Physical Activity, Body Composition, Physical Fitness, and Body Dissatisfaction in Physical Education of Extremadura Adolescents: An Exploratory Study.

In recent years, physical activity levels among youths have declined significantly. This has led to a decline in adherence to physical activity recommendations. In this sense, physical education offers an ideal environment that contributes positively to improving adherence to physical activity recommendations, as it teaches students movement-related skills and knowledge. The objective of the present research was to investigate the relationship between physical activity levels, body composition, fitness in Physical Education, and body dissatisfaction levels, and to analyse sex differences in relation to the study variables. The sample was formed of 1166 participants from the 1st and 2nd secondary compulsory education, of which 642 were boys (age 13.16 ± 0.91), and 524 girls (age 13.08 ± 0.85). The measure of physical activity was the Physical Activity Questionnaire for Adolescents (PAQ-A). Body composition was assessed using weight and height to calculate their body mass index. Cardiorespiratory capacity was assessed using the Course-Navette test in Physical Education lessons. The results showed the relationship between physical activity and body mass index, cardiorespiratory capacity, and body satisfaction. It was also confirmed that higher levels of physical activity were associated with a lower body mass index, improvements in cardiorespiratory fitness, and lower levels of body dissatisfaction to a greater extent in boys than in girls. The study concludes that improvements in the study variables were associated with increased physical activity. In addition, it seems necessary to promote healthy lifestyles in physical education lessons, especially during adolescence, as they could serve as a gateway for the improvement of health-related fitness in future generations. Increasing the amount of physical activity among young people is vital. Therefore, it would be essential to develop intervention programs in physical education classes, especially during adolescence, aimed at promoting and increasing physical activity and its benefits.

Influencia de los estilos de vida saludables en el compromiso hacia los estudios y el rendimiento académico en los adolescentes / Influence of healthy lifestyles on commitment to studies and academic performance in adolescents

Objetivo: El objetivo del estudio fue examinar la relación entre el estilo de vida saludable y el compromiso hacia los estudios y el rendimiento académico. Método: Se trata de un estudio transversal y correlacional en el que participaron 359 adolescentes, 162 chicos y 197 chicas, de entre 13 y 20 años de edad. Se analizó el nivel de AF, el tiempo sedentario de pantalla, la duración del sueño, la adherencia a la dieta Mediterránea y el compromiso hacia los estudios a través de cuestionarios previamente validados, mientras que el rendimiento académico se calculó como una nota media de las calificaciones de los adolescentes en las asignaturas de lengua, inglés, matemáticas y educación física. Resultados: Aquellos alumnos con mayores niveles de AF y una mayor adherencia a dieta mediterránea presentaron mayor compromiso hacia los estudios, y aquellos que cumplían con el tiempo de pantalla estipulado y mostraron adherencia por el patrón mediterráneo obtuvieron mejores resultados académicos. No se encontraron resultados significativos para el tiempo de pantalla y el tiempo sueño con el compromiso hacia los estudios, ni tampoco para la AF y el tiempo de sueño con el rendimiento académico. Conclusión: Nuestros resultados resaltan la importancia de promover la AF y la adherencia a la dieta mediterránea para conseguir un mayor compromiso hacia los estudios. También se ha comprobado que los adolescentes que consumen menos tiempo de pantalla y tienen una mayor adherencia al patrón mediterráneo mostraron un mayor rendimiento académico. (AU)

Are 24-hour movement recommendations associated with obesity-related indicators in the young population? A meta-analysis.

OBJECTIVE: This study aimed to determine the relationship between meeting all three 24-hour movement recommendations (i.e., physical activity, sleep duration, and screen time) and obesity-related indicators among young people. METHODS: Four databases were systematically searched (PubMed, Scopus, Web of Science, and Cochrane Library). RESULTS: Meeting the 24-hour movement recommendations was cross-sectionally associated with lower overall obesity-related indicators (r = -0.09, 95% CI: -0.11 to -0.06), but no longitudinal association was found. Regarding each obesity-related indicator separately, meeting all three recommendations was related to lower odds of overweight/obesity (odds ratio = 0.65, 95% CI: 0.56 to 0.76) and obesity alone (odds ratio = 0.28, 95% CI: 0.16 to 0.50). An inverse relationship between meeting 24-hour movement recommendations and BMI, BMI z score, waist circumference, and body fat was also found. Regarding subgroup analysis, the association between 24-hour movement recommendations and overall obesity-related indicators was similar regardless of sex, comparison used (meeting all three vs. not meeting [i.e., those who met zero to two of the movement behaviors] or meeting all three vs. none), and type of measure to assess 24-hour movement recommendations (i.e., self-reported or accelerometer-based measures). CONCLUSIONS: Meeting all 24-hour movement recommendations may be a crucial factor in maintaining a healthy weight status in the young population.

Intervention Programme Based on Self-Determination Theory to Promote Extracurricular Physical Activity through Physical Education in Primary School: A Study Protocol.

Low levels of physical activity (PA) are a concern among students, producing negative physical, health and mental consequences. This study aims to present a protocol intervention in physical education (PE) based on self-determination theory (SDT) to enhance students' motivation towards performing PA and increasing their PA levels in their leisure time. This protocol is a convenience study with two allocation arms (intervention group versus control group). SDT-based motivational strategies will be carried out and co-created with PE teachers to increase motivation and out-of-school PA levels. Data collection will be conducted three times: before the intervention, after the intervention (four months after baseline) and at the end of the intervention (retention measurement, seven months after baseline). The measures will assess perceived teacher support for PA, motivation towards PA, intention to be physically active, PA levels, engagement in PE and academic performance. Overall, this intervention programme is expected to increase students' autonomous motivation for PA and their PA levels in their free time. This intervention might encourage teachers to establish strategies and resources to increase their students' adaptive outcomes.

What is the role of adherence to 24-hour movement guidelines in relation to physical fitness components among adolescents?

BACKGROUND: Physical inactivity, excessive sedentary time, and lack of sleep time have been independently associated with lower health-related physical fitness. However, little is known about the combined association between 24-h movement guidelines (i.e., physical activity, recreational screen time, and sleep duration) and components of physical fitness. OBJECTIVE: The main aim was to examine the likelihood of having high/very high levels on different components of physical fitness based on meeting with 24-h movement guidelines. METHODS: In this cross-sectional study, 1276 Spanish youths (13.07 ± 0.86; 55.88% boys), aged 11-16 years, completed self-reported questionnaires on physical activity, recreational screen time, and sleep duration. Physical fitness components were assessed by 20-m shuttle-run test, standing long jump test, handgrip strength test, and 4 × 10-m shuttle-run test. Meeting 24-h movement guidelines was defined as: 9-11 h/day (children aged 5-13) or 8-10 h/day (adolescents aged 14-17) of sleep, ≤2 h/day of recreational screen time and at least 60 min/day of moderate-to-vigorous physical activity. The probability of having a high/very high score for each physical fitness components (i.e., ≥60th centile according to the normative cut-off points for European adolescents) in relation to adherence to 24-h movement guidelines was analyzed using a series of binary logistic regressions. RESULTS: Participants who met the three 24-h movement guidelines were more likely to have high/very high for cardiorespiratory fitness (OR = 3.31; 95% CI: 1.79, 6.14; p < 0.001), standing long jump (OR = 1.91; 95% CI: 1.06, 3.45; p = 0.031), muscular fitness (OR = 2.05; 95% CI: 1.09, 3.86; p = 0.048) and physical fitness (OR = 1.99; 95% CI: 1.08, 3.66; p = 0.012), but not for handgrip strength (OR = 1.15; 95% CI: 0.64, 2.01; p = 0.636) and speed/agility (OR = 1.65; 95% CI: 0.92, 2.96; p = 0.093), compared to those who did not meet all three recommendations. CONCLUSION: Since meeting the three 24-h movement guidelines increased the likelihood of having higher levels in most physical fitness components, it seems necessary to promote these movement behaviors early in life, as they could serve as a gateway for improving health-related fitness in future generations.

Development, Validation, and Measurement Invariance of the Body Image Bidimensional Assessment (BIBA) in Italian and Spanish Children and Early Adolescent Samples.

Body dissatisfaction (BD) is an important public health issue as it negatively influences the physical and psychosocial wellbeing of children/early adolescents. Available measures of BD for this population are scarce, have a significant bias, or only evaluate weight-related dissatisfaction. This study, through the exploratory factor analysis (EFA), aims to develop and validate the Italian (Study 1) and Spanish (Study 2) versions of a new tool, the Body Image Bidimensional Assessment (BIBA), which is not subject to sex-age-race biases and is able to identify BD related to weight and height among children/early adolescents. Study 3 regards the confirmatory factor analysis (CFA), testing the measurement of invariance across sex and country. The BIBA has a two-factor structure (i.e., weight and height dissatisfaction) according to studies 1 and 2. McDonald's ω ranged from 0.73 (weight) and 0.72 (height) with good reliability. CFA confirmed the two-factor model as a good fit for the Italian and Spanish samples. Finally, partial metric and scalar invariance of the BIBA dimensions across sexes and nations emerged. The BIBA has proven to be an easy-to-use tool that identifies two BD dimensions among children/early adolescents who could benefit from prompt educational interventions.

The Mediating Role of Motivational Regulation on the Relationship of Emotional Intelligence with Physical Activity in Spanish Schoolchildren.

The present study aimed to analyze the mediating role of different types of motivational regulations in the relationship established between emotional intelligence and physical activity. Participants were 431 secondary school students aged 12 to 16 years, 51.5% females (13.59 ± 1.03 years) and 48.5% males (13.50 ± 0.94 years), who completed a self-reported questionnaire of emotional intelligence, motivation and physical activity. The results showed a statistically significant positive association between emotional intelligence, physical activity, and more self-determined forms of motivation (intrinsic regulation, identified regulation and introjected regulation) (p < 0.05). Several mediation models were also presented that confirmed the mediating value of the more self-determined motivational regulations in the association established between emotional intelligence and physical activity, with the indirect effects being significant for intrinsic regulation, identified regulation, and introjected regulation (p < 0.05). Finally, we conclude on the importance of the management of emotions in order to propitiate a suitable motivational state that leads to physical activity. Therefore, this study highlights the importance of emotional intelligence for the practice of different forms of physical activity in young people.

Analysis of Variables That Influence the Walkability of School Environments Based on the Delphi Method.

Walkability is determined the presence or absence of factors such as quality sidewalks, pedestrian crossings, traffic, etc. The ability to walk to the school environment may be one of the variables that promotes active commuting levels. The aim of this study was to examine the walkability of school environments using the Delphi method. This study used the Delphi method to measure the walkability. A total of 18 experts were selected. First, a list of variables was designed by the control group and sent three times to the experts. Later, the items were analyzed qualitatively and quantitatively to test the consensus of the experts. The list of variables that influence walkability showed a good consensus among the experts at the end of the process. This list was formed by 48 items and organized in six factors: traffic and safety (eleven items), signage (eight items), sidewalk (ten items), transport consistency (five items), activity (five items), and finally, urban planning (nine items). The experts agreed on the need to analyze the environments of educational centers and measure the variables that affect walkability. This study has identified the most important barriers. In the future, a measurement instrument should be developed that allows centers to be compared with others in terms of their levels of walkability. Moreover, it might be a resource for more policies to be developed with the aim to promote active commuting to school.

24-h movement behaviours in Spanish youth before and after 1-year into the covid-19 pandemic and its relationship to academic performance.

Most studies have shown a decline in the adherence to 24-Hour Movement Guidelines because of Covid-19 lockdown. However, there is little evidence regarding changes 1-year after the pandemic in these guidelines and their possible impact on academic performance. The study aims were: (1) to examine the possible changes in 24-Hour Movement Guidelines for youth (i.e., at least 60 min per day of moderate-to-vigorous physical activity, ≤ 2 h per day of recreational screen time, and 9 to 11 h of sleep per day for children and 8 to 10 h for adolescents) before and after 1-year into the Covid-19 pandemic, and (2) to examine the possible changes in the relationship between 24-Hour Movement Behaviours (physical activity, screen time, and sleep duration) and academic performance before and after 1-year into the Covid-19. This is a repeated cross-sectional study in two different samples of young Spanish at different times. Firstly, a total of 844 students (13.12 ± 0.86; 42.7% girls) completed a series of valid and reliable questionnaires about physical activity levels, recreational screen time, sleep duration and academic performance before Covid-19 pandemic (March to June 2018). Secondly, a different sample of 501 students (14.39 ± 1.16; 55.3% girls) completed the same questionnaires 1-year after Covid-19 pandemic (February to March 2021). Adherence to the three 24-Hour Movement Guidelines was significantly lower 1-year after into the Covid-19 pandemic (0.2%) than before the pandemic (3.3%), while adherence to none of these three recommendations was significantly higher 1-year after the Covid-19 pandemic (66.3%) than before the pandemic (28.9%). The positive relationship between physical activity levels and academic performance was no longer significant after 1-year into Covid-19 pandemic (ß = - 0.26; p < 0.001). 1-year after Covid-19 pandemic, the relationship between recreational screen time (ß = - 0.05; p > 0.05) and sleep duration (ß = 0.05; p < 0.001) with academic performance did not change compared to pre-pandemic. The results suggest that 24-Hour Movement Behaviours have worsened among young people 1-year after Covid-19 pandemic compared to pre-pandemic period. Moreover, the physical activity benefits associated in terms of academic performance seem to have disappeared because of the Covid-19 pandemic. Therefore, there is a public health problem that requires priority and coordinated action by schools, policy makers, and researchers to mitigate the adverse effects of the pandemic on 24-Hour Movement Behaviours.

The Predictive Role of Perceived Autonomy Support in Elementary School Children Physical Activity.

The present article aimed to test a predictive model based on children's perception of autonomy support exercised by their physical education teachers in establishing a state of high motivational quality, which in turn leads to greater intention and physical activity. Participants were 502 elementary school students aged 9 to 11 years (52.59% males (9.47 ± 0.53 years old) and 47.41% females (9.54 ± 0.53 years old)), who completed a self-reported questionnaire of perceived autonomy support from physical education teachers, self-determination, intention to be physically active, and physical activity. Results showed that perceived autonomy support was positively related to autonomous motivation, which in turn was associated with intention and physical activity. In addition, the model did not present variations with respect to gender and confirmed the indirect effects of autonomous motivation on intention and practice of physical activity. Finally, we conclude on the importance of an adequate perception of autonomy support in students by their teachers for the establishment of an appropriate motivational state that could promote greater intention and physical activity. Thus, the motivational state acquired in physical education classes can be translated into intention and practice of physical activity in different contexts of students' daily lives.

School and non-school day screen time profiles and their differences in health and educational indicators in adolescents.

Sedentary behavior and screen-based devices in particular have been negatively associated with a wide range of health and educational indicators. However, few have examined these relationships separately for school days and non-school days, and none have used a person-centered approach. This study aimed to identify school and non-school day screen time profiles, as well as examine possible differences in health indicators (physical fitness, fatness, physical activity, sleep duration, and Mediterranean diet) and academic performance. This study involved the participation of 1573 Spanish adolescents aged 12-16 years (54.73% girls). Academic performance was measured through grades in Mathematics, Language, English, and Physical Education. Physical fitness was measured through a battery of tests (cardiorespiratory fitness was measured using the 20 m shuttle run test, and muscular strength with both handgrip and standing long jump tests), while fatness (skinfold thicknesses) was assessed with calipers. Finally, physical activity, screen time, sleep duration, and adherence to the Mediterranean diet were measured using self-reported questionnaires. Hierarchical cluster analyses based on square Euclidian distances and Ward's method were performed based on daily minutes of screen time recorded on school and non-school days. We identified four clusters labeled and described as: (1) "High-high": highest screen time on school and non-school days; (2) "High-low": high screen time on school days and low screen time on non-school days; (3) "Low-high": low screen time on school days and high screen time on non-school days; (4) "Low-low": lowest screen time on school and non-school days. Adolescents who belonged to the "High-high" profile had worse health-related behaviors (i.e., physical activity, sleep duration, and adherence to Mediterranean diet) and academic performance than most other profiles, while adolescents who belonged to "Low-low" profile showed the opposite pattern. Adolescents in the "Low-high" profile had a higher sleep duration on school days and better academic performance than those in the "High-low" profile. No differences in body fat, cardiorespiratory fitness, and muscular strength were found between the four different profiles. The results suggest that adolescents who accumulated a large amount of screen time on school and non-school days reported worse health-related behaviors and academic performance. Moreover, adolescents who had high screen time on school days reported only a short sleep duration on school days and worse academic performance than on non-school days. Conducting interventions to reduce screen time in these four profiles, particularly in the groups of students with more screen time on school days, becomes essential to improving adolescents' healthy lifestyles and academic performance.

Skipping breakfast and excess weight among young people: the moderator role of moderate-to-vigorous physical activity.

The present study aimed to test whether the daily minutes of moderate-to-vigorous physical activity (MVPA) engaged moderate the relationship between breakfast status and excess weight (i.e., overweight and/or obesity) in a Spanish sample of young people. A cross-sectional study involving a total sample of 2890 Spanish schoolchildren (46% girls) aged 6-17 years (M = 12.3 ± 2.6) was conducted. To determine the habit of having breakfast, a dichotomous item about breakfast status (yes/no) from the Mediterranean Diet Quality Index for children and teenagers (KIDMED) was used. Physical Activity Questionnaire for Older Children and the Physical Activity Questionnaire for Adolescents were fulfilled to offer an estimation of the minutes of MVPA that individuals had in the last seven days. Body mass index (BMI) was converted into z-scores and, therefore, excess weight status (i.e., overweight and/or obesity) was established according to World Health Organization criteria for sex and age. Skipping breakfast was positively related with BMI (z-score) and excess weight. Moderation analyses suggested that daily MVPA minutes moderated the association between skipping breakfast and BMI (boys: ß = - 0.175; girls: ß = - 0.073) or the excess weight (boys: OR = 1.10; CI 95%, 1.02 to 1.07; girls: OR = 1.14; CI 95%, 1.04 to 1.24), meaning that physical activity of sufficient intensity seems to reduce the effect of skipping breakfast on the body weight status of young people. CONCLUSION: Our results indicate that promotion of having breakfast should be accompanied by daily MVPA, as young participants who have breakfast and with higher daily MVPA seem to be more likely to have no excess weight. WHAT IS KNOWN: • Some of the well-studied factors associated with childhood obesity have been skipping breakfast and insufficient physical activity. • Some studies have pointed out the association between having breakfast and both body mass index and physical activity level, in isolation. WHAT IS NEW: • Daily minutes of moderate-to-vigorous physical activity moderate the association between skipping breakfast and excess weight. • Breakfast promotion as a healthy eating habit should be accompanied by increases in moderate-to-vigorous physical activity, since participants who have breakfast and with higher moderate-to-vigorous physical activity seem to be more likely to have no excess weight.

Prevalence of meeting 24-Hour Movement Guidelines from pre-school to adolescence: A systematic review and meta-analysis including 387,437 participants and 23 countries.

BACKGROUND: Meeting the 24-Hour Movement Guidelines (physical activity, screen time, and sleep duration) has been associated with positive health indicators. However, there are no previous meta-analyses that have examined the overall adherence to the 24-Hour Movement Guidelines from pre-school to adolescence across the world. Therefore, the main purpose of this systematic review and meta-analysis was to examine the overall (non)adherence to the 24-Hour Movement Guidelines among preschoolers, children, and adolescents worldwide. METHODS: Four electronic databases (MEDLINE, Scopus, Web of Science, and Cochrane Database of Systematic Reviews) were searched for quantitative studies published in Spanish and English between January 2016 and May 2021. Studies that were conducted with apparently healthy participants and reported the overall (non)adherence to the 24-Hour Movement Guidelines in preschoolers and/or children and/or adolescents were included. RESULTS: Sixty-three studies comprising 387,437 individuals (51% girls) aged 3-18 years from 23 countries were included. Overall, 7.12% (95% confidence interval (95%CI): 6.45%-7.78%) of youth met all three 24-Hour Movement Guidelines, and 19.21% (95%CI: 16.73%-21.69%) met none of the 3 recommendations. Concerning sex, adherence to all recommendations was significantly lower in girls (3.75%, 95%CI: 3.23%-4.27%) than in boys (6.89%, 95%CI: 5.89%-7.89%) (p < 0.001). However, there were no sex differences regarding adherence to any of the 3 individual recommendations (girls, 15.66%, 95%CI: 8.40%-22.92%; boys, 12.95%, 95%CI: 6.57%-19.33%). In terms of age group, adherence to the 3 recommendations was 11.26% (95%CI: 8.68%-13.84%), 10.31% (95%CI: 7.49%-13.12%), and 2.68% (95%CI: 1.78%-3.58%) in preschoolers, children, and adolescents, respectively. Conversely, 8.81% (95%CI: 5.97%-11.64%) of preschoolers, 15.57% (95%CI: 11.60%-19.54%) of children, and 28.59% (95%CI: 22.42%-34.75%) of adolescents did not meet any of the recommendations. South America was the region with the lowest adherence (all: 2.93%; none: 31.72%). Overall adherence to the 24-Hour Movement Guidelines was positively related to country Human Development Index (ß = -0.37, 95%CI: -0.65 to -0.09; p = 0.010). CONCLUSION: Most young people fail to meet the three 24-Hour Movement Guidelines, particularly adolescents, girls, and those who are from countries with a lower Human Development Index. Moreover, 1 in 5 young people did not meet any of these recommendations. Therefore, these results highlight the need to develop age- and sex-specific strategies to promote these movement behaviors from the early stages of life.

Sedentary behaviours and their relationship with academic performance in adolescents: A mediation analysis.

The present research aims to examine the relationship between the four dimensions of sedentary behaviours and academic performance, as well as to test the association between sedentary behaviours and academic performance in boys and girls in a sample of Spanish adolescents. A total of 2,216 adolescents aged 11 to 16 years old, both males (13.30 ± 0.92) and females (13.06 ± 0.86), participated. Sleep duration, physical activity, and sedentary behaviours were measured through questionnaires. Academic performance was assessed with students´ marks. Potential confounders such as sex, age, socioeconomic status, and cardiorespiratory fitness were also measured. Descriptive analysis, correlation analysis, analysis of differences, and multiple mediation analysis were conducted. It was observed that girls spend more time on sedentary educational or social behaviours, while boys spend much more time on screen time. Sedentary behaviours such as educational time, screen time, and relaxing time were associated with academic performance. Specifically, educational time appears to be positively related to academic performance. Nevertheless, screen time and relaxing time were negatively associated with academic performance. The multiple mediation analysis revealed that screen time was the most negative behaviour on academic performance. The outcomes are discussed to improve knowledge about sedentary behaviours and academic performance.

Is adherence to 24-Hour Movement Guidelines associated with a higher academic achievement among adolescent males and females?

OBJECTIVES: This study aims to examine the independent and combined associations of 24-Hour Movement Guidelines for physical activity, screen time, and sleep duration with academic achievement in adolescent males and females. DESIGN: Cross-sectional study. METHODS: 1290 Spanish adolescents (565 females), aged 11 to 16 years (13.06 ±â€¯0.84), participated in this study. Self-reported physical activity, screen time, and sleep duration questionnaires were assessed. Academic achievement was calculated as an average score of the adolescents'' grades in first language (Spanish), first foreign language (English), and mathematics subjects. A multiple linear regression model was used to examine the association between meeting 24-Hour Movement Guidelines and academic achievement. Covariates included age, sex, socioeconomic status, body mass index, and cardiorespiratory fitness. RESULTS: Not meeting any of the three 24-Hour Movement Guidelines was associated with lower academic achievement in the whole sample (p < 0.001). Meeting physical activity and sleep duration guidelines, both independently and together, was associated with higher academic achievement in the whole sample (p < 0.001). Meeting at least two recommendations was associated with higher academic achievement in males (p < 0.01). However, trend analysis revealed that participants who met two or three recommendations had higher academic achievement compared to those who met one or none of these recommendations (p < 0.05). All these results were similar for males and females. CONCLUSIONS: Our findings suggest the importance of promoting more than one 24-Hour Movement Guidelines, mainly physical activity and sleep duration, which seems to contribute positively to increased academic performance in adolescents.

The Role of Physical Activity in the Relationship between Satisfaction with Life and Health-Related Quality of Life in School-Age Adolescents.

(1) Background: Adolescence is a critical stage in the development of healthy habits. In this regard, physical activity has emerged as a useful tool to improve satisfaction with life and health-related quality of life in adolescents. Therefore, the aim of the present study was to examine the mediating role of physical activity in the relationship between satisfaction with life and health-related quality of life in adolescent boys and girls. Also, we aimed to investigate the differences between sexes in the HRQoL, physical activity level, and satisfaction with life. (2) Methods: A total of 297 adolescents, ranging in age from 11 to 12 years (11.46 ± 1.63), participated in this cross-sectional study. The Satisfaction with life scale, Physical activity Questionnaire for Adolescents and the KIDSCREEN-10 questionnaires were employed. (3) Results: The estimated indirect effect showed that physical activity level was a mediator of the positive effect of satisfaction with life on health-related quality of life (ß = 0.105, 95% CI = 0.031; 0.202). However, the index of moderated mediation showed that sex is not a significant moderator of the mediating role of physical activity in the relationship between satisfaction with life and HRQoL (ß = -0.033, 95% CI = -0.023, 0.136). Furthermore, significant differences in satisfaction with life were found, with girls manifesting lower values (p-value = 0.026). (4) Conclusion: This study shows the importance of physical activity during adolescence and the association of this behavior with the health-related quality of life of adolescents.

The Relationship between Students' Physical Self-Concept and Their Physical Activity Levels and Sedentary Behavior: The Role of Students' Motivation.

This study aimed to analyze the association between specific dimension (i.e., fitness, appearance, physical competence, physical strength, and self-esteem) of students' physical self-concept (PSC) and their physical activity (PA) levels (i.e., intentions to be physically active and out-of-school PA levels perceived by students) and sedentary behavior (SB) (i.e., total sitting and screen time perceived by students). We also tested the role of students' motivation (i.e., intrinsic motivation and amotivation) towards PA in these relationships. A total of 1998 Spanish male (n = 1003) and female (n = 995) secondary students, aged between 13 and 17 years (M = 14.92, SD = 0.87) from 22 schools, enrolled in third grade (n = 1081) and fourth grade (n = 917), completed the self-reported questionnaires. Five independent structural equation modeling (SEM) adjusted by students' sex was used to examine the association between specific dimension of students' PSC (i.e., fitness, appearance, physical competence, physical strength, and self-esteem) and self-reported PA and SB variables, and to test the role of students' motivation in these relationships. Overall, most of students' PSC dimension positively predicted students' PA outcomes, and were negatively associated with SB. In addition, most of students' PSC dimension were positively associated with intrinsic motivation, and negatively predicted amotivation. In turn, intrinsic motivation was a positive predictor of PA outcomes, and a negative predictor of SB, whereas amotivation was a negative predictor of PA outcomes and sitting time, and a positive predictor of screen time. Finally, from PSC dimensions, sex as a covariate was a positive predictor of intrinsic motivation and PA outcomes, and was a negative predictor of amotivation and sitting time. These findings suggest the importance of the specific dimensions of PSC perceived by adolescents on their motivational processes, and in turn, on their PA and SB outcomes.

Physical Activity and Quality of Life in High School Students: Proposals for Improving the Self-Concept in Physical Education.

Adolescence is a critical period for the acquisition of health-related behaviors that will transcend later psychological well-being in adulthood. The present study presents a theoretical model whose objective is to analyze how physical activity predicts an adequate quality of life through self-concept and subjective happiness among adolescents. A total of 452 students aged 12 to 15 (M = 13.8; SD = 0.77) from four Compulsory Secondary Education institutes of the Autonomous Community of Extremadura participated, including boys (n = 258) and girls (n = 194). The students reported information on the following variables: physical activity, body mass index, self-concept, subjective happiness, and quality of life. The results show acceptable fit indices for the proposed theoretical model, which showed the importance of physical activity through self-concept and subjective happiness in quality of life: MRLχ2 = 67.533, p < 0.05, CFI = 0.93, TLI = 0.90, SRMR = 0.05, and RMSA = 0.07. Likewise, the model presented a better fit index for males than females. This study draws conclusions on the importance of physical activity as a predictor of quality of life mediated by the perception of self-concept and mood in adolescents.

Health Promotion through Movement Behaviors and Its Relationship with Quality of Life in Spanish High School Adolescents: A Predictive Study.

A growing number of studies have highlighted the health benefits of high physical activity, low screen time, and optimal sleep duration among school-age children and adolescents. Objective: The present study proposes to examine the individual and combined association between movement behaviors (physical activity, screen time, and sleep time) and quality of life in boys and girls. Method: A total of 319 Spanish primary and secondary school students participated in the study. Physical activity, screen time, sleep duration, and quality of life were evaluated. Results: Descriptive, correlation, and regression analyses were carried out in order to improve knowledge about health-related behaviors for all participants. The results found significant positive associations between physical activities and sleep time with quality of life. Finally, the regression models showed that physical activity scores predict quality of life, especially in children. It is concluded that movement behaviors are important in association with quality of life. Likewise, the impact of physical activity on the quality of life is highlighted as the main behavior in the prediction of the quality of life for a population of school adolescents.