Physical Fitness, Grit, School Attendance, and Academic Performance among Adolescents

The effect of mountaineering on the grit of college students: an empirical study

Objective

Although ample evidence in the literature suggests a correlation between general sports participation and resilience, information on the potential impact of specific sports activities on resilience is lacking. Therefore, we attempt to evaluate the effect of mountaineering on the grit of college students.

Methods

The study recruited 12 healthy college students for a three-day mountaineering activity. Then, the grit scores of the students before and after mountaineering were tested using the Chinese version of the original grit scale (Grit-O). During the mountaineering process, the oxygen saturation of the subjects was measured and recorded using a portable finger clipper. The scores of the Lake Louise Scale (2018 Lake Louise Acute Mountain Sickness Score, LLS) were used to distinguish whether the mountaineers had acute mountain sickness (AMS). Independent t-tests and paired t-tests were performed on the data separately.

Results

A significant correlation exists between the total score of grit among college students before and after mountaineering (r = 0.646, Sig < 0.05). However, the total score did not significantly improve after mountaineering (p = 0.054), the effort scores of all college students increased significantly before and after mountaineering (p = 0.045). A significant correlation is also observed between the total score of grit among college students who have not suffered from AMS (r = 0.764, Sig < 0.05). However, no significant improvement occurs (p = 0.075). Meanwhile, no significant correlation exists between the efforts (r = 0.499, Sig > 0.05) and interests (r = 0.562, Sig > 0.05) of college students before and after mountaineering. AMS has no significant correlation with the resilience of college students before and after mountaineering, in terms of effort (r = 0.456, Sig > 0.05) and interest (r = 0.601, Sig > 0.05), while no significant difference was observed between the total resilience score, effort and interest of mountaineering and non-mountaineering college students before and after mountaineering (all p >  0.05).

Conclusion

In the short term, mountaineering has a certain enhancing effect on cultivating the grit of college students. However, the existing grit scale cannot fully reflect the resilience scores of mountaineers before and after. Hence, other situational dimensions should be added to the design of the grit scale.

Return to school after adolescent idiopathic scoliosis (AIS) posterior spinal fusion: Establishing a baseline in Saudi Arabia

INTRODUCTION

Return to school (RTS) after adolescent idiopathic (AIS) scoliosis surgery is a critical outcome measure signifying a return to everyday life. Prior studies in Western populations report an average RTS of 42.3 days for AIS surgery. This study aims to estimate RTS and identify factors affecting it in Saudi Arabia.

METHOD

This retrospective cross-sectional study included 48 AIS patients who underwent posterior spinal fusion (PSF). Data collected included demographics, surgical details, and recovery timelines. After identifying the average time to return to school, patients were categorized based on RTS duration, with a 42-day cutoff. Factors that could delay the time to return to school were analyzed.

RESULT

Among the 48 patients, 41 (85.4%) were female, with a mean age of 14.47 years (SD 2.7). The average RTS was 60.1 days (SD 24). Significant associations were found between RTS and age at surgery (12.92 years for RTS ≤ 42 days vs 14.84 years for RTS > 42 days, p = 0.04) and levels fused (15.40 for RTS ≤ 42 days vs 13.38 for RTS > 42 days, p = 0.036). Other factors showed no significant associations.

CONCLUSION

The average RTS after scoliosis correction in Saudi Arabia is two weeks longer than the average in other countries. Further studies are needed to develop solutions to reduce the delayed RTS in Saudi Arabia.

The role of body-object interaction in children's concept processing: insights from two Chinese communities

A rating of body-object interactions (BOIs) reflects the ease with which a human body can interact physically with a word's referent. Studies with adults have demonstrated a facilitating BOI effect in language tasks, with faster and more accurate responses for high BOI words (e.g., cup) than low BOI words (e.g., coal). A few studies have explored the BOI effect in children. However, these studies have all adopted adult-rated BOIs, which may differ from children's. Using child-rated BOIs, the present study investigated the BOI effect in Chinese children and its relationship with age, as well as whether there was a community difference in the BOI effect. Children (aged 7-8) from Mainland China (N = 100) and Hong Kong SAR (HK; N = 90) completed a lexical decision task used to measure the BOI effect. The children were asked to judge whether each item was a real Chinese word; each real word was assigned a child-rated BOI score. After controlling nonverbal intelligence, gender, working memory, and Chinese character reading, a significant BOI effect was observed at the response accuracy and speed levels. The accuracy and latency analyses illustrated a community difference; the BOI effect was smaller in the HK children. This study suggests that BOI measures may be sensitive to the ecological differences between tested communities. The findings support the need for further investigations into the BOI effect across Chinese communities, particularly those in Mainland China.

Procrastination and physical activity: The moderated mediating effect of grit

Objective: To explore the relation between procrastination and physical activity in college students and test whether grit mediated, age and gender moderated the process. Participants: 610 college students (aged 20.07 ± 1.53; 45.2% males) in Shanghai. Methods: Procrastination, grit and physical activity were tested respectively by International Procrastination Scale, Grit-S scale and International Physical Activity Questionnaire. Results: Correlation analysis showed that procrastination, grit and physical activity were related in pairs. Procrastination was negatively correlated with physical activity. Grit mediated between procrastination and physical activity. Females showed stronger moderation effect from grit to physical activity than males, while the effect between procrastination and grit was more significant for the younger. Conclusion: The moderated mediating model provided a new strategy of improving personality traits which contributed to lack of physical activity. More psychologically relevant measures should be taken in reducing procrastination to improve physical activity via improving grit.

The Relationship between Physical Activity, Physical Fitness, Cognition, and Academic Outcomes in School-Aged Latino Children: A Scoping Review

This scoping review provides an overview of the relationship between physical activity, physical fitness, cognition, and academic outcomes in Latino school-aged children and identifies areas for future research. A primary search was conducted in PubMed, PsycINFO, Web of Science, and ERIC for original-research articles meeting the inclusion criteria; the search results were uploaded into PICO Portal and assessed by two independent reviewers. Of the 488 initial search results, 50 articles were eligible for full-text review, and 38 were included in this review. Most studies were cross-sectional, conducted in the United States or Chile, and included children 5-18 years old. Overall, the majority of articles reported positive associations between physical activity or physical fitness and cognitive outcomes (n = 11/12; 91.7%), and physical activity or physical fitness and academic outcomes (n = 22/28; 78.6%). In sum, this review provided consistent evidence for higher amounts of physical activity and greater physical fitness to be associated with various positive cognitive and academic outcomes in a school-aged Latino population. This scoping review also elucidated a substantial gap in the research regarding study design, with a discernible lack of interventional efforts. Future studies should test physical activity interventional strategies to optimize cognitive and academic outcomes in school-aged Latino populations.

The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers

Introduction

Grit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the need to assess their resilience and commitment. However, research is limited regarding how grit influences motivation and achievement goals in PE. The purpose of this study was to explore how the grit dimensions of preservice PE teachers impact their motivation and achievement goals, which may subsequently shape their future career intentions of becoming PE teachers.

Methods

A total of 279 preservice physical education (PE) teachers (69.5% males; 26.9% PE graduate program) from five South Korean universities participated in the study. They completed validated questionnaires measuring grit, motivation, achievement goal orientations, and career intentions. Descriptive statistics, correlation analysis, and structural equation modeling (SEM) were used to examine variable relationships and test the hypothesis model.

Results

Correlation analysis indicated a spectrum of relationships between facets of grit (perseverance of effort and consistency of interests), motivational parameters, and career intention, with both positive and negative correlations ranging from weak to moderate (r ranging from 0.119 to 0.425, p < 0.05-0.01). SEM confirmed the model's goodness-of-fit (χ2/df = 1.928, RMSEA = 0.058, IFI = 0.92, TLI = 0.91, CFI = 0.92). Path analysis showed that both perseverance of effort and consistency of interests significantly influenced motivational mechanisms (β ranging from -0.34 to 0.57, p < 0.05-0.01), both directly and indirectly, which then notably impacted career intentions (β = 0.10, p < 0.05). Notably, both grit dimensions significantly impacted mastery approach goals (β ranging from 0.49 to 0.56, p < 0.01). Mastery approach goals, in turn, had a substantial impact on intrinsic motivation (β = 0.27, p < 0.01), which subsequently significantly influenced career intentions (β = 0.32, p < 0.01).

Conclusion

The study illuminated the complex relationships between grit dimensions, motivation, achievement goals, and career intentions of future PE teachers. SEM validation confirmed grit's direct and indirect influence on goal orientations and motivation, underscoring the importance of incorporating grit-building strategies alongside mastery approach goals in preservice PE programs to enhance resilience, dedication, and long-term career commitment.

Grit and Health-Related Quality of Life in Adolescents and Young Adults with Cancer: Mediating Role of Health Self-Efficacy and Treatment Adherence

OBJECTIVE

Challenges with health-related quality of life (HRQOL) are common among adolescents and young adults (AYA) with cancer. Literature on HRQOL has largely been focused on individual deficits, rather than individual strengths. The present study investigated the relations between a strengths-based concept called grit (i.e., perseverance and passion for long-term goals), self-management (i.e., health self-efficacy and adherence), and HRQOL among AYA with cancer.

METHODS

Sixty-seven AYA receiving cancer treatment (Mage=17.1; 50.7% female; 25.4% Black, Hispanic, Asian, or a race other than white) and their caregivers (73.0% mothers) completed a semistructured, validated interview about adherence. AYA also completed self-report questionnaires about perceptions of their grit, health self-efficacy, and HRQOL.

RESULTS

After controlling for sex, health self-efficacy (i.e., a cognitive self-management variable) mediated the relation between grit and HRQOL (95% confidence interval = .74-6.52). When testing adherence to medications, diet, or physical activity as mediators of the relation between grit and HRQOL, mediation models were non-significant.

CONCLUSIONS

Among AYA with cancer, this study identified grit as an individual strength associated with more positive self-management beliefs, which in turn, related to better HRQOL. This adds to a growing body of literature supporting the need for resiliency-oriented, strengths-based approaches to AYA HRQOL research. Future directions include exploring the role of caregiver grit in relation to AYA cancer self-management, given that caregivers have demonstrated a high degree of involvement in AYA cancer care.

Longitudinal weight status and academic achievement in elementary schoolchildren in the United States

BACKGROUND/OBJECTIVES

Childhood overweight and obesity have a well-established negative impact on children's health. Overweight and obesity might also negatively impact children's academic performance, but existing literature on this association is inconclusive. This study uses a longitudinal design in a large, diverse elementary school sample to rigorously test the association between longitudinal weight status and academic achievement. Analyses also investigate modification by sex, race/ethnicity, and cardiorespiratory fitness (CRF).

SUBJECTS/METHODS

In a large suburban school district in the United States, 4936 Grade 4 students were recruited. Demographic, course grade, and standardized test data were collected from school records for Grades 3-5, and body mass index and CRF were assessed each year. Students wore accelerometers during the school day for up to 15 days across three semesters (Grade 4 Fall and Spring, Grade 5 Fall) to objectively measure physical activity. Multiple imputation addressed missing data and multilevel analyses controlled for student demographics and clustering within schools.

RESULTS

Unadjusted multilevel models found small negative associations between persistent obesity and course grades and standardized test scores, but these associations largely disappeared when controlling for demographic characteristics. Residual associations for math and writing course grades were attenuated when controlling for CRF, though some marginal negative associations for math and writing remained for students who developed obesity during follow-up. There was also evidence of marginal negative associations with course grades for students who developed overweight/obesity. There was no evidence of modification by sex or race/ethnicity.

CONCLUSIONS

Results suggest very small associations between weight status and academic achievement that were largely explained by sociodemographic factors and CRF. Evidence of an association between weight status and achievement was stronger among students who developed overweight/obesity. Interventions promoting healthy weight and high CRF remain critical for schools given the link between student health and achievement.

Return to School After Anterior Cruciate Ligament Reconstruction: A Prospective Study of Adolescents and Young Adults

Background:

The ability to return to school after orthopaedic surgery is an important consideration for young patients, as there is substantial literature indicating that school attendance is correlated strongly with academic performance.

Purpose:

To evaluate the time to return to school, the barriers that students encounter when returning to school, and the academic effect of anterior cruciate ligament reconstruction (ACLR) in high school (HS) and college students.

Study Design:

Cohort study; Level of evidence, 2.

Methods:

Full-time HS and college/graduate school (C/GS) students who underwent ACLR during the 2017 to 2018 and 2018 to 2019 academic periods were included in the study. Patients were contacted 2 weeks postoperatively to complete a questionnaire that assessed their time to return to school and barriers that interfered with their ability to return, and they completed a second questionnaire at 6 weeks postoperatively that assessed academic performance and challenges faced upon returning to school.

Results:

Included were 36 (52.2%) full-time HS students and 33 (47.8%) full-time C/GS students. HS students reported a longer time to return to school compared with C/GS students (8.51 vs 5.89 days; P = .008). In addition, HS students missed more scheduled school days than C/GS students (5.39 vs 2.90 days; P < .001). The majority of HS (73.5%) and C/GS (65.5%) students cited pain as a barrier to return, and more than half of HS (70.6%) and C/GS (55.2%) students also cited restricted mobility as a barrier to return. HS students were more likely to miss an examination in the early postoperative period compared with their C/GS counterparts (65.7% vs 39.3%; P = .037). Many students in both cohorts received a grade less than expected in the early postoperative period; this was not significantly different between the 2 groups (HS, 50.0%; C/GS, 42.9%; P = .489).

Conclusion:

ACLR can have a negative effect on school attendance and academic performance among HS and C/GS students. Orthopaedic surgeons should counsel all students and their families adequately about the potential academic effect of orthopaedic surgery in order to maximize clinical results, academic performance, and satisfaction in their patients.

Examining the Link Between Physical Activity and Cognitive Function: A Parallel Mediation Model of Health and Wellbeing Among Adolescents

Background

Adolescents’ engagement in daily physical activity brings multiple benefits, including reduction in obesity, improvement of mental health, and enhancement of cognitive function (CF). While prior studies have examined the link between physical activity and cognitive function, little is known regarding the extent to which this relationship is shaped by health and wellbeing factors. This study examines how subjective wellbeing (SWB) and general health (GH) mediate the relationship between adolescents’ physical activity and cognitive function.

Methods

This study estimates a parallel structural equation model using the Program for International Student Assessment 2018 dataset. Specifically, a total of 63,228 15-year-old subjects in nine countries/economies satisfied the study inclusion criteria, including in Bulgaria, Georgia, Hong Kong, Ireland, Mexico, Panama, Serbia, Spain, and United Arab Emirates. Frequency of moderate physical activity (MPA, ≥3.0 Metabolic Equivalent Task) was reported weekly; SWB and GH were assessed using an internationally validated multi-item standardized questionnaire. SWB was measured by students’ self-evaluated satisfaction with their health, life, and schooling. GH was measured by students’ physical health and mental health status. Cognitive function (CF) was modeled as a latent function consisting of plausible values derived using item response theory on reading, mathematics, and science achievement tests.

Results

Findings indicated that increase in weekly MPA was positively associated with higher levels of SWB (p < .001), GH (p < .001), and CF (p < .001) among the study subjects. Parallel mediation analyses revealed that more frequent weekly MPA had relatively large direct effects (p < .001) on CF, and indirect effects channeling through improvements in SWB and GH were non-trivial (p < .001). Heterogeneity results showed that boosts to CF, associated with MPA, were larger for mathematics and science than for reading (p < .001).

Conclusion

This study used a large-scale international dataset to show that the positive relationship observed between MPA and CF among adolescents was robust, and that SWB and GH were two critical mediators through which physical activity positively bolster CF.

Validación de la estructura psicométrica de las escalas Grit-O y Grit-S en el contexto colombiano y su relación con el éxito académico

Dentro de los constructos que se han estudiado en los últimos años como predictores del desempeño académico se encuentra el factor grit. En la presente investigación se realizaron dos estudios con el objetivo de adaptar y validar la escala Grit-O a un contexto colombiano, así como determinar la validez de criterio de la escala Grit-S por medio del desempeño académico en estudiantes universitarios. En el primer estudio (n = 500) se realizó un análisis factorial exploratorio a través de un método de extracción de mínimos cuadrados no ponderados y un análisis factorial confirmatorio a través de un método de extracción de máxima verosimilitud. Los análisis arrojaron adecuados índices de validez y confiabilidad para las dos escalas (Grit-O y Grit-S) —siendo Grit-S la que presentó mejores índices de ajuste—, y la distribución de ítems por factor de la escala coincidió con la validación original. Sin embargo, los dos factores —perseverancia en el esfuerzo y consistencia en el interés— no se agruparon bajo el constructo grit. En el segundo estudio (n = 89) se observó la relación existente entre la puntuación obtenida en la escala Grit-S y diferentes indicadores de desempeño académico —promedio, número de materias perdidas, entre otros—. Para esto, se realizó un análisis de correlación y de regresión lineal múltiple, tras lo cual se encontraron correlaciones moderadas entre el puntaje total de la escala Grit-S y sus dos componentes con las medidas de desempeño académico. En el análisis de regresión se encontró que el puntaje total de la escala es mejor predictor del desempeño académico (.016**) que el puntaje de cada uno de los componentes de la escala por separado. Al final, en la discusión se comparan los hallazgos con validaciones realizadas en otros países y se dan algunas recomendaciones respecto al uso de la escala.

Family socioeconomic status, subjective social status, and achievement motivation among Chinese college freshmen: A latent growth modeling approach

This study’s objective was to examine direct and indirect relationships among family socioeconomic status, subjective social status, and achievement motivation within the first 3 months after college freshmen enrollment in China. A longitudinal dataset was collected over a 3-month period at four measurement points with 4-week intervals. A cluster sample of 1,983 college freshmen from the eastern, central, and western economic regions of China was surveyed. Latent growth modeling was conducted. The results indicated that achievement motivation decreased over time and was positively related to a decline in subjective social status. Mediation analyses demonstrated that, after controlling for sex and economic region, family socioeconomic status predicted the initial level of achievement motivation directly and indirectly through the initial level of subjective social status, and notably, the directions of these effects were opposite. Further, family socioeconomic status also significantly predicted the rate of change in achievement motivation indirectly through the initial level of subjective social status. These results highlight the longitudinal relationship between family socioeconomic status and achievement motivation via different pathways and have implications for improving college freshmen’s achievement motivation.

Analysis of perceptual, psychological, and behavioral factors that affect the academic performance of education university students

The aim of this study was the effect of different perceptual, psychological, and behavioural factors in the academic performance of university students. A total of 172 students (23.5 ± 5.4 years) were recruited. Physical activity patterns, nutritional habits, personality factors, perceptions of difficulty, expected grade, grade average, and academic performance of students were analyzed. No significant differences were found in physical activity levels in relation to academic performance. Significant differences were found in the agreeableness domain in relation to higher academic performance, higher perception of healthy diet and higher body mass index values. With these results we can conclude that university student with higher academic performance were characterized by higher levels of agreeableness, perception of healthy diet and body mass index.

The Relationship between Changes in GRIT, Taekwondo Ability, and Academic Achievement of University Students Majoring in Science and Engineering and Participating in Taekwondo Class

GRIT, which was conceptualized by the American psychologist Duckworth, was designed by grouping growth (G), resilience (R), intrinsic motivation (I), and tenacity (T), which means continuing to be patient and put in effort to achieve goals without being frustrated by adversity or failures experienced in the process of striving toward one's goals. The purpose of this study was to determine GRIT changes caused by participation of students majoring in science and engineering in taekwondo class. Effects of taekwondo ability on GRIT and academic achievement were also examined to determine structural relationships among taekwondo ability, GRIT, and academic achievement. We selected a total of 305 students (204 participants and 101 non-participants) as research subjects and conducted a GRIT (preliminary) measurement. After one-year of taekwondo class, we collected and statistically processed the data of GRIT (post) measurement, taekwondo ability, and academic achievement of the participants. Reliability analysis, technical statistics, paired sample t-test, correlation analysis, and path analysis were performed. Changes in the GRIT values of the participants were found to be greater than those of non-participants. It was also found that taekwondo ability, GRIT, and academic achievement had significant correlations with each other. Finally, it was found that the higher the taekwondo ability, the higher the academic achievement and the higher the GRIT. Moreover, the higher the GRIT, the higher the academic achievement. Taekwondo training increased the GRIT values of participants. In addition, the taekwondo ability had positive effects on GRIT and academic achievement. GRIT also had a positive effect on academic achievement. Thus, there were structural relationships among taekwondo ability, GRIT, and academic achievement.

Beyond Passion and Perseverance: Review and Future Research Initiatives on the Science of Grit

Grit, which is originally conceptualized as passion and perseverance for long-term goals, has been associated with optimal performance. Although previous meta-analytic and systematic reviews summarized how grit relates to performance outcomes, they possess considerable shortcomings, such as (a) absence of summary on the association of grit with well-being outcomes; (b) absence of discussion on social, psychological, and emotional mechanisms linking grit to well-being; and (c) lack of elaboration on how alternative models can resolve fundamental problems in the grit construct. This integrative review provides a comprehensive summary on the link of grit to performance and well-being outcomes. Importantly, it elaborates how alternative models can potentially address flaws in the existing grit theory. Future research directions are discussed on how to move forward the science of grit.

Physical Fitness with Regular Lifestyle Is Positively Related to Academic Performance among Chinese Medical and Dental Students

Objective

The purpose of this study was to examine the relationship between physical fitness, lifestyle, and academic performance of Chinese college students and investigate the differences among medical and dental students on their lifestyle.

Methods

This study was conducted with 316 students enrolled from 2012 to 2014 at Tongji University. Scores from the college physical test were used to represent the students' physical fitness condition. Lifestyle was measured by some variables extracted from the students' behavior data provided by the university's information center. Academic performance was measured by the average score of basic courses and the average score of professional courses. Demographic information, including age, gender, nation, and family background, was also obtained. Separate multiple linear regression analysis was performed for modeling academic performance and physical fitness with a p value threshold of 0.05.

Results

A total of 212 (45.97% females) medical students and 104 (58.65% females) dental students participated in this study. Physical fitness score (medical: r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05. r = 0.34, p value threshold of 0.05.

Conclusion

Physical fitness, library usage, and the regularity of lifestyle are significant contributors to academic performance among Chinese medical and dental students. Moreover, medical students are shown to have less rest time compared to dental students.

Grit as Perseverance in Physical Activity Participation

Childhood is a critical period for the acquisition of healthy behaviors, and the promotion of sustainable healthy behavior among children is greatly important. Therefore, an increased understanding of the relationship between grit and physical activity in a school context is needed. The purpose of this study is to describe and develop an understanding of students' and teachers' awareness and experiences concerning grit as a health-promoting factor. Fifty-five students and three teachers participated in the study. Data were collected through the Short Grit Scale and focus group interviews. There were weak to non-significant correlations between the three teachers' ratings of their students' grit and the children's own ratings. The qualitative results show that children and teachers understood the construct of grit but had slightly different perceptions of it and that grit is not considered to be set in stone. The participants made an association between grit, motivation, meaningfulness, and setting goals. The findings indicate that grit might be an ideal target for making physical activity interventions sustainable.

Associations between adolescents' preference for fitness activities and achieving the recommended weekly level of physical activity

This study aimed to explore differences in rates of achieving the weekly physical activity (PA) recommendation between adolescents who preferred fitness PA and those who did not. Furthermore, we investigated the types of PA practiced by adolescents. In total, 9513 participants from the Czech Republic and Poland, aged 15-18 years took part in the study between 2009 and 2016. Out of this source sample, 4977 self-reported their weekly PA using the IPAQ-Long Form, and 1348 objectively monitored their weekly PA using pedometers and recorded the type of PA. Boys ranked fitness PA third, after team and individual sports. For girls, the preference for fitness PA grew at the expense of dance and outdoor PA. Among Czech and Polish boys as well as Czech girls, those who preferred fitness PA were more likely to achieve the recommended weekly PA level than those who did not prefer fitness PA. We did not find a significant difference in other types of PA and rates of achieving the recommendation of 11,000 steps/day. Preference for fitness PA was associated with an increased likelihood (OR = 1.30; 95% CI = 1.12-1.52; p < 0.001) of achieving the recommendation for PA. When promoting adolescents' PA, it is necessary to consider preferred PA types. The PA recommendation was met by almost 33% of adolescents who indicated a preference for fitness PA, but only by 22% of those not preferring fitness activities. Organized PA is also important for meeting PA recommendations.

Active School Transportation in Winter Conditions: Biking Together is Warmer

There has been a decline in children's use of active school transportation (AST) while there is also limited research concerning AST in winter conditions. This study aimed to explore the prerequisites and experiences of schoolchildren and parents participating in an empowerment- and gamification-inspired intervention to promote students' AST in winter conditions. Methods: Thirty-five students, who were aged 12⁻13 years, and 34 parents from the north of Sweden participated in the study. Data were collected using photovoice and open questions in a questionnaire and analyzed using qualitative content analysis. Results: The results show that involvement and togetherness motivated the students to use AST. In addition, during the project, the parents changed to have more positive attitudes towards their children's use of AST. The students reported that using AST during wintertime is strenuous but rewarding and imparts a sense of pride. Conclusion: Interventions for increasing students' AST in winter conditions should focus on the motivational aspects for both children and parents. For overcoming parental hesitation with regards to AST during winter, addressing their concerns and empowering the students are key factors. To increase the use of AST all year around, targeting the challenges perceived during the winter is especially beneficial.