The importance of social factors in the association between physical activity and depression in children

Conley, May I.; Hindley, Isabella; Baskin‐Sommers, Arielle; Gee, Dylan G.; Casey, B. J.; Rosenberg, Monica D.

doi:10.1186/s13034-020-00335-5

Cited by 33 publications

(20 citation statements)

References 71 publications

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“…For these effect size estimates, F-square reflects the relative change in R-square between a full model and a model with the fixed effect removed (c.f. Conley et al, 2020) The current results align with work highlighting connections between environments and socioeconomic status and their effects on cognition (Blums et al, 2017) Our results also complement research on the importance of physical environments for cognitive performance. For example, youth experience reduced stress and attention deficits after exposure to natural greenspace settings (Amoly et al, 2014;Corraliza et al, 2012;Faber Taylor & Kuo, 2009;Wells & Evans, 2003).…”

Section: Discussionsupporting

confidence: 83%

Effects of the physical and social environment on youth cognitive performance

Meredith

Cardenas‐Iniguez

Berman

et al. 2022

Developmental Psychobiology

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Individual differences in children's cognitive abilities impact life and health outcomes.What factors influence these individual differences during development? Here, we test whether children's environments predict cognitive performance, independent of well-characterized socioeconomic effects. We analyzed data from 9002 9-to 10-year olds from the Adolescent Brain Cognitive Development Study, an ongoing longitudinal study with community samples across the United States. Using youth-and caregiverreport questionnaires and national database registries (e.g., neighborhood crime, walkability), we defined principal components summarizing children's home, school, neighborhood, and cultural environments. In two independent samples (ns = 3475, 5527), environmental components explained unique variance in children's general cognitive ability, executive functioning, and learning/memory abilities. Furthermore, increased neighborhood enrichment was associated with an attenuated relationship between sociodemographics and general cognitive abilities. Thus, the environment accounts for unique variance in cognitive performance in children and should be considered alongside sociodemographic factors to better understand brain functioning and behavior across development.

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Section: Discussionsupporting

confidence: 83%

Effects of the physical and social environment on youth cognitive performance

Meredith

Cardenas‐Iniguez

Berman

et al. 2022

Developmental Psychobiology

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“…The included studies have sample sizes ranging from 39 [24] to 14,594 [25]. Three studies included children [26–28], eight studies included adolescents [24,25,28–35], nine studies included young adults [24,32,33,36–40], six studies included adults [32,33,39–42], and six studies included elderly people [39,43–47].…”

Section: Resultsmentioning

confidence: 99%

“…Out of 24 studies, four studies used sports participation [25–27,30], five studies used exercise [29,36,38,44,47], and 16 studies used physical activity as the predictor [24,28,30–35,37,39–43,45,46]. Three intervention studies included an active control group [36,44,46].…”

Section: Resultsmentioning

confidence: 99%

“…Within the 17 studies that explored the psychosocial mechanisms linking physical activity with psychiatric symptoms, two studies used social support/connection [25,28], one study used body image [33], one study used self-criticism and self-enhancement [32], eight studies used self-esteem [24,25,31,35–37,40,46], four studies used self-concept [30,34,36,37], five studies used self-efficacy [24,36,39,41,44], one study used self-perception [24] and three studies used mood [24,39,44]. as the potential mechanisms of interest.…”

Section: Resultsmentioning

confidence: 99%

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Mechanisms linking physical activity with psychiatric symptoms across lifespan: A systematic review

Bich

Tong

et al. 2022

Preprint

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Background: Physical activity has been suggested as a protective factor against psychiatric symptoms. While numerous studies have focused on the magnitude of the effect of physical activity on psychiatric symptoms, few have examined the potential mechanisms. Objective: The current review aimed to synthesize scientific evidence of the mechanisms through which physical activity might reduce psychiatric symptoms across the lifespan. Methods: We included articles that were published before March 2022 from five electronic databases (Medline, Web of Science, PsycINFO, Embase, and Cochrane). A qualitative synthesis of studies was conducted. The risk of bias assessment was performed using The Joanna Briggs Institute Critical Appraisal Tool for Systematic Reviews. Studies were included if they explored the possible mechanisms through which physical activity links with psychiatric symptoms (i.e., internalizing and externalizing symptoms) across the lifespan. Results: A total of 24 articles were included (three RCTs, four non-RCTs, four prospective longitudinal studies, and 13 cross-sectional studies). Overall, most of the studies (70%) focused on children, adolescents, and young adults. Our findings show that self-esteem, self-concept, and self-efficacy were the only consistent paths through which physical activity may influence psychiatric symptoms (specifically depressive and anxiety symptoms). There were insufficient studies to determine the role of neurobiological and behavioral mechanisms. Findings from our systematic review suggest that self-esteem, self-concept, and self-efficacy are potential paths through which physical activity might reduce psychiatric symptoms across the lifespan. Conclusions: Overall, future physical activity interventions with the purpose of improving mental health should consider these mechanisms to develop more effective interventions. Current literature gaps and recommendations for researchers to explore other potential mechanisms were also included. Protocol Registration: The protocol of this study was registered in the PROSPERO database (registration number CRD42021239440) and published in April 2022. Keywords: exercise, psychiatric symptom, mechanism, neurobiological, behavioral, longevity, self-concept, self-esteem, self-efficacy, psychosocial, mental disorders

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“…Various factors such as the exercise environment, participant, exercise type, genetic background and experiences can be determinant. This finding contradicts the results of Conley, Hindley, Baskin et al (2020) study on the effect of activity and exercise on depression and loneliness in children, which examined the effect of aerobic exercise on depression and loneliness in female adolescents and obtained considerable results [29]. Thus, it may seem that the reason for this discrepancy can be attributed to the type of exercise used, and the individuals participated in the study.…”

Section: Discussionmentioning

confidence: 72%

Effect of motor skills development on psychological and social traits of students of mazandaran province during the covid-19 pandemics

et al. 2022

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Nowadays, the covid 19 pandemics are challenging all students. The present study aimed to investigate whether motor skill development affects students' psychological and social traits during the covid 19 pandemics. The present study's population consisted of all students aged 9-17 years in the three grades of the elementary, middle, and high school in Mazandaran province in the academic year 2020-2021, which corresponded to approximately 534 thousand students. We used a simple random sampling to determine the sample size because Iranian schools were closed. In this study, we selected 15 individuals for each of the experimental and control groups. Due to some students dropping out or leaving the practice, the samples comprised 42 girls and 45 boys in the control group and 41 girls and 43 boys in the experimental group. To collect data, we used the Standard Student Social Skills Questionnaire by Garsham and Elliott (1990), Cooper-Smith Self-Esteem Questionnaire, and Children's Depression Scale Short Form (CDS-A). We conducted the experimental group for 36 sessions, i.e., three months and three sessions per week, and each session lasted 30-45 min, depending on the quarantine conditions on the 19th day. To analyze the data, we used a two-way analysis of variance and the Scheffe post hoc test. The results showed that all groups had lower scores in psychological traits than those in the pretest. However, no significant difference was found between groups (P. < 0.05), and this effect was not significant in social traits (05/0 < P.). We also suggest that school principals and health care professionals use this study to design guidelines for creating a healthy environment and developing health-oriented educational programs to improve students' quality of life and health.

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The importance of social factors in the association between physical activity and depression in children

Cited by 33 publications

References 71 publications

Effects of the physical and social environment on youth cognitive performance

Effects of the physical and social environment on youth cognitive performance

Mechanisms linking physical activity with psychiatric symptoms across lifespan: A systematic review

Effect of motor skills development on psychological and social traits of students of mazandaran province during the covid-19 pandemics

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