Effects of a Life Skills Intervention for Increasing Physical Activity in Adolescent Girls

Young, Deborah Rohm; Phillips, Jennie A.; Yu, Tao; Haythornthwaite, Jennifer A.

doi:10.1001/archpedi.160.12.1255

Cited by 70 publications

(98 citation statements)

References 38 publications

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“…23 The trial was designed to test the effects of a life skills-oriented physical activity intervention, conducted in PE class, on physical activity and cardiorespiratory fitness relative to the standard PE class in high school girls.…”

Section: Methodsmentioning

confidence: 99%

“…23,27 This instrument was interviewer administered in which each participant was asked to recall her sleep and physical activity for the previous 7 days. The questionnaire is divided into 3 periods of the day: morning, afternoon, and evening.…”

Section: Methodsmentioning

confidence: 99%

“…Units and lesson plans were chosen within the curriculum requirements (team sports, individual sports) to increase physical activity in class and promote out-of-class physical activity through behavioral skills training. 23 Instructional units and daily class activities were designed to appeal to adolescent girls and maximize active time in each class. For example, a unit of aerobic dance was added to the fall semester, and softball was excluded in favor of soccer in the spring.…”

Section: Methodsmentioning

confidence: 99%

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The Influence of Body Mass Index on Long-Term Fitness From Physical Education in Adolescent Girls

Camhi

Phillips

Young

2011

Journal of School Health

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BACKGROUND Physical education (PE) can improve physical fitness; however, little research has evaluated PE’s long-term influence. The purpose is to determine PE’s longitudinal effects on fitness in a group of adolescent girls and to determine whether body mass index (BMI) status influenced any potential effects. METHODS Participants were enrolled in daily PE throughout their ninth grade. Data were collected at baseline and at the end of 9th, 10th, and 11th grades. BMI (kg/m2) was classified into Centers for Disease Control and Prevention percentiles. Fitness was estimated from a 3-stage step test (change in exercise heart rate (HR) indicated improved fitness) and analyzed using repeated measures general linear modeling with adjustments for baseline BMI, baseline age, ethnicity, intervention status, and moderate-to-vigorous physical activity outside PE. RESULTS Complete data were available for 131 girls (61% of sample) who were predominantly African American, 13.8 ± 0.4 years, mean BMI 24.7 ± 6.1 kg/m2 at the ninth-grade baseline. Overall, stage 1 HR (bpm) decreased from baseline to 9th grade (−5.5 ± 1.3, p < 0.0001), baseline to 10th grade (−7.2 ± 1.4, p < 0.0001), and baseline to 11th grade (−7.0 ± 1.5, p < 0.0001). Change differed by BMI status; fitness improvement was significant for normal and overweight, but not obese girls. After 2 years, change in stage 1 HR (bpm) was significantly different between BMI categories: normal-weight girls versus obese girls (−10.0 ± 3.2, p = 0.002) and overweight girls versus obese girls (−9.3 ± 3.9, p = 0.02). CONCLUSION Fitness differences by BMI exist after a PE program in adolescent girls: fitness improved and was maintained in normal-weight and overweight girls, whereby obese girls had no improvement in fitness.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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The Influence of Body Mass Index on Long-Term Fitness From Physical Education in Adolescent Girls

Camhi

Phillips

Young

2011

Journal of School Health

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“…While other whole school models have used social cognitive theory [34,35], the trans-theoretical model [26], a social-ecological approach [36][37][38], or no theory [39], the HPSS intervention was informed by the Self Determination Theory (SDT) [40,41]. This theory posits that building autonomy, competence, and relatedness will enhance personal motivation to engage in a health behavior, thus these constructs are reflected in the four CORE components of the HPSS intervention presented below.…”

Section: Hpss Developmentmentioning

confidence: 99%

Health Promoting Secondary Schools: Community-Based Research Examining Voice, Choice and the School Setting

Higgins¹

2013

J Child Adolesc Behav

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Background: Health Promoting Secondary Schools (HPSS) was a 'whole school' program across five intervention and five control high schools in British Columbia, Canada designed to improve the Moderate to Vigorous Physical Activity (MVPA) and healthy eating behaviors of grade 10 students. HPSS was implemented over one school year (2011)(2012) and included classroom activities, changes to school policies, input from teachers and students, student leadership opportunities, and was tailored for each school. Teachers were provided with choicebased Physical Education (PE) and health curricula, as well as monetary grants to purchase equipment and supplies. This manuscript presents an overview of the development and evaluation of HPSS.Methods: This initiative employed mixed methods for data collection and analyses, including standardized questionnaires, focus groups, accelerometers, and fitness testing over three phases of data collection (T1, T2, T3); five key survey variables are discussed here to provide initial results on the effect of the HPSS model. The SHAPES Questionnaire and 20-meter shuttle run were used to assess these outcome measures.Results: A repeated measures ANOVA showed a decline in total MVPA (F = 89.29, p < 0.01, d=1.01) and weekday MVPA (F=136.33, p<0.01, d=0.25) across groups pre to post-test; an interaction effect for fitness (F=5.66, p<0.05, d=0.25); a significant decline in Sugar Sweetened Beverages (SSB) over time for both conditions (F=10.85, p < 0.01, d=0.35) ; a non-significant trend towards decreased screen time for the intervention group; and a significant interaction for fitness (F = 5.66, p < 0.05, d=0.29).Time 1 to Time 3 was significant for fruit and vegetable intake (F=5.94, p<0.05) and approached a significant interaction in favor of the control group (F=2.95, p=0.06, d=0.59), and an interaction for weekday PA (F=3.38, p<0.05, d=0.70). Conclusions:Although many of the variables in this initial analysis did not yield a statistically significant treatment effect, looking to effect sizes, trends, qualitative data and contextual factors may be helpful at this time in order to refine the program and adhere to the goal of creating an initiative that can be improved and modified to be utilized in other. It is also promising to see that the intervention group fared better in terms of fitness and weekday MVPA decline than the control group despite the obstacles faced during the intervention year.

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“…Such findings have inspired further research into associating physical activity with lifestyle activities, such as at school and recreational play. A study of more than 200 ninth grade (age 14-15 years) girls in Baltimore [15] revealed that integrating life skills instruction into physical education at school improved cardiovascular fitness and reduced overall time spent in sedentary behaviors. Outside school, access to neighborhood parks and recreation facilities may offer healthier alternatives to the often sedentary activities of the home environment.…”

Section: Integrating Activity Into Daily Lifementioning

confidence: 99%

Promotion of physical activity in children

Floriani

Kennedy

2008

Current Opinion in Pediatrics

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Effects of a Life Skills Intervention for Increasing Physical Activity in Adolescent Girls

Abstract: A life skills-oriented physical education curriculum may need to be combined with other approaches to increase the magnitude of effects on physical activity behavior in predominantly African American high school-aged girls.

Cited by 70 publications

References 38 publications

The Influence of Body Mass Index on Long-Term Fitness From Physical Education in Adolescent Girls

The Influence of Body Mass Index on Long-Term Fitness From Physical Education in Adolescent Girls

Health Promoting Secondary Schools: Community-Based Research Examining Voice, Choice and the School Setting

Promotion of physical activity in children

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