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

Kudláček, Michal; Frömel, Karel; Groffik, Dorota

doi:10.1016/j.jesf.2019.10.001

Cited by 30 publications

(65 citation statements)

References 54 publications

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“…First, the cues that were modified along with music that attracted students’ attention served as a motivation for students to improve their fitness; while providing motivation, the program had value as a fitness promotion program that provided a sense of responsibility. As it is more effective to develop and apply youth physical strength improvement programs according to students’ preferences, the music and beeps in this study affected students’ interest and responsibility [ 28 ]. Second, as students kept their records and actively participated in class, they were able to engage in self-led management of their fitness and recognized the value and meaning of fitness.…”

Section: Discussionmentioning

confidence: 99%

Development and Implementation of a “Music Beeps” Program to Promote Physical Fitness in Adolescents

Jeong

Lee

Youn

et al. 2020

IJERPH

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This study aimed to develop a physical education fitness program for adolescents to counteract the declining physical activity levels caused by the COVID-19 pandemic, as well as to investigate the program’s effect. This mixed-methods study developed and implemented a five-component “Music Beeps” (MB) program to promote adolescents’ physical fitness. A total of 240 students from two high schools in South Korea—divided into experimental and control groups—participated in 32 sessions over 16 weeks. The changes in students’ fitness were analyzed, and the educational effects were examined via inductive analysis of the observation logs and group and in-depth interviews. The results demonstrated that, whereas the comparison group demonstrated no statistically significant changes in power, muscular strength and endurance, or cardiopulmonary endurance, the experimental group showed changes in all these variables, along with changes in flexibility. Further, the MB program had significant educational effects. First, students reported that musical cues enhanced their fitness motivation and sense of responsibility. Second, record-keeping and active participation contributed to self-led fitness management. Third, activity in a small space with few pieces of equipment led to the positive perception that the program was efficient and enabled regular exercise regardless of climate conditions.

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Section: Discussionmentioning

confidence: 99%

Development and Implementation of a “Music Beeps” Program to Promote Physical Fitness in Adolescents

Jeong

Lee

Youn

et al. 2020

IJERPH

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“…The proposed number of 6,000 steps in the after-school segment was met by 41.5% of boys and 47.2% of girls, as measured by pedometers, and met by 33 In the context of educational systems' historical development (e.g., discretionary lessons, online PE, and lessons according to sports preferences), the recommendation and implementation of 225 min of PE per week still prevail in national educational curricula, despite the emergence of alternative approaches (60). It is also recommended that "schools should ensure that all children and adolescents participate in a minimum of 30 min of MVPA during the school day; this includes time spent being active in PE lessons, " [(60), p. 1,220] which is frequently promoted and generally accepted by educational institutions.…”

Section: Rationalementioning

confidence: 95%

“…From 2009 to 2017, we conducted surveys on PA and inactivity among adolescents between the ages of 15 (31)(32)(33)(34)]. In the Czech version of the IPAQ-LF the Pearson's correlation coefficient, as an indicator of concurrent validity between weekly PA (METs-min) and weekly step count (steps/week), was r = 0.283.…”

Section: Participants and Proceduresmentioning

confidence: 99%

“…The internal consistency reliability coefficient Cronbach's alpha was α = 0.845. There were 810 boys and 1,293 girls who participated in weekly PA monitoring using Digi-Walker SW-700 pedometers [Yamax Co., Yasama Corp., Tokyo, Japan; see (22,33,34)], and 1,136 boys and 2,256 girls who participated in monitoring daily school PA using ActiTrainer accelerometers (Pensacola, FL, USA; http://www.theactigraph. com/products/actitrainer).…”

Section: Participants and Proceduresmentioning

confidence: 99%

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Physical Activity Recommendations for Segments of School Days in Adolescents: Support for Health Behavior in Secondary Schools

Frömel

Groffik

Mitáš

et al. 2020

Front. Public Health

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School physical activity (PA) is an indispensable part of daily PA, the foundation for developing lifelong PA and fitness, and an easy way to gain physical and health literacy. School PA is equally important for understanding the continuity of physical and mental health, even in broader psychosocial aspects. Regarding long-term outcomes, significant attention has been paid to the determination of daily and weekly recommendations for adolescent PA. However, comprehensive approaches suggesting recommendations for PA in segments of the school day are rare. This study aimed to (a) provide a rationale for PA recommendations in segments of school days and incorporate it into generally accepted PA recommendations, and (b) promote radical changes in the educational process toward a healthy school lifestyle through PA recommendations in segments of school days. The results of research conducted in 98 secondary schools in the Czech Republic and 104 secondary schools in Poland from 2009 to 2017 were used in this study. In total, 3,860 boys and 5,237 girls from the Czech Republic and 3,052 boys and 3,329 girls from Poland, all aged 15-19, participated. We recommended at least 2,000 steps (or 10 min of moderate-to-vigorous PA) for the before school segment and at least 6,000 steps (or 30 min of moderate-to-vigorous PA) for the after-school segment. For the time spent at school, we further recommended at least 500 steps/h (alternatively, at least 3,000 steps/school time), 20 min of moderate-to-vigorous PA (≥3METs or 60% HRmax), and at least one HRsubmax/max response to significant stress during PA to mitigate educational stress and high levels of sedentary behavior in schools. PA should account for at least 25% of school time, even on days with no scheduled physical education lessons. We propose using PA recommendations in segments of school days to achieve positive changes in the educational process and school lifestyle. Acceptance of PA recommendations in segments of school days theories on physical education could help refine and concretize demands for changes in PA and lifestyle in secondary schools. In practice, it could support the creation of innovative and comprehensive school PA programs. Future research should focus on obtaining evidence in support for adolescent PA by applying PA recommendations in segments of school days.

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“…A similar positive effect is caused by participation in OPA. In total, the VPA and MVPA recommendations are met by 29.6% of Czech and Polish adolescents actively participating in OPA, but only by 14.9% of non-participating adolescents [ 16 ]. The lowest degree of achievement of PA recommendations was reported by Lagestad et al [ 17 ] in 12–13-year-old boys who participated in <3 h per week (or not at all) of organized sport.…”

Section: Introductionmentioning

confidence: 99%

The Association between Participation in Organized Physical Activity and the Structure of Weekly Physical Activity in Polish Adolescents

Groffik

Frömel

Ziemba

et al. 2021

IJERPH

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The main aim of the study was to determine the associations of participation in organized physical activity (OPA), and the structure of weekly physical activity (PA) with meeting the PA recommendations among Polish boys and girls. The research was conducted between 2012 and 2019 in the Silesian region of Poland among 3499 secondary school students. To determine the structure of PA (school, transportation, home, recreation, vigorous moderate, and walking), the International Physical Activity Questionnaire-Long Form (IPAQ-LF) questionnaire was used. Adolescents participating in OPA showed significantly more PA (p < 0.001) than non-participating adolescents. The strongest associations were observed between participation in OPA and vigorous PA. The weekly recommendation of vigorous PA was met by 61% of the students with three or more lessons of OPA per week, 29% of students with one or two lessons of OPA per week, and 24% of students not participating in OPA. Therefore, boys and girls with no OPA are at greatest risk of health issues. Schools, sports clubs, and leisure institutions should increase the participation of adolescents in OPA, especially non-participants. Comprehensive school PA programs should especially include those forms of OPA that respect health weaknesses, individual talents for specific types of PA, and preferred types of PA among adolescents.

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

Cited by 30 publications

References 54 publications

Development and Implementation of a “Music Beeps” Program to Promote Physical Fitness in Adolescents

Development and Implementation of a “Music Beeps” Program to Promote Physical Fitness in Adolescents

Physical Activity Recommendations for Segments of School Days in Adolescents: Support for Health Behavior in Secondary Schools

The Association between Participation in Organized Physical Activity and the Structure of Weekly Physical Activity in Polish Adolescents

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