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Impact of Combined Theory-Based Intervention on Psychological Effects and Physical Activity among Chinese Adolescents.

ABSTRACT: PURPOSE:The current study was intended to assess the effect of a facilitated behavioral intervention based on the extended theory of planned behavior (TPB) on psychological constructs and physical activity among adolescents over a period of eight weeks. METHODS:Students (n = 51, 12 ± 0.3 years of age) in the seventh grade at a junior middle school in China were randomly assigned to two groups: the intervention group (n = 24) and the control group (n = 27). Both groups were pre- and post-tested with the related psychological constructs of the extended TPB, along with behavioral measures of the Physical Activity Scale and ActiGraph accelerometer (model wGT3X-BT). The intervention group took part in 45 min classes once per week for 8 weeks, including five indoor theoretical courses and three outdoor basketball matches. The control group was not required to make any change to their normal school day. Also, 2 × 2 repeated measures analysis of variance (ANOVA) was conducted to compare the differences between the two groups, and then t-test was employed to compare the independent and paired differences. RESULTS:Significant increases in pre-post subjective norms (SN) (p = 0.041, Cohen's d = 0.62), perceived behavior control (PBC) (p = 0.023, Cohen's d = 0.72), exercise intention (EI) (p = 0.043, Cohen's d = 0.61), and self-efficacy (SE) (p = 0.035, Cohen's d = 1.36) were observed in the intervention group. In addition, participants in the intervention group increased their exercise frequency (p < 0.001, Cohen's d = 1.25) and intensity (p = 0.028, Cohen's d = 0.68), especially their time spent on light intensity physical activity (light-PA%; p = 0.031, Cohen's d = 0.68), and their percentage of sedentary time (SB%) was also reduced (from 68% ± 10% to 58% ± 7%, p < 0.001, Cohen's d = 1.17). Furthermore, the intervention group showed significantly better performance in PBC (p = 0.032, Cohen's d = 0.62), EI (p < 0.001, Cohen's d = 1.32), SE (p < 0.001, Cohen's d = 1.15), SB% (p < 0.001, Cohen's d = 1.22), light-PA% (p < 0.001, Cohen's d = 1.12), and total physical activity (TPA) (p = 0.015, Cohen's d = 0.72) compared to the control group at the post-test. No significant pre post differences were observed for any psychological or behavioral variables in the control group, except for exercise frequency, but the values were still lower than those in the intervention group after the 8-week intervention (3.70 ± 0.72 versus 3.92 ± 0.83). CONCLUSION:The combined theory-based intervention was effective at improving psychological constructs and physical activity among seventh-grade adolescents in 8 weeks.

SUBMITTER: Zhang Y

PROVIDER: S-EPMC7246919 | biostudies-literature | 2020 Apr

REPOSITORIES: biostudies-literature

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Impact of Combined Theory-Based Intervention on Psychological Effects and Physical Activity among Chinese Adolescents.

Zhang Yao Y Yin Yi Y Liu Jianxiu J Yang Ming M Liu Zeshi Z Ma Xindong X

International journal of environmental research and public health 20200427 9

<h4>Purpose</h4>The current study was intended to assess the effect of a facilitated behavioral intervention based on the extended theory of planned behavior (TPB) on psychological constructs and physical activity among adolescents over a period of eight weeks.<h4>Methods</h4>Students (<i>n</i> = 51, 12 ± 0.3 years of age) in the seventh grade at a junior middle school in China were randomly assigned to two groups: the intervention group (<i>n</i> = 24) and the control group (<i>n</i> = 27). Bot ...[more]

PMID: 32349260

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Project description:The contribution of this research lies in its dual approach to the question of physical activity (PA) among adolescents, combining objective measurement of PA by teenagers and a comparison of psychological satisfaction through physical activities involving differing degrees of autonomy (i.e., organized or unstructured). Using the conceptual framework of Self-Determination Theory, the analysis also examines the relationship between levels of PA among adolescents and physical self-concept and satisfaction of basic psychological needs during exercise. The study surveyed 129 first-year higher secondary education students from schools in the city of A Coruña. Satisfaction of basic psychological needs during organized and unstructured physical activities was measured using the Basic Psychological Needs in Exercise Scale. PA levels were assessed based on step count per day for a week as measured by an accelerometer. The results show that the daily step average recorded by students (7,400) is below the minimum recommended levels of PA for this age group, that students are more active on weekdays than at the weekend, and that there is no significant difference in PA levels between male and female subjects (T = 0.23, p < 0.05, d = 0.04). Findings from the comparative analysis of the three basic psychological needs show greater satisfaction of the need for autonomy during unstructured activities (T = 6.15, p < 0.001, d = 0.68), and greater satisfaction of the need for competence during organized activities (T = -2.50, p < 0.05, d = 0.27). No variation in terms of sex was found in relation to satisfaction of the need for autonomy or relatedness from unstructured activities; however, girls showed notably lower satisfaction than boys in relation to the need for competence (T = -2.62, p < 0.01, d = 0.49). Self-esteem was found to play an important mediating role and observed to be strongly related to sex (T = -5.16, p < 0.001, d = 0.90). Organized PA was found to provide greater need satisfaction among boys than girls across all categories. The study showed no relationship between psychological variables and objectively measured PA (Pillai's trace: F = 0.86, p > 0.05, ?2 = 0.08, observed power = 0.66). Basic psychological needs show significant positive interrelation between them and a significant positive relationship between them and physical self-concept, as expected based on previous literature.

Project description:Background/objectivesObesity prevention during adolescence is a health priority. The 'Physical Activity 4 Everyone' (PA4E1) study tested a multi-component physical activity intervention in 10 secondary schools from socio-economically disadvantaged communities. This paper aimed to report the secondary outcomes of the study; to determine whether the intervention impacted on adiposity outcomes (weight, body mass index (BMI), BMI z-score), and whether any effect was moderated by sex, baseline BMI and baseline physical activity level, at 12 and 24 months.Subjects/methodsA cluster randomised controlled trial was conducted in New South Wales, Australia. The school-based intervention included seven physical activity strategies targeting the following: curriculum (strategies to maximise physical activity in physical education, student physical activity plans, an enhanced school sport programme); school environment (physical activity during school breaks, modification of school policy); and parents and the community (parent engagement, links with community physical activity providers). Students' weight (kg), BMI and BMI z-score, were collected at baseline (Grade 7), 12 and 24 months. Linear Mixed Models were used to assess between-group mean difference from baseline to 12 and 24 months. Exploratory sub-analyses were undertaken according to three moderators of energy balance.ResultsA total of 1150 students (mean age=12 years) provided outcome data at baseline, 1051 (91%) at 12 months and 985 (86%) at 24 months. At 12 months, there were group-by-time effects for weight (mean difference=-0.90 kg (95% confidence interval (CI)=-1.50, -0.30), P<0.01) and BMI (-0.28 kg m-2 (-0.50, -0.06), P=0.01) in favour of the intervention group, but not for BMI z-score (-0.05 (-0.11; 0.01), P=0.13). These findings were consistent for weight (-0.62 kg (-1.21, 0.03), P=0.01) and BMI (-0.28 kg m-2 (-0.49, -0.06), P=0.01) at 24 months, with group-by-time effects also found for BMI z-score (-0.08 (-0.14; -0.02), P=0.02) favouring the intervention group.ConclusionThe PA4E1 school-based intervention achieved moderate reductions in adiposity among adolescents from socio-economically disadvantaged communities. Multi-component interventions that increase adolescents' engagement in moderate-to-vigorous physical activity (MVPA) may assist in preventing unhealthy weight gain.

Project description:Only 5% of Canadian youth meet the recommended 60 minutes of moderate to vigorous physical activity (MVPA) per day, with leisure time being increasingly allocated to technology usage. Direct-to-consumer mHealth devices that promote physical activity, such as wrist-worn physical activity trackers, have features with potential appeal to youth.The primary purpose of this study was to determine whether a minimalist physical activity tracker-based intervention would lead to an increase in physical activity in young adolescents. A secondary aim of this study was to assess change in physical activity across a 7-week intervention, as measured by the tracker.Using a quasi-experimental crossover design, two groups of 23 young adolescents (aged 13-14 years) were randomly assigned to immediate intervention or delayed intervention. The intervention consisted of wearing a Fitbit-Charge-HR physical activity tracker over a 7-week period. Actical accelerometers were used to measure participants' levels of MVPA before and at the end of intervention periods for each group. Covariates such as age, sex, stage of change for physical activity behavior, and goal commitment were also measured.There was an increase in physical activity over the course of the study period, though it was not related to overall physical activity tracker use. An intervention response did, however, occur in a subset of participants. Specifically, exposure to the physical activity tracker was associated with an average daily increase in MVPA by more than 15 minutes (P=.01) among participants who reported being in the action and maintenance stages of behavior change in relation to participation in physical activity. Participants in the precontemplation, contemplation, and preparation stages of behavior change had no change in their level of MVPA (P=.81).These results suggest that physical activity trackers may elicit improved physical activity related behavior in young adolescents demonstrating a readiness to be active. Future studies should seek to investigate if integrating physical activity trackers as part of more intensive interventions leads to greater increases in physical activity across different levels of stages of behavior change and if these changes can be sustained over longer periods of time.

Project description:In this study, entrepreneurship education was explored from the perspective of the combination of psychology and literary ethics, with the purpose of studying the entrepreneurial behavior of Chinese American college students and promoting the development of entrepreneurship education. Based on the analysis of self-efficacy, the correlations among entrepreneurial intention, entrepreneurship education, and entrepreneurial efficacy of the research samples were analyzed. First, through the questionnaire design, the research samples and the measurement scales of each research variable were determined, and the survey results and the reliability of the scale were analyzed and tested. Second, based on the variance analysis and regression analysis methods, a descriptive statistical analysis was performed on the correlations among entrepreneurship education, entrepreneurial intentions, and entrepreneurial efficacy among Chinese American college students. Finally, the idea of literary ethics was integrated into entrepreneurship education, entrepreneurial intentions, and entrepreneurial self-efficacy, and the correlation structure model was constructed. The intermediary role of entrepreneurial efficacy in entrepreneurship education and entrepreneurial intention was tested. In addition, the individual gender and family entrepreneurial behaviors were considered. The results show that the valid response rate of the questionnaire, is satisfactory at, 96.49%; the reliability and validity of the scales of the research variables are satisfactory; the Cronbach's Alpha reliability coefficient values are all above 0.80; and the fitting results of the confirmatory factors are satisfactory. The regression analysis results show significant correlations among entrepreneurship education, entrepreneurial intentions, and entrepreneurial efficacy among Chinese American college students. Entrepreneurial efficacy has a partially intermediary role in the two dimensions of entrepreneurship education and entrepreneurial intention. Individual gender and family entrepreneurial behaviors have moderating effects, on the entrepreneurial efficacy levels of college entrepreneurs. From the perspectives of psychology and literary ethics, the above results have positive effects on the development of entrepreneurship education.

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Impact of Combined Theory-Based Intervention on Psychological Effects and Physical Activity among Chinese Adolescents.

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Impact of Combined Theory-Based Intervention on Psychological Effects and Physical Activity among Chinese Adolescents.

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