Introduction to Special Issue on Mental Health and Mental Illness in Physical Education and Youth Sport

Smith, Andy

doi:10.1177/1356336x20947554

Cited by 9 publications

(8 citation statements)

References 50 publications

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“…Before the coronavirus disease 2019 (COVID‐19) pandemic (referred to as the pandemic), global criticism focused on insufficient physical activity (PA), 1 an increase in sedentary behavior, 2 and worsening mental health among adolescents. 3 , 4 , 5 In this regard, some complaints were held against the existing level of physical education (PE) in elementary 6 and secondary schools. 7 , 8 , 9 The objections to PE encompassed an insufficient use of moderate to vigorous PA (MVPA), 10 nonachievement of PA recommendations, 11 , 12 and the decreasing trend in positive assessment.…”

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The Impact of Distance Education during the COVID‐19 Pandemic on Physical Activity and Well‐Being of Czech and Polish Adolescents

Frömel

Groffik

Valach

et al. 2022

Journal of School Health

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BACKGROUND The aim of this study was to identify the changes in the structure of weekly physical activity (PA) and well‐being among adolescent boys and girls between habitual education (HE) and distance education (DE) during the pandemic in secondary schools. METHODS The research was carried out in 12 Czech and 18 Polish schools during 2019 to 2020 academic session for HE and 2020 to 2021 academic session for DE. The research involved 723 girls and 626 boys aged 15 to 18 years. The structure of the weekly PA was assessed using the International Physical Activity Questionnaire‐Long Form, while well‐being was assessed using the World Health Organization‐5 Well‐Being Index. RESULTS There was a statistically significant decrease of PA among boys in school PA, transportation PA, recreation PA, vigorous PA, moderate PA, walking, and overall weekly PA during the DE resulting from the pandemic. In girls, during DE, a decrease was observed in school PA, vigorous PA, and overall PA. During DE, a high level of well‐being was reported by only 34.9% of girls (43.8% during HE) and 50% of boys (65.6% during HE). CONCLUSIONS The observed low PA and high incidence of depressive symptoms in adolescents in distance education during pandemic constraints are a challenge for schools to change in supporting physical activity, eliminating similar negative impacts on school life in the future.

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The Impact of Distance Education during the COVID‐19 Pandemic on Physical Activity and Well‐Being of Czech and Polish Adolescents

Frömel

Groffik

Valach

et al. 2022

Journal of School Health

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“…This updated systematic review analysed the recent proliferation of published studies in the field of mental health and sport, thus providing a more inclusive and contemporary reflection of the evidence base for those involved in the design, implementation and receival of mental health awareness programmes. While the previous review articulated the increasing recognition that athletes, coaches and officials in sport settings can be vulnerable to mental health problems [ 1 , 73 , 74 ], the identification of eighteen further studies in this updated review mirrors the wider exposure of sport and mental health evident in the media and wider public health agenda [ 75 ]. Overall, support was maintained for improving mental health knowledge and help-seeking among coaches, athletes and officials, with extensions to multicomponent programmes that included parents, athletes and coaches.…”

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An updated systematic review of interventions to increase awareness of mental health and well-being in athletes, coaches, officials and parents

et al. 2022

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Background Interventions designed to increase mental health awareness in sport have grown substantially in the last 5 years, meaning that those involved in policy, research and intervention implementation are not fully informed by the latest systematic evaluation of research, risking a disservice to healthcare consumers. Hence, our aim was to update a 2017 systematic review that determined the effect of sport-specific mental health awareness programmes to improve mental health knowledge and help-seeking among sports coaches, athletes and officials. We extended the review to incorporate parents as a source of help-seeking and report the validity of outcome measures and quality of research design that occurred since the original review. Methods Sport-specific mental health awareness programmes adopting an experimental or quasi-experimental design were included for synthesis. Five electronic databases were searched: Psychinfo, Medline (OVID interface), Scopus, Cochrane and Cinahl. Each database was searched from its year of inception to June 2020. As all of the outcomes measured were derived from psychometric scales, we observed statistically significant quantitative effects on the basis of p < .05, and a small, medium or large effect size as d = .2, .5 or .8, respectively. Risk of bias was assessed using the Cochrane and QATSQ tools. Results Twenty-eight articles were included from the 2048 retrieved, eighteen additional articles since the original review. Eighteen studies targeted athletes, five with coaches, one sport officials (i.e. referees), one ‘at-risk children’ and three with parents. One of the studies was a combination of athletes, coaches and parents. In terms of study outcomes, health referral efficacy was improved in seven studies; twelve studies reported an increase in knowledge about mental health disorders. Proportionally, higher quality research designs were evident, as three of ten studies within the previous review did not demonstrate a high risk of bias, whereas thirteen of the eighteen additional studies did not display a high risk of bias. However, only one study included a behaviour change model in both the programme design and evaluation. Conclusions Our updated systematic review provides evidence of the benefits of mental health awareness interventions in sport; these benefits are mainly for athletes and show improvements in the methodological design of recent studies compared to the first review. There was also evidence of the extension of programme delivery to parents. In conclusion, researchers, practitioners and policy makers should consider methodological guidance and the application of theory when developing and evaluating complex interventions. Systematic review registration PROSPERO CRD42016040178

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“…Studies have shown that the prevalence of health issues among children and young people, particularly mental health issues, is rising (Smith, 2020). For instance, in the UK, Pitchforth et al (2019) found a six-fold increase in the prevalence of mental illness among 4-25-year-olds in England and a more than two-fold increase in Scotland between 2003 and 2014.…”

Section: Introductionmentioning

confidence: 99%

Examining how observed need-supportive and need-thwarting teaching behaviours relate to pupils’ affective outcomes in physical education

Teraoka

Diego

Kirk

2023

European Physical Education Review

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This study aims to investigate the complexity of the practices of pedagogies of affect in physical education in response to urgent mental health issues among children and young people. As a proxy for measuring the effects of pedagogies of affect on pupils’ outcomes, self-determination theory (SDT) has informed teaching approaches for student motivation and psychological wellness and, thus, it could be an indicator perspective for mental health. Previous SDT studies in physical education have shown the relationship between pupils’ perceptions of need-supportive and need-thwarting teaching behaviours and affective outcomes. Nevertheless, no attempts have been made to test this teacher–pupil relationship involving observations of naturalistic teaching behaviour. Accordingly, this study examined how these observed teaching behaviours relate to pupils’ affective outcomes represented by basic psychological need satisfaction and frustration, (de)motivation, positive and negative affect, and sense of coherence. Employing a cross-sectional design, this study conducted observations of one indoor lesson per class and administered a set of questionnaires to pupils. In total, 20 teachers and 381 pupils aged 11 to 15 from seven different Scottish secondary schools participated in this study. The results showed that the factor of the observed structure before the activity was significantly related to affective outcomes, while the observed controlling teaching behaviour was related to negative outcomes. Although non-significant relationships between some factors of observed teaching behaviour and pupils’ variables were also found, this observational study is significant as it provides direct evidence of teacher–pupil interactions in the real-life context for developing pedagogies of affect.

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Introduction to Special Issue on Mental Health and Mental Illness in Physical Education and Youth Sport

Cited by 9 publications

References 50 publications

The Impact of Distance Education during the COVID‐19 Pandemic on Physical Activity and Well‐Being of Czech and Polish Adolescents

The Impact of Distance Education during the COVID‐19 Pandemic on Physical Activity and Well‐Being of Czech and Polish Adolescents

An updated systematic review of interventions to increase awareness of mental health and well-being in athletes, coaches, officials and parents

Examining how observed need-supportive and need-thwarting teaching behaviours relate to pupils’ affective outcomes in physical education

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