determinants of mortality showed that the effects of social isolation were comparable with those of smoking and even exceed other well-known risk factors for mortality ( Holt-Lunstad, Smith, & Layton, 2010 ). Physical activity might be one factor that mediates the relationship between social isolation and
Florian Herbolsheimer, Stephanie Mosler, Richard Peter, and the ActiFE Ulm Study Group
Lauren M. Robins, Ted Brown, Aislinn F. Lalor, Rene Stolwyk, Fiona McDermott, and Terry Haines
Social isolation is a considerable problem confronting the health of older adults. Socially isolated older adults, for example are at a greater risk of poor mental and physical health and are more likely to experience cardiovascular disease, cognitive deterioration, depression and mortality than
Jolanthe de Koning, Suzanne Richards, and Afroditi Stathi
Loneliness and social isolation (SI), seen as distinct concepts, have been associated with increased risk of morbidity and mortality ( Elovainio et al., 2017 ; Holt-Lunstad, Smith, Baker, Harris, & Stephenson, 2015 ; Shankar, McMunn, Demakakos, Hamer, & Steptoe, 2017 ; Valtorta, Kanaan, Gilbody
Ilona I. McMullan, Brendan P. Bunting, Annette Burns, Lee Smith, Connor Cunningham, Roger O’Sullivan, Nicole E. Blackburn, Jason J. Wilson, and Mark A. Tully
Loneliness is a subjective experience, which describes the lack of meaningful connections and relationships. It is the subjective difference between an individual’s preferred and actual situation, whereas social isolation is an objective measurement of the number of relations, social interactions
Emily Budzynski-Seymour, Rebecca Conway, Matthew Wade, Alex Lucas, Michelle Jones, Steve Mann, and James Steele
ranged from a £219.00 activity tracker to £50.00 shopping vouchers) as an incentive to complete the survey. Both the SASS and BASS surveyed students on their PA level, mental well-being, social isolation, and perceived attainment and employability. The data from these 2 surveys were pooled for secondary
Mark A. Tully, Ilona I. McMullan, Nicole E. Blackburn, Jason J. Wilson, Laura Coll-Planas, Manuela Deidda, Paolo Caserotti, Dietrich Rothenbacher, and on behalf of the SITLESS group
A decrease in economic resources, an increase in mobility impairment, or a loss of family and friends can increase the risk of social isolation, the quantitative measure of social relationships and contacts ( Nicholson, 2012 ; Victor, 2011 ), which then can lead to loneliness, the subjective
Pablo Jorge Marcos-Pardo, Alejandro Espeso-García, Abraham López-Vivancos, Tomás Abelleira Lamela, and Justin W.L. Keogh
associated with advanced age dementia ( Chen, Kuo, Chang, Huang, & Cheng, 2017 ). Therefore, exercise during quarantine can help to combat many of the negative physical and mental consequences of the social isolation policies adopted in many countries due to the COVID-19 pandemic ( Jiménez-Pavón, Carbonell
Nancy Spencer-Cavaliere and Mary Ann Rintoul
The purpose of this exploratory study was to examine the phenomenon of alienation in physical education from the perspectives of children. Of particular interest were children’s perspectives about the three constructs of alienation: (a) powerlessness, (b) meaninglessness, and (c) social isolation, as defined by Carlson (1995). A case study methodology was employed with sixth grade children (ages 10 and 11), with a total of 14 children forming the unit of analysis. Observations, field and reflective notes, drawings and semistructured interviews were used to triangulate the data. The data were analyzed by employing a continuum of inductive and deductive analysis, using categorical aggregation and direct interpretation. Three themes were identified as representative of the children’s perspectives: (a) degree of control, (b) meaning, and (c) social factors. The results are discussed in relation to their contribution to the understanding of alienation in children’s physical education and implications for practice.
Kimberly Place and Samuel R. Hodge
The purpose was to describe the behaviors of eighth-grade students with and without physical disabilities relative to social inclusion in a general physical education program. Participants were 3 girls with physical disabilities and 19 classmates (11 females, 8 males) without disabilities. The method was case study. Data for a 6-week softball unit were collected using videotapes, live observations, and interviews. Findings indicated that students with and without disabilities infrequently engaged in social interactions. Average percentage of time that classmates gave to students with disabilities was 2% social talk and less than 1% in each category for praise, use of first name, feedback, and physical contact. Two themes emerged in this regard: segregated inclusion and social isolation. Students with disabilities interacted with each other to a greater degree than with classmates without disabilities. Analysis of use of academic learning time revealed different percentages for students with and without disabilities.
Jonathan Magee, Ramón Spaaij, and Ruth Jeanes
This paper builds on the concept of mental health recovery to critically examine three football projects in the United Kingdom and their effects on the recovery process. Drawing on qualitative research on the lived experiences of mental health clients and service providers across the three projects, we explore the role of football in relation to three components of recovery: engagement, stigma, and social isolation. The findings indicate how the projects facilitated increased client engagement, peer supports, and the transformation of self-stigma. The perception of football as an alternative setting away from the clinical environment was an important factor in this regard. Yet, the results also reveal major limitations, including the narrow, individualistic conceptualization of both recovery and stigma within the projects, the reliance on a biomedical model of mental illness, and the potentially adverse consequences of using football in mental health interventions.