Accelerometer-based and self-reported physical activity of children and adolescents from a seasonal perspective.

Background: Many children and adolescents in Europe are insufficiently physically active, which makes the advancement of children's physical activity a critical health promotion target. However, there are some environmental factors, such as the amount of daylight, weather conditions, temperature, and precipitation levels, which might influence physical activity behavior. The purpose of this study was to assess accelerometer-based and self-reported daily physical activity of children and adolescents in Luxembourg, during autumn/winter as well as during spring/summer, and to examine if there is a seasonal influence on the physical activity behavior. Methods: At two measurements, one in autumn/winter and one in spring/summer, physical activity of N = 137 (59.12% females; M = 12.37 years) participating children and adolescents aged 10-18 years was objectively undertaken via an accelerometer (ActiGraph) and subjectively assessed using, among others, one item of the MoMo physical activity questionnaire. Results: A repeated measures ANOVA revealed a significant seasonal effect on moderate to vigorous physical activity per day [F(1.000, 135.000) = 7.69, p < 0.05, partial η² = 0.054]. More minutes of moderate to vigorous physical activity per day were accrued in spring/summer than in autumn/winter. The mean difference scores between the accelerometer-based and the self-reported physical activity at the two time periods, T1 and T2, correlated significantly (r = 0.31, p < 0.001). Conclusions: According to these results, children and adolescents are less physically active in autumn/winter than in spring/summer. However, the discrepancy between the accelerometer-based and the self-reported physical activity remains stable over the two measurements. Therefore, schools, sports clubs, and communities should offer special physical activity programs for the colder season.

Uncovering the Role of Mindfulness in Autonomous Motivation across Physical Education and Leisure Time: Extending the Trans-Contextual Model.

Mindfulness is assumed to foster the ability to consistently act in line with one's authentic self; a skill which has been found to enhance students' autonomous motivated behavior in the educational context. However, evidence regarding how mindfulness can be integrated into existing conceptual frameworks such as the trans-contextual model is scarce. Therefore, the present study aimed to evaluate the role of mindfulness in students' autonomous motivation in the school and leisure time contexts. Overall, N = 1877 students (M = 14.74 years, SD = 2.63) indicated their self-reported mindfulness, their perceived need for support in physical education, their autonomous motivation during physical education and leisure time, as well as their perceived behavioral control, attitude, subjective norm, and intention toward physical activity. Physical activity was additionally measured physiologically for n = 240 students using accelerometers. Path model analyses revealed that the inclusion of mindfulness substantially improved the trans-contextual model fit. Perceived autonomy support positively predicted mindfulness, which, in turn, predicted autonomous motivation in physical education and leisure time, attitude, subjective norm, and perceived behavioral control. Furthermore, mediation analyses revealed the significant indirect effects of mindfulness on physiological and self-reported physical activity. Based on these results, mindfulness can be considered a key factor in fostering students' motivation to become physically active.

Associations between Physical Activity and Mental Health in Iranian Adolescents during the COVID-19 Pandemic: An Accelerometer-Based Study.

Using self-reported questionnaires, several studies found that social isolation during the COVID-19 pandemic has significantly changed the level of physical activity (PA) in children and adolescents. Since the objectivity of self-reported PA is limited in several ways, we used modern accelerometers in this study to assess the PA levels of male and female adolescents during the pandemic-related lockdown. Moreover, the association of PA with mental health of the adolescents were analyzed. A total of 136 students (76 girls, mean age of 16.28 ± 0.97 years) from various schools in Iran wore the accelerometer (ActiGraph GT3X-BT) for seven consecutive days. Mental health was measured through the Depression, Anxiety, Stress Scale-21 of Lovibond and Lovibond (1995). Descriptive statistics and independent t-tests were used to analyze the PA levels of male and female students, and linear regressions were computed to examine whether PA predicts mental health status. On average, the daily time spent in moderate-to-vigorous PA (MVPA) was 18.47 min, which is clearly below the WHO guideline of at least 60 min of MVPA per day. Only 4% of adolescents showed MVPA for more than 30 min per day. Male students were significantly more active than their female peers (p = 0.015). As expected, MVPA was negatively associated with mental health issues such as depression, anxiety, and stress. However, the majority of adolescents reported symptoms of mild-to-moderate mental health disorders. These results emphasize the need for targeted strategies and offerings geared to young people's needs and preferences to promote an adequate level of PA and good mental health during and after the ongoing pandemic.

Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach.

Previous research based on the trans-contextual model proposes that autonomous motivation in physical education (PE) is transferable to an out-of-school leisure-time (LT) context. However, only cross-sectional and unidirectional analyses have been conducted. The present study used a longitudinal design assessing N = 1681 students (M = 14.68 years) on two occasions, measuring the following constructs: perceived need for support in PE, motivational regulation during PE and LT, attitude, subjective norm, perceived behavioral control, intention, and physical activity behavior. Findings based on mixed effect models revealed that autonomy, competence, and relatedness support of the PE teacher were positively related to autonomous motivation. Moreover, similar motivational regulation types were found to significantly cross-lag across contexts. Through longitudinal mediation analyses, further support for the impact of autonomous motivation on physical activity, mediated by intention, attitude, and perceived behavioral control, was found. Suggestions for educational stakeholders regarding how to promote students' autonomous motivation are provided.