Investigation of the associations between physical activity, self-regulation and educational outcomes in childhood

The role of physical activity in the association between ADHD and emotional dysregulation

BACKGROUND

Emotional dysregulation (ED) represents a burden for individuals with ADHD. Physical activity (PA) is associated with improvements in emotion regulation, but knowledge is limited regarding its role in ED in the context of ADHD. This study aimed to increase understanding of the association between ADHD and ED and to explore the role of PA. Identifying modifiable risk factors could aid the design of future interventions.

METHODS

Children from the Swedish Twin Registry were included. ADHD symptoms and PA intensity and frequency were measured using parent-reported questionnaires at age 9/age 12. ED was assessed through questionnaires at age 15. The association between ADHD and ED was assessed through linear GEE regression models. Interaction terms and stratified analyses by level of PA were used to explore the role of PA. Analyses were done separately for boys and girls.

RESULTS

12,094 children (52 % girls) were included. A positive association between ADHD symptoms and ED remained significant after adjusting for mental comorbidities and unmeasured family-shared confounders (β = 0.07, 95% CI 0.02-0.12 in boys; β = 0.09, 95% CI 0.02-0.16 in girls). The association was driven by inattention in boys but combined symptoms in girls. The association remained in all strata of PA. A significant interaction between PA frequency and ADHD symptoms was observed among boys (p = 0.02).

LIMITATIONS

Results were based on parent-reported PA; findings might differ with sensor-based measurements.

CONCLUSION

Higher ADHD symptoms in childhood were associated with greater ED in adolescence in all PA levels. Low PA frequency intensified the association among boys.

Relationship between movement behaviours and life satisfaction in Chinese children: A cross-lagged panel analysis

Understanding the impacts of daily movement behaviours on the well-being of children is crucial for developing effective health promotion strategies. This study examined the relationship between movement behaviours and life satisfaction (LS) using longitudinal data from a sample of primary school students. This one-year follow-up study included 683 students (8.91 ± 1.31 years old) from Shanghai, China. Information on days of moderate- to vigorous-physical activity (MVPA), days of muscle-strengthening exercise (MSE), screen time (ST), and sleep duration was measured via a self-reported questionnaire. Cross-lagged models were used to assess the relationships between movement behaviours at baseline and LS at follow-up. Path analysis showed baseline sleep duration was a significant predictor of subsequent LS. Sex-specific models indicated baseline LS and sleep duration were predictors in males, and baseline MVPA, MSE, and sleep duration in females. Grade-specific models revealed positive relationships of baseline MSE and sleep duration with LS in Level 1 (grade 1 and 2), and baseline MVPA and MSE in Level 2 (grade 3 and 4). This study shows a complex interplay between 24-hour movement behaviours and LS among children. While baseline sleep duration emerged as a consistent predictor of LS at follow-up across the overall sample, the influence of MVPA, MSE, and ST varied by sex and grade level. These results highlight the importance of considering a range of lifestyle factors, including sleep and physical activity, in understanding and potentially enhancing life satisfaction in childhood.

Examining the relationship between subjective exercise tolerance and psychophysiological reactivity during physical stress

It has been hypothesized that one's ability to control impulses aids in sustaining effort despite experiencing painful physical sensations. Physical exercise has been used extensively as an intervention to strengthen the inhibitory control system and protect an individual's cognitive plan of action. It is unclear, however, whether the high levels of exercise tolerance could facilitate inhibitory control under varied stressors. The present study explored the relationship between subjective exercise tolerance and psychophysiological characteristics that indicate reactivity capacity when exposed to the cold pressor test. Thirty-six participants were divided into two groups based on their subjective exercise tolerance profiles. During the test, participants' psychophysiological reactivity was monitored via heart rate variability. Participants were also required to answer questions about their perceptual and affective states at the beginning and immediately after the stress test. The study revealed insights into dominance perception and emotional states among individuals with varying subjective exercise tolerance levels. High-tolerant individuals endured physical discomfort longer (~50 s) and exhibited higher perceived dominance at the outset of the test when compared to their low-tolerant counterparts. Despite differences in task performance, both groups experienced more positive affective states post-task, potentially as a result of a heightened sense of self-accomplishment. Notably, both groups showed similar levels of psychophysiological reactivity, suggesting a protective effect of physical tolerance on ensuing biological responses. Overall, this study sheds light on the complex relationship between exercise tolerance, dominance perception, and psychophysiological reactivity during physically demanding tasks, enriching our understanding of how developing physical tolerance may impact inhibitory control under stress.

Relationship of Social-Emotional Learning, Resilience, Psychological Well-Being, and Depressive Symptoms with Physical Activity in School-Aged Children

BACKGROUND

This study investigated the association of psychological well-being (PWB), resilience, depressive symptoms, and social-emotional learning (SEL) with physical activity (PA) in school-aged children. The objective was to understand how these psychosocial factors influence PA levels and identify gender-specific differences in these relationships.

METHODS

This cross-sectional study involved 534 fourth grade and sixth grade students from eight schools in the Midwest region of the United States, with data collected through a Qualtrics survey. Multiple linear regression models were used to analyze the data, with gender-specific analyses conducted to identify differences between boys and girls.

RESULTS

The models indicated that all psychosocial factors taken together are significantly associated with PA (F = 26.937, p < 0.001). Of the factors, PWB and resilience were associated with higher PA individually for the total sample (β = 0.383, p = 0.001; β = 0.146, p = 0.005). A gender-specific analysis revealed that all factors collectively were significantly associated with PA in boys and girls (F = 15.846, p < 0.001; F = 6.869, p < 0.001). Individually, PWB and resilience were significantly associated with PA in boys (β = 0.358, p = 0.001; β = 0.171, p = 0.013), while only PWB was significantly associated with PA in girls (β = -0.355, p = 0.001).

CONCLUSIONS

This study highlights the necessity of promoting resilience and psychological well-being through structured physical activities, aiming to reduce the risk of obesity and improve mental health among children. Future research should consider longitudinal designs and objective measures to further elucidate these relationships and inform effective educational strategies.

Academic achievement and healthy lifestyle habits in primary school children: an interventional study

Purposes

First, to examine the relationship between primary school children's academic achievement and healthy lifestyle habits. Second, to evaluate the effectiveness of two different 5-month physical education interventions (traditional physical education vs. coordinative physical education) on children's academic achievement. Third, to examine whether variations of anthropometric variables, fitness level, gross motor coordination, physical activity level, sedentary time, attentional performance, fruit and vegetable consumption, meal frequency and type of physical education intervention could predict children's academic achievement variations.

Methods

Before and after the intervention, Italian language and mathematics skills, anthropometric variables (weight, height, body fat percentage, BMI), physical fitness (aerobic fitness, muscular strength, flexibility), gross motor coordination, attentional performance (processing speed, concentration performance, performance accuracy, attentional and inhibitory control), physical activity level, sedentary time and eating habits (meal frequency, fruit and vegetable consumption) were assessed in 161 Italian primary school children, randomly assigned to a traditional physical education group or to a coordinative physical education group.

Results

Physical activity level, gross motor coordination and aerobic fitness moderately predicted mathematics skill (R2 = 17%). Moreover, physical activity level, aerobic fitness and muscular strength moderately predicted Italian language skill (R2 = 21%). Intervention type differently affected academic achievement. Specifically, Italian language and mathematics skills significantly improved only after traditional intervention. Fruit consumption increase was positively associated with the improvement in academic achievement. Coordinative physical education intervention was associated with a lower probability of improvement in Italian language and mathematical skills.

Conclusion

Motor ability and lifestyle habits may have a positive influence on academic achievement in children. Unexpectedly, traditional physical education intervention resulted to be more effective on both Italian language and mathematical skills.

Exploring the mediating role of promoting school physical activity on the relationship between low socioeconomic status and academic achievement and school climate: evidence from 4,990 Chilean schools

There is evidence that promoting school physical activity (PSPA) benefits children and adolescents, but little is understood about how this promotion may relate to academic achievement and school climate across varying levels of socioeconomic status (SES). Hence, the study aimed to address this knowledge gap by examining two main objectives: (1) determining the association between PSPA and academic achievement and school climate according to schools' SES and (2) exploring the potential mediating role of PSPA in the relationship between schools' SES and academic achievement and school climate. This cross-sectional study at the school level focused on 4,990 schools (including public, subsidized, and private schools) that participated in the National Educational Study 2018 (Chile), which was applied to primary schoolchildren (4th grade, aged 8-10 years). Schools were divided into non-PSPA (n = 4,280) and PSPA (n = 710) during the year 2018. Changes in academic achievement from 2017 to 2018 and school climate were considered. PSPA was associated with improvements in maths (low-SES OR: 1.80, p < 0.001) and reading (middle-SES OR: 1.45, p = 0.029; low-SES OR: 1.47, p < 0.001). The indirect effect (IE) showed that PSPA partially mediated the relationship between SES and academic achievement in reading (IE = 1.017; SE = 0.12; 95%CI, -1.27, -0.77), maths (IE = -1.019; SE = 0.12; 95%CI, -1.25, -0.78), and school climate (IE = -0.46; SE = 0.52; 95%CI, -0.56, -0.35). In conclusion, PSPA was linked to positive changes in academic achievement, especially among low SES, and PSPA presented a potential mediating role in the relationship between SES of schools and academic achievement and school climate.

Physical activity, sports participation and school exclusion: An analysis of the millennium cohort study

BACKGROUND

Physical activity and modes of sport are widely adopted to promote health, wellbeing, behavioural outcomes and educational attainment in young people excluded from education. However, little is known about the physical activity or sports involvement of excluded young people or the role of participation on predictors and outcomes associated with exclusion.

AIMS

The study aimed to understand (i) how active excluded young people are, (ii) whether predictors of school exclusion are influenced by participation in physical activity or sport and (iii) if physical activity or sports participation moderates the relationship between school exclusion and health, behavioural and educational outcomes.

METHODS

Millennium Cohort Study Wave 6 data were analysed using linear multiple regression models. Participants were 11,066 young people. Dependent variables were physical activity or sports participation. Independent variables included school exclusion, body composition and physical health, cognitive and educational outcomes, crime, anti-social and harmful behaviours, mental health and individual demographic predictors.

RESULTS

Multiple regression analysis of Millennium Cohort Study Wave 6 data indicates young people excluded from education participate in more (+20.71 ± 9.72, p = .03) minutes of physical activity but less (-22.38 ± 32.52, p = .49) minutes of sport than non-excluded participants. Physical activity or sport did not influence predictors or outcomes associated with exclusion.

CONCLUSION

Findings indicate young people excluded from education participate in 8% more MVPA, but 13% less sport than peers not excluded from education. These findings highlight concerns related to the provision of school sports and physical education opportunities for young people excluded from education. Moreover, these findings question the role of physical activity or sport as a silver bullet within UK educational policy.

Investigating the Potential of a Conversational Agent (Phyllis) to Support Adolescent Health and Overcome Barriers to Physical Activity: Co-Design Study

BACKGROUND

Conversational agents (CAs) are a promising solution to support people in improving physical activity (PA) behaviors. However, there is a lack of CAs targeted at adolescents that aim to provide support to overcome barriers to PA. This study reports the results of the co-design, development, and evaluation of a prototype CA called "Phyllis" to support adolescents in overcoming barriers to PA with the aim of improving PA behaviors. The study presents one of the first theory-driven CAs that use existing research, a theoretical framework, and a behavior change model.

OBJECTIVE

The aim of the study is to use a mixed methods approach to investigate the potential of a CA to support adolescents in overcoming barriers to PA and enhance their confidence and motivation to engage in PA.

METHODS

The methodology involved co-designing with 8 adolescents to create a relational and persuasive CA with a suitable persona and dialogue. The CA was evaluated to determine its acceptability, usability, and effectiveness, with 46 adolescents participating in the study via a web-based survey.

RESULTS

The co-design participants were students aged 11 to 13 years, with a sex distribution of 56% (5/9) female and 44% (4/9) male, representing diverse ethnic backgrounds. Participants reported 37 specific barriers to PA, and the most common barriers included a "lack of confidence," "fear of failure," and a "lack of motivation." The CA's persona, named "Phyllis," was co-designed with input from the students, reflecting their preferences for a friendly, understanding, and intelligent personality. Users engaged in 61 conversations with Phyllis and reported a positive user experience, and 73% of them expressed a definite intention to use the fully functional CA in the future, with a net promoter score indicating a high likelihood of recommendation. Phyllis also performed well, being able to recognize a range of different barriers to PA. The CA's persuasive capacity was evaluated in modules focusing on confidence and motivation, with a significant increase in students' agreement in feeling confident and motivated to engage in PA after interacting with Phyllis. Adolescents also expect to have a personalized experience and be able to personalize all aspects of the CA.

CONCLUSIONS

The results showed high acceptability and a positive user experience, indicating the CA's potential. Promising outcomes were observed, with increasing confidence and motivation for PA. Further research and development are needed to create further interventions to address other barriers to PA and assess long-term behavior change. Addressing concerns regarding bias and privacy is crucial for achieving acceptability in the future. The CA's potential extends to health care systems and multimodal support, providing valuable insights for designing digital health interventions including tackling global inactivity issues among adolescents.

Are physical activity and sleep associated with emotional self-regulation in toddlers? a cross-sectional study

BACKGROUND

Toddlerhood (2-3 years) is a crucial period for the development of physical activity, sleep, and emotional self-regulation skills. Although there is growing evidence of positive associations between physical activity, sleep, and emotional self-regulation in school-aged children, the associations in toddlers remain unclear. Thus, this study aimed to examine the association between physical activity, sleep, and emotional self-regulation in toddlers.

METHODS

Baseline data from 1350 toddlers (2.2 ± 0.33 year) from the Let's Grow randomised controlled trial were used. Toddlers' total physical activity (TPA) and moderate- to vigorous-intensity physical activity (MVPA) were assessed via 4 + days of accelerometry and a 3-item parent-report scale. Parent-reported total sleep quantity was calculated using the sum of average night-time sleep and daytime nap durations. Sleep behaviour data including bedtime routine, bedtime resistance, sleep onset-delay, sleep duration, and night waking were collected using relevant subsections from the Child Sleep Habits Questionnaire (CSHQ) and Brief Infant Sleep Questionnaire revised (BISQ-R). A 4-item parent-report scale adapted from the Fast Track Project Child Behaviour Questionnaire was used to assess toddlers' emotional self-regulation. Linear regression models were used, adjusting for child age, sex, and parental education.

RESULTS

Accelerometer-derived TPA, MVPA and parent-reported TPA were not associated with emotional self-regulation. Higher parent-reported MVPA (B = -0.01 CI95 -0.03, -0.003) was associated with poorer emotional self-regulation. Higher sleep duration was associated with better emotional self-regulation (B = 0.06 CI95 0.04, 0.08). The five sleep behaviours assessed were also positively associated with emotional self-regulation (all p < 0.01), with fewer problem sleep behaviours being associated with better emotional self-regulation.

CONCLUSIONS

This cross-sectional study suggests that sleep may be important for emotional self-regulation in toddlers, but the role of physical activity remains unclear. These findings suggest that interventions targeting sleep duration and sleep behaviours during the early toddler years may benefit the positive development of emotional self-regulation skills in this population.

Self-regulation of effort for a better health-related quality of life: a multidimensional activity pacing model for chronic pain and fatigue management

PURPOSE

To propose a comprehensive multidimensional model of activity pacing that improves health-related quality of life and promotes sustained physical activity engagement among adults with chronic conditions.

MATERIALS AND METHODS

A narrative review was conducted to examine the existing literature on activity pacing, health-related quality of life, pain and fatigue management, and physical activity promotion in chronic conditions.

RESULTS

The literature revealed a lack of a cohesive approach towards a multidimensional model for using activity pacing to improve health-related quality of life. A comprehensive multidimensional model of activity pacing was proposed, emphasizing the importance of considering all aspects of pacing for sustained physical activity engagement and improved health-related quality of life. The model incorporates elements such as rest breaks, self-regulatory skills, environmental factors, and effective coping strategies for depression/anxiety. It takes into account physical, psychological, and environmental factors, all of which contribute significantly to the enhancement of health-related quality of life, physical function, and overall well-being, reflecting a holistic approach.

CONCLUSIONS

The model offers guidance to researchers and clinicians in effectively educating patients on activity pacing acquisition and in developing effective interventions to enhance physical activity engagement and health outcomes among adults with chronic conditions. Additionally, it serves as a tool towards facilitating discussions on sustained physical activity and a healthy lifestyle for patients, which can eventually lead to improved quality of life.

Facilitators and barriers to physical activity among English adolescents in secondary schools: a mixed method study

Background

It is evident that physical activity (PA) programmes implemented in schools were not effective in improving PA behaviours among adolescents. This study investigated students' perceptions of barriers to PA among inactive English adolescents in secondary schools based on the Capability, Opportunity, Motivation, and Behaviour (COM-B) model, the Behaviour Change Wheel (BCW), and Theoretical Domains Framework (TDF). The study compared barriers faced by inactive and active groups participating in sports and PA in secondary schools to identify sources of behaviour contributing to inactivity.

Methods

A pre-intervention online survey was distributed to affiliated schools by 233 Teaching Schools Alliances (TSAs) as part of the monitoring and evaluation of the Secondary Teacher Training study. Data were cross-tabulated to analyse activity levels and behavioural barriers for active and inactive groups, using the COM-B domains. The research team followed a seven-step process to categorise barriers based on their relevant domain in the TDF mapped to the COM-B.

Results

The findings were derived from one of the most extensive surveys of adolescents ever undertaken involving 200,623 active and 8,231 inactive respondents. The study identified 52 barriers and 68 behaviours that prevent adolescents from participating in PA. Psychological and social barriers were found to affect all activity levels, genders, and ethnic groups, with a lack of confidence and self-consciousness being the most prevalent. Certain demographic groups, such as those from minority ethnic groups and disabled individuals, were found to be overrepresented among inactive populations. The finding of the study indicated that there were common barriers that affected both inactive and active groups, with further similarity when examining barriers between active and inactive girls. The study also found that girls were more likely to experience the main barriers compared to boys, while inactive boys were more likely to encounter these barriers compared to active boys. The findings suggest that common barriers could be addressed across the population, while recognising some differences in demographics, and the need to provide personalised support. Targeted interventions are also suggested for all girls and inactive boys.

Conclusion

This study highlights the range of barriers that impact adolescents and provides insight into potential mechanisms for behaviour change, including intervention functions, policy categories, and evidence-based behaviour change tools. The study highlights the need for further research to address the barriers to PA among adolescents, particularly those who are inactive. Utilising the findings of this study, future research should investigate the effectiveness of novel digital exercise interventions and policies in increasing PA levels among children and adolescents. Complex digital exercise interventions, including conversational AI solutions, could provide personalised tools to identify and revolutionise support around the multitude of barriers that impact adolescents globally."For the purpose of open access, the author has applied a Creative Commons Attribution (CC BY) licence to any Author Accepted Manuscript version arising from this submission."

Barriers and facilitators to physical activity and further digital exercise intervention among inactive British adolescents in secondary schools: a qualitative study with physical education teachers

Background

Previous studies indicated that physical education programs in schools were unsuccessful to ameliorate physical activity (PA) behaviors among adolescents. This study investigated PE teachers' perceptions of barriers and facilitators to PA and further digital exercise interventions among inactive British adolescents in secondary schools based on the Capability, Opportunity, Motivation, and Behavior (COM-B) model, the Behavior Change Wheel (BCW), and Theoretical Domains Framework (TDF).

Method

A qualitative study was conducted among 156 PE teachers in England. deductive thematic analysis approach was applied to analyze data.

Results

A comprehensive perception of PE teachers revealed 21 barriers to PA among inactive adolescents in secondary schools. The study findings show that barriers exist across all categories of the COM-B model in physical opportunity (7), reflective motivation (5), social opportunity (4), psychological capability (4) and physical capability (1). The majority of these barriers were reported in previous studies as being barriers to PA from the perspective of children and adolescents. This shows that the findings are consistent with the views of children and adolescents that participated in these studies. Particular salient barriers for inactive adolescents were reported and greater insight into their experiences was highlighted. The study reported the main sources of behavior, intervention functions, policy functions, and behavior change tools that can be used for future behavior change interventions to support inactive adolescents.

Conclusion

The study recommends using its findings to design interventions for inactive adolescents to achieve recommended levels of physical activity (PA). The study's comprehensive approach and evidence-based solutions provide extensive reference points for future intervention design, informing policy and contributing to enhancing support for inactive adolescents. Further development of digital exercise interventions, including conversational artificial intelligence (AI), is suggested to engage adolescents at scale and provide personalized support to overcome multiple barriers to PA.

The Psychology of Athletic Endeavor

A considerable amount of human behavior occurs within the context of sports. In recent years there have been notable advances in psychological science research applied to understanding athletic endeavor. This work has utilized a number of novel theoretical, methodological, and data analytic approaches. We review the current evidence related to developmental considerations, intrapersonal athlete factors, group processes, and the role of the coach in explaining how athletes function within the sport domain. This body of work sheds light on the diverse ways in which psychological processes contribute to athletic strivings. It also has the potential to spark interest in domains of psychology concerned with achievement as well as to encourage cross-domain fertilization of ideas.

Relations among parent-reported physical activity and interoception in children

BACKGROUND

Interoception is the sense of one's internal body and emotional state; it plays a critical role in guiding self-regulatory behaviors. Physical activity (PA) can support interoceptive processes, but limited research has examined the association in children. This study explored the relations among parent-reported PA and several interoceptive domains in children aged 3 - 10 years old.

METHODS

Baseline data were analyzed from a cluster-randomized controlled study examining a yoga intervention (N = 122). Parents completed a questionnaire that included the Caregiver Questionnaire for Interoceptive Awareness, Second Edition (CQIA-2) and two measures of PA, the PROMIS Parent-Proxy Short Form (PROMIS-PA) and the adapted Burdette Proxy Report (aBPR-PA). Psychometrics of the CQIA-2 subscales were assessed and then used in subsequent analyses to examine the association between PA and interoceptive sensibility.

RESULTS

Seventy percent of the surveys were completed by mothers (30% by fathers), and their children (56% female, M_age = 5.81 ± 1.7 years) were predominately white. Across all children, PA had a significant positive relationship with interoceptive domains related to emotion and physical energy (p < 0.01). Children who met the PROMIS-PA "good" cutoff had a clearer sense of emotion and physical energy (F(2,115) = 4.30, p = 0.016, R² = 0.070), compared to children who did not. Children's age predicted interoceptive sensibility of illness and toileting needs (F(1,116) = 14.16, p < 0.001, R² = 0.109).

CONCLUSION

Children with higher PA levels were perceived to have better interoceptive sensibility of emotion and physical energy. Children's age was predictive of interoceptive domains representing the awareness of illness and toileting needs. Future work should consider incorporating direct measures of PA and child-reported interoceptive sensibility. A better understanding of their relationship will likely help guide the design of more effective interventions for health behavior development.

The Mediating Effect of Coping Style on Physical Activity and Negative Affect Caused by Public Health Emergencies: Evidence from Chinese College Students

In this study, we explored the relationship between physical activity (PA), coping style (CS) and negative affect caused by public health emergencies (PHENA), to examine if CS can play a mediating role between PA and PHENA, and analyzed the different effects of positive coping (PC) and negative coping (NC). Using the method of random sampling, 700 students from four universities in Beijing and Shanghai were recruited to complete questionnaires about PA, CS and PHENA. Data collection was conducted through online and offline questionnaires. Firstly, there is a significant correlation between PA, CS and PHENA. Secondly, PA can negatively predict PHENA, and PA has positive impact on PC and negative impact on NC. Thirdly, the mediating role of NC related to PHENA is significant, the mediating role of PC related to PHENA is not significant. College students’ participation in physical activity can reduce the probability of adopting negative coping mechanisms, thereby alleviating the PHENA.