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Brendan Smith, Stephanie Hanrahan, Ruth Anderson, and Lyndel Abbott

Leaving home or transitioning to another environment is a part of every individual’s personal growth and is often considered to be a significant developmental milestone. The distress that individuals experience with this transition has been identified as homesickness. Elite sporting institutions, such as the Australian Institute of Sport (AIS), have recognized that problems associated with homesickness appear to be a predominant cause of poor well-being and dropout among athletes living in a national sports institute. This study aimed to investigate if individual personality traits and coping styles could predict levels of homesickness in these athletes. Neuroticism, self-esteem, and mental escape were significant predictors of homesickness. These results suggest that athletes who are vulnerable to homesickness can be identified before the commencement of their sporting scholarships so they can be treated accordingly.

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Erica Y. Lau, Daheia J. Barr-Anderson, Marsha Dowda, Melinda Forthofer, Ruth P. Saunders, and Russell R. Pate

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.