purposes of this study were to determine if a) gender moderated the relationship between self-efficacy and physical activity (PA) among youth in Alberta, Canada, and, alternatively b) if self-efficacy mediated the relationship between gender and PA.Methods:A novel web-based tool was used to survey a regionally diverse sample of 4779 students (boys = 2222, girls = 2557) from 117 schools in grades 7 to 10 (mean age = 13.64 yrs.). Among other variables, students were asked about their PA and self-efficacy for participating in PA.Results:Based upon a series of multilevel analyses, self-efficacy was found to be a significantly stronger correlate of PA for girls. But, boys had significantly higher self-efficacy compared with girls, which resulted in significantly more PA.Conclusions:Findings suggest self-efficacy is an important correlate of PA among adolescent girls but that boys are more physically active because they have more self-efficacy for PA.

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