Meeting 24-h movement behavior guidelines is linked to academic engagement, psychological functioning, and cognitive difficulties in youth with internalizing problems.

BACKGROUND: This study aimed to investigate associations of meeting 24-h movement behavior (24-HMB: physical activity [PA], screen time [ST] in the school-aged youth, and sleep) guidelines with indicators of academic engagement, psychological functioning, and cognitive function in a national representative sample of U.S. youth. METHODS: In this cross-sectional study, 1794 participants aged 6 to 17 years old were included for multivariable logistic regression to determine the above-mentioned associations, while adjusting for sociodemographic and health covariates. RESULTS: The proportion of participants who met 24-HMB guideline(s) varied greatly (PA+ ST+ sleep = 34 [weighted 1.17 %], PA + ST = 23 [weighted 1.72 %], PA + sleep = 52 [weighted 2.15 %], PA = 34 [weighted 2.88 %], ST = 142 [weighted 7.5 %], ST+ sleep = 209 [weighted 11.86 %], sleep = 725 [weighted 35.5 %], none = 575 [weighted 37.22 %]). Participants who met ST guideline alone and integrated (ST + Sleep and ST + sleep + PA) guidelines demonstrated the consistently beneficial associations with learning interest/curiosity, caring for school performance, completing required homework, resilience, cognitive difficulties, self-regulation (ps < 0.05). CONCLUSION: Meeting 24-HMB guidelines in an isolated or integrative manner was associated with improved academic engagement, psychological functioning, and reduced cognitive difficulties. These findings highlight the importance of the promotion of 24-HMB guidelines in youth with internalizing problems. Future longitudinal studies are needed to investigate whether changes or modifications of meeting specific 24-HMB guidelines (especially ST) is beneficial for youth with internalizing problems.

Physical activity, nutrition, and psychological well-being among youth with visual impairments and their siblings.

PURPOSE: The primary purpose of this study was to examine physical activity, nutritional intake, and psychological well-being differences between youth with visual impairments and their siblings residing in the same household. A secondary purpose was to examine the relationship between physical activity behavior and psychological well-being among youth with visual impairments. MATERIALS AND METHODS: A sample of 22 dyads of youth with visual impairments and siblings completed this study. Data were collected through parent-reported demographic and psychological well-being questionnaires, nutritional intake questionnaires, and accelerometry. Data were analyzed descriptively and inferentially, examining proportion difference using McNemar's z-test, and mean differences using multivariate analyses of variance. RESULTS: Siblings without visual impairments had higher but not significantly higher daily average moderate-to-vigorous physical activity (d = 0.46), significantly higher prosocial score (d = 0.63), and lower but not significantly lower difficulty scores (d = 0.39), than youth with visual impairments. Small, not statistically significant, nutritional intake differences between siblings were found. CONCLUSIONS: Differences in physical activity and nutritional habits between those with visual impairments and their siblings were not significant, supporting the environmentally driven nature of these variables. Associations between physical activity and well-being were not apparent in this study but may be partially explained by low participant physical activity.Implications for RehabilitationYouth with visual impairments and the siblings may be influenced by the same familial factors and molded in a similar fashion by parenting behaviors regarding health-related behaviors.In this study, youth with visual impairments engaged in similar physical activity and nutritional behaviors to their siblings without visual impairments.Efforts to improve health-related behaviors among those with visual impairments may be most effective at the family level.Small subsets of youth with visual impairments gain mental health benefits from physical activity engagement.

Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments.

The purpose of this study was to examine the perspectives of individuals with visual impairment toward inclusion and the inclusiveness of their integrated physical education experiences. A retrospective, qualitative-description research approach was used, and 10 adults (age 20-35 years) with visual impairments acted as the participants. The data sources included one-on-one telephone interviews and reflective interview notes. A theoretical thematic analysis approach was used to analyze the data. Three interrelated themes were identified: "I always felt like a misfit": a missing sense of belonging, acceptance, and value; "I felt very excluded, very pushed to the side": lack of access to activity participation; and "Even though it sucked, I do agree with it": preference for integrated settings. Collectively, the participants recalled that experiencing feelings of inclusion during physical education were rare. Despite this, they expressed a perceived importance of being integrated in contexts with their peers.

Mobility Status as a Predictor of Obesity, Physical Activity, and Screen Time Use among Children Aged 5-11 Years in the United States.

OBJECTIVE: To examine physical activity participation, screen time habits, and the prevalence of overweight/obesity among children in the general population with mobility limitations and those enrolled in special education services. STUDY DESIGN: An observational, cross-sectional analysis of the 2011-2014 National Health and Nutrition Examination Survey, a representative sample of the US population. Mobility limitations, special education services utilization, proxy-reported physical activity and screen time, and overweight/obesity status were assessed in children aged 5-11 years. RESULTS: Boys with mobility limitations were less likely to meet physical activity guidelines (≥60 minutes daily) compared with those with no limitations (58.1% vs 74.4%, adjusted F = 4.61, P = .04). In a logistic regression model, boys with mobility limitations had significantly lower odds (0.42, 95% CI 0.20-0.86) of meeting physical activity guidelines. The prevalence of children meeting screen time recommendations (≤2 hours daily) among those receiving special education services (42.4%) was lower than children not receiving services (53.2%; adjusted F = 8.87, P < .01). In a logistic regression model, children receiving special education services showed a trend toward significantly lower odds (0.74, 95% CI 0.54-1.03, P = .07) of meeting screen time recommendations. No statistically significant differences for overweight/obesity were found. CONCLUSIONS: Clear differences were present in physical activity between boys with and without mobility limitations. Furthermore, children receiving special education services demonstrated a lower likelihood of meeting screen time recommendations. Children with disabilities may benefit from targeted interventions aimed at increasing physical activity while decreasing screen time.