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The Impact of Physical Activity and Lifestyle on Mental Health: A Network Analysis

Victor Matheus Lopes Martinez, Maiara da Silva Martins, Fernanda Capra, Felipe Barreto Schuch, Luis Eduardo Wearick-Silva, and Ana Maria Pandolfo Feoli

Aim: This study aimed to investigate the association between physical activity (PA), lifestyle, and symptoms of depression, anxiety, and stress. Methods: A cross-sectional study was carried out using an online questionnaire. PA (International Physical Activity Questionnaire), lifestyle (Short Multidimensional Inventory Lifestyle Evaluation), and mental health (Depression, Anxiety, and Stress Scale-21) were assessed. Mean scores were compared between groups of physically active and inactive participants, controlling for gender, education, and income. Furthermore, associations were made between the variables, and individual network analyses were carried out for each mental health domain. The sample consisted of 353 individuals (age = 33.8 [12.2], 59.2% women). Results: In network analyses, PA was indirectly related to depression and stress through the relationship with other lifestyle domains such as diet and nutrition or through stress management and social support. The same path was observed for anxiety; however, a direct partial correlation was also observed between PA and anxiety, suggesting that PA seems to intervene more directly in this aspect of mental health. Conclusion: It is concluded that PA is indirectly (via stress management, diet and nutrition, and social support) associated with depression and stress and has direct and indirect associations (via stress management and social support) with anxiety.

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Catalyzing Inclusive Excellence: Transformative Practices of Auburn University’s School of Kinesiology

Matthew W. Miller, Christopher M. Wilburn, Harsimran S. Baweja, Mary E. Rudisill, and Jared A. Russell

The School of Kinesiology (KINE) at Auburn University (AU) has demonstrated exemplary commitment to diversity, equity, and inclusion, earning the 2024 American Kinesiology Association’s Inclusive Excellence Award. This article describes the strategic planning and actions taken by AU KINE over more than a decade to promote inclusive excellence by enhancing diversity and fostering inclusion. The article discusses how AU KINE overcame challenges, such as misconceptions about diversity initiatives, and how the unit continues to evolve, including developing an inclusive Doctor of Physical Therapy program. Throughout the process, AU KINE has aligned its diversity and inclusion mission and goals with the broader institution. The authors aim to demystify the process of creating a more diverse and inclusive kinesiology department and offer insights for other programs seeking to enhance their diversity and inclusion efforts. AU KINE’s success demonstrates the transformative power of strategic, sustained initiatives to promote inclusive excellence in kinesiology.

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From the Editor

Ian D. Boardley

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Preparing Future Change Agents: A Commitment to Social Justice

Shawn Ladda

The 2024 American Kinesiology Association Undergraduate Education Network session included a keynote address titled “Preparing Future Change Agents: A Commitment to Social Justice.” From my lived experience, I learned much from being marginalized as a female athlete. Through reflecting on these experiences and my formal education, the question asked was, What were those pivotal experiences that developed attitudes and values toward all-consuming social justice? Besides having parents who reinforced that one can do anything they set their mind to do, living across the country and learning the value of diversity and having educationally impactful experiences in the “world classroom” had a huge impact on my valuing diversity. From my formal educational experiences, I remember few lecture-type classes. Content knowledge is important, but the more impactful classes and experiences were experiential and hands-on. The following are my reflections and recommendations for preparing future change agents.

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Associations of Outdoor Playtime With Ball Bouncing Skills: A Cross-Sectional Analysis Using the 2022 National Survey of Children’s Health

Ryan D. Burns, Anke Van Roy, and Bradley R. King

The purpose of this study was to examine the associations of outdoor playtime, screen time, and sleep duration with ball bouncing skills in a sample of 3- to 5-year-old children. Participants were young children (N = 11,121; 48.8% female) whose parent/guardian completed the 2022 National Survey of Children’s Health. The dependent variable was one item that asked about the child’s ability to bounce a ball repeatedly. The primary independent variables were the National Survey of Children’s Health items asking about hours of weekday and weekend outdoor play, screen time, and sleep duration. The primary analysis consisted of robust Poisson regression models to calculate adjusted prevalence ratios by regressing competent (high) ball bouncing skills with reported hours of weekday and weekend outdoor play, screen time, and sleep. After covariate adjustment, two or more hours spent in weekday outdoor play was associated with a 15%–41% higher prevalence of competent ball bouncing skills (p < .01), and three or more hours of weekend outdoor play was associated with a 14%–28% higher prevalence of competent ball bouncing skills (p < .05). More hours of outdoor play were associated with competency in ball bouncing skills in young children. Mechanisms for this association are unclear and warrant further investigation.

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Perceptions of Parents of Children With Disabilities Toward Physical Education: A Systematic Review

Adam S. Forbes, Fabián Arroyo-Rojas, and Martin E. Block

Physical education (PE) has a unique opportunity in not only supporting children with disabilities but also their parents’ physical-activity knowledge and support behaviors. Therefore, the purpose of this systematic literature review was to synthesize published studies regarding parent perspectives toward physical education (PE) for their children with disabilities. A total of 19 articles met inclusion criteria. Three themes emerged: (a) parents’ understanding of adapted PE (A/PE), (b) parents’ expectations of A/PE teachers, and (c) parents’ undeveloped relationships with A/PE teachers. There exists a disconnection between parent expectations and PE teachers’ abilities to accommodate their children and develop lines of communication. Additionally, parental value toward PE was often lower compared with other areas of need for their children. Future research suggests exploring teacher perspectives in understanding the relationships with parents. Furthermore, exploring the origins of parental values for PE and its impact on their perspectives warrants further investigation.

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Sequential Decision Making in Beach Volleyball—A Mixed-Method Approach

Sandra Ittlinger, Steffen Lang, Daniel Link, and Markus Raab

Which opponent player to sequentially serve to in beach volleyball is crucial given the advantage of the attacking team. The sequential choice theory was tested in three studies by analyzing allocation strategies based on the hot hand belief. Study 1 showed strong belief in the hot hand of national coaches. In Study 2, we analyzed Tokyo Olympics data to explore how base rates and sequential selection rates varied in an elite sample. When base rates of players differed by 0.25, low-performing players were frequently selected. In an experiment with elite athletes, Study 3A demonstrated accurate base-rate-difference recognition but low base-rate-change recognition. Study 3B found that the hot hand is believed to be important but is not often detected. We conclude that players and coaches follow predictions of the sequential choice theory and believe in the hot hand, but do not have a shared understanding of how to use it.

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Two Randomized Controlled Trials to Help Teachers Develop Physical Education Students’ Course-Specific Grit-Perseverance and Mental Toughness

Sung Hyeon Cheon, Johnmarshall Reeve, Woo-Young Joo, Yong-Gwan Song, Richard M. Ryan, and Hyungshim Jang

Adopting both a self-determination theory perspective and a proactive, asset-oriented approach to coping with stressors, we propose a hypothesized model to explain physical education students’ year-long development of course-specific grit-perseverance (Study 1) and mental toughness (Study 2). In both studies, we used a randomized controlled trial research design with longitudinally assessed dependent measures (four waves) to test a hypothesized model in which teacher participation in an autonomy-supportive teaching workshop (experimental condition) would increase students’ T2 perceived autonomy-supportive teaching and T2 perceived autonomy-supportive classmates, both of which would increase T3 need satisfaction, which would then explain longitudinal gains in students’ T4 grit-perseverance (Study 1) and mental toughness (Study 2). In both Study 1 (57 teachers, 3,147 students) and Study 2 (38 teachers, 2,057 students), a multilevel structural equation modeling analysis showed that the hypothesized model fit the data very well. We conclude that the developmental roots of grit-perseverance and mental toughness can emerge proactively out of the asset-oriented experiences of interpersonal support and psychological need satisfaction that are central to self-determination theory.

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Identifying Multicomponent Patterns and Correlates of Accelerometry-Assessed Physical Behaviors Among Postmenopausal Women: The Women’s Health Accelerometry Collaboration

Kelly R. Evenson, Annie Green Howard, Fang Wen, Chongzhi Di, and I-Min Lee

Understanding the simultaneous patterning of accelerometer-measured physical activity and sedentary behavior (physical behaviors) can inform targeted interventions. This cross-sectional study described multicomponent patterns and correlates of physical behaviors using accelerometry among diverse postmenopausal women. The Women’s Health Accelerometry Collaboration combined two United States-based cohorts of postmenopausal women with similar accelerometry protocols and measures. Women (n = 22,612) aged 62–97 years enrolled in the Women’s Health Study (n = 16,742) and the Women’s Health Initiative Objective Physical Activity and Cardiovascular Health Study (n = 5,870) wore an ActiGraph GT3X+ accelerometer on their hip for 1 week. Awake-time accelerometry data were summarized using the accelerometer activity index into sedentary behavior, light (low, high), and moderate to vigorous physical activity. Latent class analysis was used to classify physical behavior hour-by-hour. Five unique patterns were identified with higher total volume of physical activity and lower sedentary behavior with each successively higher class number based on percentage of the day in physical activity/sedentary behavior per hour over 7 days. The percentage assignment was 16.3% Class 1, 33.9% Class 2, 20.2% Class 3, 18.0% Class 4, and 11.7% Class 5. The median posterior probabilities ranged from 0.99 to 1.00. Younger age, higher education and general health, normal weight, never smokers, weekly drinking, and faster self-reported walking speed generally had higher-class assignments compared with their counterparts. History of diabetes and cardiovascular disease generally had lower-class assignments compared with those without these conditions. These results can inform targeted interventions based on common patterns of physical behaviors by time of day among postmenopausal women.

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Challenges and Future Directions for Promoting Intersectional Quantitative Studies in Physical Activity Research

Mari Sone, Teatske M. Altenburg, and Mai J.M. ChinAPaw

Understanding health inequalities is essential for improving social justice. Intersectionality refers to a theoretical framework for studying the intersection of multiple social categorizations that create unique experiences and related social inequalities. Currently, the majority of the intersectional studies in the physical activity field have a qualitative design; thus, there is a need for quantitative intersectional studies. This commentary aims to explore primary obstacles impeding intersectional quantitative research and provide recommendations for overcoming these obstacles in physical activity research. In the commentary, we discuss that the lack of accessibility of large-scale and diverse data sets, and suboptimal social categorizations and intersectionality-related questions may contribute to the scarcity of intersectional quantitative research in the field. To facilitate intersectional quantitative analyses, we advocate for making large-scale data sets accessible for intersectional secondary analyses, diverse sampling, standardizing questions and categories related to intersectionality, promoting inclusive research designs and methods, and using the appropriate questions and social categorization that reflect the distinct experiences of each subgroup. By addressing these challenges, researchers may gain new insights into health disparities, making physical activity research more inclusive and contributing to more equitable health outcomes.