discrepancies in anxiety and depression ( Norr, Albanese, Boffa, Short, & Schmidt, 2016 ). Because of its role as a shared risk factor, reducing AS via intervention may also reduce its associated anxiety and mood symptoms ( Olthuis, Watt, Mackinnon, & Stewart, 2014 ). Physical activity (PA) is one intervention
Janine V. Olthuis, Margo C. Watt, Christopher E. J. DeWolfe, Emma Connell, Emily N. Wright, and Laura Sevigny
Lisa M. Barnett, Avigdor Zask, Lauren Rose, Denise Hughes, and Jillian Adams
Fundamental movement skills are a correlate of physical activity and weight status. Children who participated in a preschool intervention had greater movement skill proficiency and improved anthropometric measures (waist circumference and BMI z scores) post intervention. Three years later, intervention girls had retained their object control skill advantage. The study purpose was to assess whether at 3-year follow up a) intervention children were more physically active than controls and b) the intervention effect on anthropometrics was still present.
Children were assessed at ages 4, 5, and 8 years for anthropometric measures and locomotor and object control proficiency (Test of Gross Motor Development-2). At age 8, children were also assessed for moderate to vigorous physical activity (MVPA) (using accelerometry). Several general linear models were run, the first with MVPA as the outcome, intervention/control, anthropometrics, object control and locomotor scores as predictors, and age and sex as covariates. The second and third models were similar, except baseline to follow-up anthropometric differences were the outcome.
Overall follow-up rate was 29% (163/560), with 111 children having complete data. There were no intervention control differences in either MVPA or anthropometrics.
Increased skill competence did not translate to increased physical activity.
L.R. Brawley, P.K. Flora, S.R. Locke, and M.S.H. Gierc
In this paper, we argue that the social influence of the group is a supportive medium for older adult thriving. To promote the physical well-being aspect of thriving, we discuss groups as one means of offering social support. We present a specific model of physical activity intervention (i.e., group-mediated cognitive behavioral intervention) that uses deliberately-formed interactive groups to help motivate older adults to engage in and sustain physical activity. Our article includes four sections that concern the GMCB intervention model. The first serves as background as to why groups can be powerful behavior change agents and describes the basic model of group motivated intervention. The second section provides a generic description of the intervention structure and how the GMCB intervention is conducted. The third section presents a meta-analytic summary of results of older adult GMCB physical activity interventions across three levels of outcomes: adherence to physical activity, functional and physiological, and social cognitive. The fourth section concludes with commentary about the translational perspective for the GMCB in the future.
Karen Hind, David Torgerson, Jim McKenna, Rebecca Ashby, Andy Daly-Smith, John Truscott, Heather MacKay, and Andrew Jennings
Developing Interventions for Children’s Exercise (DICE) is an initiative aimed at determining effective schoolbased exercise programs. To assess feasibility, we conducted a pilot study of exercise sessions which varied in duration and frequency.
Exercise interventions were delivered to Year 3 pupils (age 7–8 years; n = 73) in primary schools within Yorkshire, UK. Evaluations were conducted using focus group sessions, questionnaires and observations.
The study revealed positive aspects of all interventions, including favorable effects on children’s concentration during lessons and identified the value of incorporation of the DICE concept into curriculum lessons. Children appeared enthused and reported well-being and enjoyment. Areas requiring attention were the need for appropriate timetabling of sessions and ensuring the availability of space.
The concept and sessions were well-accepted by teachers who confirmed their full support of any future implementation There appears to be potential for the encouragement and empowerment of teachers to support physical activity and healthy school environments, and to take an interest in the health of their pupils. Ultimately, these findings should assist in the design of successful exercise interventions in the school setting.
Stefan Koehn, Tony Morris, and Anthony P. Watt
The purpose of this study was to examine the effectiveness of an imagery intervention for enhancing the experience of flow state and performance in junior athletes. On the basis of previous results, a tailored imagery script was developed to target critical flow dimensions, namely challenge-skills balance, clear goals, concentration on the task, and sense of control. It was hypothesized that the use of cognitive and motivational imagery would increase specific flow dimensions, which, in turn, would enhance flow state and competition performance. Participants in a single-case, multiple baseline A-B design study were four nationally ranked athletes. Following a 6-week baseline phase monitoring flow state and performance and a 6-week intervention phase using relaxation in conjunction with imagery techniques, three participants showed a sustained increase in flow experiences, and all four participants improved their service performance, groundstroke performance, and ranking-list position.
Simon J. Sebire, Mark J. Edwards, Kenneth R. Fox, Ben Davies, Kathryn Banfield, Lesley Wood, and Russell Jago
The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.
Marjorie Bernier, Emilie Thienot, Emilie Pelosse, and Jean F. Fournier
This article examines the effects and underlying processes of a mindfulness-based intervention through two case studies. A one-season intervention designed according to the mindfulness approach was implemented with young elite figure skaters. Case studies were complemented with different measurement methods: a questionnaire assessing mindfulness skills, percent improvement on competition scores compared with a control group, and interviews with skaters and coaches during the intervention. The two case studies presented demonstrate how the young skaters developed their mindfulness skills and how these skills benefited their performance. They also show the limitations of this intervention type in young populations. Performance improvement and processes underlying the intervention are discussed in light of the results, and new perspectives are provided for adapting them to the particular needs of young athletes.
Mauro Virgílio Gomes de Barros, Markus Vinicius Nahas, Pedro Curi Hallal, José Cazuza de Farias Júnior, Alex Antônio Florindo, and Simone Storino Honda de Barros
We evaluated the effectiveness of a school-based intervention on the promotion of physical activity among high school students in Brazil: the Saude na Boa project.
A school-based, randomized trial was carried out in 2 Brazilian cities: Recife (northeast) and Florianopolis (south). Ten schools in each city were matched by size and location, and randomized into intervention or control groups. The intervention included environmental/organizational changes, physical activity education, and personnel training and engagement. Students age 15 to 24 years were evaluated at baseline and 9 months later (end of school year).
Although similar at baseline, after the intervention, the control group reported significantly fewer d/wk accumulating 60 minutes+ moderate-to-vigorous physical activity (MVPA) in comparison with the intervention group (2.6 versus 3.3, P < .001). The prevalence of inactivity (0 days per week) rose in the control and decreased in the intervention group. The odds ratio for engaging at least once per week in physical activity associated with the intervention was 1.83 (95% CI = 1.24–2.71) in the unadjusted analysis and 1.88 (95% CI = 1.27–2.79) after controlling for gender.
Virginie Nicaise, Noe C. Crespo, and Simon Marshall
Even when objective physical activity (PA) measures are preferred, many intervention studies with Latina women rely on self-reports because they are more feasible and the type and domain of PA is of interest.
This study examined the sensitivity and specificity of the IPAQ for detecting intervention-related changes in physical activity compared with accelerometer measurement among Latinas.
In March 2007, a community sample of 94 women (mean age = 36.31 ± 9.1 yr; mean body mass index = 31.37 ± 7.13) participated in a 12-week pedometer-based intervention to increase moderate intensity physical activity (MPA). Participants completed the Spanish-language International Physical Activity Questionnaire (Sp-IPAQ; telephone, long form) and wore an Actigraph accelerometer for 7 days at baseline and postintervention.
Both the IPAQ and the ActiGraph accelerometer detected intervention-related increases in MPA; however, these changes were largely uncorrelated. The IPAQ did not have acceptable level of sensitivity and specificity before and after the intervention when compared with objective assessments.
Data suggest that it is important to improve the sensitivity and specificity of the IPAQ with Spanish-speaking participants and further research is needed to accurately measure intervention effectiveness using self-reports of PA in Latinas.
Ronald C. Plotnikoff, Michael A. Pickering, Nicole Glenn, Sandra L. Doze, Melissa L. Reinbold-Matthews, Laura J. McLeod, David C. W. Lau, Gordon H. Fick, Steven T. Johnson, and Laura Flaman
Physical activity (PA) is a cornerstone in the management of type 2 diabetes (T2DM). This pilot investigation explores the effects of a standard diabetes education program compared with a supplemental PA intervention on diabetes-related health outcomes.
Using a prospective 2-armed design, 96 adults with T2DM were randomly assigned to either standard care (diabetes education program; n = 49) or standard care supplemented with an 8-week, individualized-counseling and community-based PA component (n = 47). Measurements were taken at baseline, 3, 6, and 12 months. Primary outcomes were changes in PA (self-report) and HbA1c. Between group changes were compared using analysis of covariance (ANCOVA) and changes over time using repeated-measures ANOVA.
In comparison with standard care, the supplemental group demonstrated an increase in PA (Ps < 0.01) and cardiorespiratory fitness (Ps < 0.05) from baseline to all follow-up time-points. HbA1c levels declined (P < .05) from baseline to all time points in the standard care group. Reduction in cholesterol-ratio (P < .01), increase in HDL (P < .05), and reductions in blood pressure, resting heart rate and BMI (approaching statistical significance Ps < 0.10) were also reported for both groups.
PA counseling in addition to standard care is effective for promoting PA behavior change and positive health-related outcomes among individuals with T2DM.