Environmental attitude and affective-motivational beliefs towards sustainability of secondary school children in Germany and their associations with gender, age, school type, socio-economic status and time spent in nature.

There are warnings that human actions will lead to irreversible environmental damage if they continue at their current pace and scale. With regard to individual aspects, a pro-environmental attitude and positive affective-motivational beliefs towards sustainability represent fundamentals for a more sustainable future. However, there is little data regarding these constructs and relevant explanatory factors, especially with regard to young people. We examined environmental attitude (two-dimensional: utilization and preservation) and affective-motivational beliefs towards sustainability with regard to gender, age, socio-economic status, school type and time spent in nature in 484 adolescents (11-14 years) living in German cities by means of univariate and multiple regression analyses. Mean values were high in preservation and affective-motivational beliefs towards sustainability, and relatively low in utilization. Female adolescents had higher values compared to male students in affective-motivational beliefs towards sustainability. Age did not play a substantial role. Although being strongly correlated with each other, school type and socio-economic status each exhibited positive associations to environmental attitude and affective-motivational beliefs towards sustainability. Furthermore, multiple regression analyses identified time spent in nature as a significant predictor of incremental value, suggesting a tentative recommendation to spend at least half an hour per week in nature in order to promote positive attitudes towards the environment and sustainability. In sum, special needs for topic-related education seem to exist for male students, students with lower formal level of education, students with a lower socio-economic status and students who spend little time in nature.

Knowing Students' Characteristics: Opportunities to Adapt Physical Education Teaching.

Physical Education (PE) aims to convey the joy of exercise and by this educate students to lifelong physical activeness. Student motivation in PE decreases during the school career. This study therefore comprehensively analyzes student characteristics determining motivation in PE: General Personality Traits, Physical Self-Concept, Achievement Motive, Motives to be physically active, and Sports Interest. This contribution aims to describe students' prerequisites in the PE context by using an aggregated assessment of the abovementioned general plus sport specific characteristics and to detect gender, class, and school type differences. In total, 1,740 German secondary school students (58.1% female, M = 14.39 years) participate in a cross-sectional questionnaire survey. Descriptive analyses and between subjects MANOVAs followed by univariate ANOVAs with pairwise multiple comparison tests are applied. Gender explains the largest proportion of variance across all characteristics. Regarding individual dimensions, genders differed on 12, grades on two and school types on 11 out of 19 dimensions. PE teachers must adapt teaching to different gender dispositions. In general, group differences ascribe special meaning to student perception and teaching behavior. Findings are discussed in terms of their contribution to the research area and their implementation in teaching practice as well as in PE teacher education or professional training, e.g., aligned teaching methods, arranged learning atmospheres, or adjusted content design of PE lessons.

What makes a physical education teacher? Personal characteristics for physical education development.

BACKGROUND: The physical education (PE) teacher is a decisive factor for PE development and teaching. Reflecting on and making the best possible use of the PE teachers' personal resources positively influence teacher effectiveness and student achievement. This requires a comprehensive analysis of PE teachers' personal characteristics. AIMS: Consequently, this study aimed to describe PE teachers by using an aggregated examination of PE teachers' synergistic personal characteristics and analysing gender, age, and school type differences. SAMPLE: 1,163 German PE teachers (61.9% female; M = 43.16 ± 10.8 years) from six different school types participated in the study. METHODS: Participants completed self-report questionnaires assessing PE teachers' General Personality Traits, General Interests, and Motivational Characteristics (Teacher Self-Efficacy, Enthusiasm, and Interests). Descriptive analyses, between subjects MANOVAs, and univariate ANOVAs with pairwise multiple comparison tests were applied. RESULTS: Multivariate gender differences occurred for General Personality Traits (η2 = .04), General Interests (η2 = .07), and Motivational Characteristics (η2 = .03); age differences for General Personality Traits (η2 = .03); school type differences for General Personality Traits (η2 = .05); and Motivational Characteristics (η2 = .11). Considering individual dimensions, gender revealed most univariate differences, especially in General Personality Traits and General Interests. School types revealed most univariate differences in Motivational Characteristics. CONCLUSION: The educational personnel can (1) make use of the PE teachers' general stable factors by aligning teaching accordingly, for example considering teachers' gender and (2) specifically foster PE teacher personal development regarding Motivational Characteristics by, for example adapting teacher education or professional training to the particular school type.

Inside Out: A Scoping Review on the Physical Education Teacher's Personality.

The teacher's personality in general plays an important role in the educational process. It is often examined in relation to outcome factors on the teacher or student side, e.g., teaching effectiveness or student motivation. Physical education (PE) with its peculiarities and allocated educational mandate particularly demands the personality of the PE teacher. Research considering this group of teachers is sparse, diverse and hard to capture due to different personality understandings. Our review therefore aims at identifying and analyzing underlying personality understandings, research questions and results of studies considering the personality of the PE teacher. We conducted a scoping review. After the screening and additional analyses process, 23 studies were included. Included references had to be empirical, published in German or English and explicitly examine the PE teacher's personality as variable or mention it as outcome factor in school context. All studies are cross-sectional, 22 studies quantitative, one qualitative. Regarding personality understandings, 12 studies follow a trait psychological, six studies a vocational, one study an interpersonal personality understanding. Four studies' personality understanding is not concretely determinable. Considering research questions, three studies aim at identifying the PE teacher's personality in general and do, e.g., not find considerable differences between the PE teacher's and other teacher's personality. Nine studies examine the relationship between the PE teacher's personality and different correlates such as burnout, highlighting, e.g., that female PE teachers' burnout process is less homogeneous than males. Eleven studies examine the PE teacher's personality from an external view and show, e.g., that students of different age groups perceive the PE teacher's personality differently. Our review offers possible practical implications. By e.g., knowing their personality structure - their inside -, PE teachers can play to their own strengths and make use of their individual personality configuration in order to teach authentically and successfully, i.e., transferring the inside to the outside. Due to partly questionable and fragmentary methodologies of the included studies, results have to be interpreted with caution. More studies considering the PE teacher's personality following a broad personality understanding are needed to include potentially relevant factors for teaching and by this receive evident insights.

Are primary school children attending full-day school still engaged in sports clubs?

PURPOSE: Schools and organized sports both offer great chances to promote physical activity among children. Full-day schools particularly allow for extensive participation in extra-curricular physical activities. However, due to time reasons, full-day schools may also prevent children from engagement in organized sports outside school. There is only little national and international research addressing the possible competition of full-day schools and providers of organized sports outside school and the potential effects on children's physical activity behavior. In Germany's educational system, a transformation towards more full-day schools is currently taking place. The existence of both, half-day and full-day schools, gave occasion to the following research question: Do students attending half-day and full-day school differ with respect to a) sports club membership rate and b) weekly amount of sports club training? METHODS: Data were collected in eleven German primary schools. Selected schools offered both half-day and full-day (minimum three days/week with at least seven hours) care. 372 students' data (grades 1-4; N = 153 half-day, N = 219 full-day; 47.4% male, 8.8±1.2y) were eligible for analyses. We assessed sports club membership and weekly training duration via questionnaire. Statistical analyses included Chi-square and Mann-Whitney-U-Tests. RESULTS: 83% of half-day school students and 67% of full-day school students were sports club members (χ2(1) = 12.31, p<.001). Weekly duration of training in sports clubs among sports club members (N = 266) also differed between the groups (mdn = 150 min in half-day, mdn = 120 min in full-day school students; z = -2.37, p = .018). Additional analyses stratified for age and gender showed similar results. CONCLUSION: Primary school students attending full-day schools engage less in organized sports outside school than half-day school students, regardless of age and gender. Future studies should examine if the detected lower engagement in sports club physical activity is compensated by physical activities in other settings such as school or non-organized leisure time.

Who Are Our Students? Understanding Students' Personality for Refined and Targeted Physical Education. A Scoping Review.

Students' personality is an essential component in order to plan and teach physical education (PE) lessons according to students' individual needs. Additionally, personality formation in general is part of the educational mandate and student personality development specifically is considered as an elementary goal of PE. Although student personality is a central topic in the PE context, the state of research, especially regarding the underlying personality understandings, is diverse and hard to capture. Therefore, this scoping review aims to (I) describe the underlying personality understandings and (II) analyze research questions and results of studies examining students' personality in PE. We conducted a scoping review. Eleven databases were chosen because of their specification within the field of education, sports and health sciences. We included references if they empirically examined students' personality in PE and were published in German or English. Twenty-four studies were included in the review. Fifteen of the included studies were cross-sectional, nine longitudinal. Regarding aim I), the underlying personality understandings were inconsistent across the studies but most of the studies followed trait theory. Considering aim II), the included studies investigated relationships between students' personality and either (a) students' achievement in PE, (b) students' psychological determinants of PE participation (e.g., motivation, anxiety), or (c) a school sports intervention. Results indicated that e.g., extraverted students tend to enjoy PE more and obtain less anxiety in PE. The review showed that students' personality in PE is empirically examined but the studies' underlying personality understandings, research questions and results are diverse. Findings highlight that PE contributes to students' personality development. Additionally, the review showed that results of personality research in PE context can be used in order to teach PE in a student-centered way (e.g., by deducing the detected relationships considering extraversion) and by this support students' lifelong physical activity. Further and targeted research in this field can help PE teachers to tailor their teaching to their students' needs. This increases the chances to achieve PE's two main goals-"educating to sports (e.g., personality-aligned lessons addressing different motives)" and "educating through sports (e.g., personality development)" in the long term.

Physical Activity, Screen Time, and Dietary Intake in Families: A Cluster-Analysis With Mother-Father-Child Triads.

Background: The co-occurrence of multiple health behaviors such as physical activity, diet, and sedentary behavior affects individuals' health. Co-occurence of different health behaviors has been shown in a large number of studies. This study extended this perspective by addressing the co-occurrence of multiple health behaviors in multiple persons. The objective was to examine familial health behavioral patterns by (1) identifying clusters of families with similar behavior patterns and (2) characterizing the clusters by analyzing their correlates. Methods: Cross-sectional data were collected from 198 families (mother, father, and child). Mothers, fathers, and children completed questionnaires assessing health related behaviors (physical activity, consumption of "healthy" and "unhealthy" foods, and screen time), the perception of Family Health Climate (regarding physical activity and nutrition) and demographics. Twelve variables (four health behaviors of three family members) were included in a cluster analysis conducted with Ward's Method and K-means analysis. Chi-square tests and analyses of variance were performed to characterize the family clusters regarding their demographics and their perception of Family Health Climate. Results: Three clusters of families with specific behavioral patterns were identified: "healthy behavior families" with levels of physical activity and consumption of healthful foods above average and levels of media use and consumption of sweets below average; "unhealthy behavior families" with low levels of consumption of healthful foods and high levels of screen time; "divergent behavior families" with unhealthier behavioral patterns in parents and healthier screen time and eating behaviors combined with low physical activity levels in children. Family Health Climate differed between family clusters with most positive ratings in "healthy behavior families" and least positive ratings in "unhealthy behavior families." "Divergent behavior families" rated the nutrition climate nearly as high as "healthy behavior families" while they rated the physical activity climate nearly as low as the "unhealthy behavior families." Conclusions: The study shows that co-occurrence of multiple health behaviors occurs on the family level. Therefore, focusing the family as a whole instead of individuals and targeting aspects related to the Family Health Climate in interventions could result in benefits for both children and adults and enhance effectivity of intervention programs.

Effects of Dance Interventions on Aspects of the Participants' Self: A Systematic Review.

Background: Theoretical and empirical studies indicate that dance can strengthen the participants' self. The aim of the systematic review is to give an overview of studies investigating the effects of dance interventions on aspects of the self (e.g., self-concept/-esteem). Research questions are: (a) What is the evidence of the reported effects on different aspects of the self in children/adolescents and in adults? (b) Which study approaches and designs are used and what characterizes the interventions? (c) What are the qualitative facets of the implemented studies and what are issues for future research? Methods: We searched online databases for English and German journal articles with the following main inclusion criteria: (i) Intervention study (qualitative and quantitative approaches) (ii) Investigation of aspects of the self (iii) Dance as intervention content. Two reviewers independently screened studies for eligibility using the PRISMA guidelines and assessed the methodological quality of the included studies. Results: Out of 24 included studies, 11 investigate a sample of children/adolescents and 13 an adult sample. The review showed that dance interventions can have positive effects on aspects of the participants' self. The review of studies with qualitative methodologies suggests: children/adolescents benefit in body-related perceptions, self-trust, self-esteem, self-expression and perception of dance-abilities; adults benefit in self-expression, self-efficacy, self-/body-awareness, self-development and self-confidence. Studies with quantitative methodologies report improvement especially for body-related perceptions in both populations. Contradictory results exist concerning self-esteem/-efficacy. The evaluated studies show a heterogeneous nature of populations, intervention contents, timeframes, outcomes, research methods and study quality. Evidence for each of the aspects is still poor due to the small number of studies on each construct, inconsistent findings or methodological shortcomings. Conclusions: This review indicates that dance may be a valuable approach to strengthen aspects of the self. However, as evidence for the different aspects of the self is still poor, further studies with high quality are required (e.g., large samples, active control group). Research considering the complexity and specificity of dance interventions in the design and reporting (e.g., choice of outcomes, presentation of intervention details) seem to be particularly suitable to capture the effects of dance considering its holistic nature.

Trends in Motor Performance of First Graders: A Comparison of Cohorts from 2006 to 2015.

BACKGROUND: Motor performance is an important factor for health. Already in childhood, motor performance is associated with, e.g., obesity and risk factors for cardiovascular diseases. It is widely believed that the motor performance of children has declined over recent years. However, this belief is lacking clear evidence. The objective of this study was to examine trends in motor performance of first grade students during a period of 10 years (2006-2015). We examined trends in (a) aerobic fitness, (b) strength, (c) speed, and (d) balance for boys and girls separately and considered body mass index (BMI) as a potential confounder. METHODS: From 2006 to 2015, we tested 5,001 first graders [50.8% boys; mean age 6.76 (0.56) years] of 18 primary schools in Germany. Each year between 441 and 552 students of the same schools were surveyed. Performance tests were taken from the Motorik-Module Study and the "German Motor Ability Test": "6-min run," "push-ups," "20-m sprint," and "static stand." Linear regression models were conducted for statistical analysis. RESULTS: A slightly negative trend in aerobic fitness performance was revealed in boys (ß = -0.050; p = 0.012) but not in girls. In the strength performance test no trend over time was detected. Performance in speed (boys: ß = -0.094; girls: ß = -0.143; p ≤ 0.001) and balance tests (boys: ß = -0.142; girls: ß = -0.232; p ≤ 0.001) increased over time for both boys and girls. These findings held true when BMI was considered. CONCLUSION: This study only partly supported the assumption that motor performance of children has declined: in our study, aerobic fitness declined (only in boys), while strength remained stable and speed and balance even increased in both sexes. Moreover, it seems as if BMI can explain changes in performance only to a small extent. Changed lifestyles might be a substantial cause. Further research on recent trends of motor performance and interacting variables is needed to support the results of our study and to provide more knowledge on causes of these trends.

Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students' Learning, Social and Health Dimensions.

BACKGROUND: Participants in Outdoor Education Programmes (OEPs) presumably benefit from these programmes in terms of their social and personal development, academic achievement and physical activity (PA). The aim of this systematic review was to identify studies about regular compulsory school- and curriculum-based OEPs, to categorise and evaluate reported outcomes, to assess the methodological quality, and to discuss possible benefits for students. METHODS: We searched online databases to identify English- and German-language peer-reviewed journal articles that reported any outcomes on a student level. Two independent reviewers screened studies identified for eligibility and assessed the methodological quality. RESULTS: Thirteen studies were included for analysis. Most studies used a case-study design, the average number of participants was moderate (mean valued (M) = 62.17; standard deviation (SD) = 64.12), and the methodological quality was moderate on average for qualitative studies (M = 0.52; SD = 0.11), and low on average for quantitative studies (M = 0.18; SD = 0.42). Eight studies described outcomes in terms of social dimensions, seven studies in learning dimensions and four studies were subsumed under additional outcomes, i.e., PA and health. Eleven studies reported positive, one study positive as well as negative, and one study reported negative effects. PA and mental health as outcomes were underrepresented. CONCLUSION: Tendencies were detected that regular compulsory school- and curriculum-based OEPs can promote students in respect of social, academic, physical and psychological dimensions. Very little is known concerning students' PA or mental health. We recommend conducting more quasi-experimental design and longitudinal studies with a greater number of participants, and a high methodological quality to further investigate these tendencies.

Do Media Use and Physical Activity Compete in Adolescents? Results of the MoMo Study.

PURPOSE: The displacement hypothesis predicts that physical activity and media use compete in adolescents; however, findings are inconsistent. A more differentiated approach at determining the co-occurrence of physical activity and media use behaviors within subjects may be warranted. The aim of this study was to determine the co-occurrence of physical activity and media use by identifying clusters of adolescents with specific behavior patterns including physical activity in various settings (school, sports club, leisure time) and different types of media use (watching TV, playing console games, using PC / Internet). METHODS: Cross-sectional data of 2,083 adolescents (11-17 years) from all over Germany were collected between 2009 and 2012 in the Motorik-Modul Study. Physical activity and media use were self-reported. Cluster analyses (Ward's method and K-means analysis) were used to identify behavior patterns of boys and girls separately. RESULTS: Eight clusters were identified for boys and seven for girls. The clusters demonstrated that a high proportion of boys (33%) as well as girls (42%) show low engagement in both physical activity and media use, irrespective of setting or type of media. Other adolescents are engaged in both behaviors, but either physical activity (35% of boys, 27% of girls) or media use (31% of boys and girls) predominates. These adolescents belong to different clusters, whereat in most clusters either one specific setting of physical activity or a specific combination of different types of media predominates. CONCLUSION: The results of this study support to some extent the hypothesis that media use and physical activity compete: Very high media use occurred with low physical activity behavior, but very high activity levels co-occurred with considerable amounts of time using any media. There was no evidence that type of used media was related to physical activity levels, neither setting of physical activity was related to amount of media use in any pattern.

Longitudinal associations of health-related behavior patterns in adolescence with change of weight status and self-rated health over a period of 6 years: results of the MoMo longitudinal study.

BACKGROUND: Promoting a healthy lifestyle especially in adolescents is important because health-related behaviors adopted during adolescence most often track into adulthood. Longitudinal studies are necessary for identifying health-related risk groups of adolescents and defining target groups for health-promoting interventions. Multiple health behavior research may represent a useful approach towards a better understanding of the complexity of health-related behavior. The aim of this study was to examine the longitudinal association of health-related behavior patterns with change of weight status and self-rated health in adolescents in Germany. METHODS: Within the framework of the longitudinal German Health Interview and Examination Survey for Children and Adolescents (KiGGS) and the Motorik-Modul (MoMo), four clusters of typical health-related behavior patterns of adolescents have been previously identified. Therefor the variables 'physical activity', 'media use' and 'healthy nutrition' were included. In the current study longitudinal change of objectively measured weight status (N = 556) and self-rated health (N = 953) in the four clusters was examined. Statistical analyses comprised T-tests for paired samples, McNemar tests, multinomial logistic regression analysis and two-way ANOVA with repeated measures. RESULTS: The prevalence of overweight increased in all four clusters. The health-related behavior pattern of low activity level with high media use and low diet quality had the strongest increase in prevalence of overweight, while the smallest and non-significant increase was found with the behavior pattern of a high physical activity level and average media use and diet quality. Only some significant relationships between health-related behaviour patterns and change in self-rated health were observed. CONCLUSIONS: High-risk patterns of health-related behavior were identified. Further, cumulative as well as compensatory effects of different health-related behaviors on each other were found. The information gained in this study contributes to a better understanding of the complexity of health-related behavior and its impact on health parameters and may facilitate the development of targeted prevention programs.

The more physically active, the healthier? The relationship between physical activity and health-related quality of life in adolescents: the MoMo study.

BACKGROUND: Little is known about the relationship between physical activity and health-related quality of life (HRQOL) in adolescents. The purpose of this study was 1) to quantify the predictive power of greater physical activity on higher HRQOL in adolescents and 2) to analyze whether the prediction is better for the sports club setting than for the leisure time setting. METHODS: Within the framework of the German Health Interview and Examination Survey for Children and Adolescents and the "Motorik-Modul," 1828 German adolescents aged 11-17 years completed a questionnaire concerning the amount of weekly physical activity at school, in sports clubs, and during leisure time. The KINDL-R questionnaire was used to assess HRQOL. Linear and multiple regression analyses were used to analyze the effects of physical activity on HRQOL. RESULTS: In regression analyses controlling for sociostructural variables, greater general physical activity was a significant predictor of higher HRQOL (P < .001). While greater physical activity in sports clubs significantly predicted higher HRQOL, greater physical activity during leisure time predicted higher HRQOL only to a certain level. Overall, the level of explained variance was low. CONCLUSIONS: Being physically active especially in sports clubs is positively linked to higher HRQOL of adolescents.

A cluster-analytic approach towards multidimensional health-related behaviors in adolescents: the MoMo-Study.

BACKGROUND: Although knowledge on single health-related behaviors and their association with health parameters is available, research on multiple health-related behaviors is needed to understand the interactions among these behaviors. The aims of the study were (a) to identify typical health-related behavior patterns in German adolescents focusing on physical activity, media use and dietary behavior; (b) to describe the socio-demographic correlates of the identified clusters and (c) to study their association with overweight. METHODS: Within the framework of the German Health Interview and Examination Survey for Children and Adolescents (KiGGS) and the "Motorik-Modul" (MoMo), 1,643 German adolescents (11-17 years) completed a questionnaire assessing the amount and type of weekly physical activity in sports clubs and during leisure time, weekly use of television, computer and console games and the frequency and amount of food consumption. From this data the three indices 'physical activity', 'media use' and 'healthy nutrition' were derived and included in a cluster analysis conducted with Ward's Method and K-means analysis. Chi-square tests were performed to identify socio-demographic correlates of the clusters as well as their association with overweight. RESULTS: Four stable clusters representing typical health-related behavior patterns were identified: Cluster 1 (16.2%)--high scores in physical activity index and average scores in media use index and healthy nutrition index; cluster 2 (34.6%)--high healthy nutrition score and below average scores in the other two indices; cluster 3 (18.4%)--low physical activity score, low healthy nutrition score and very high media use score; cluster 4 (30.5%)--below average scores on all three indices. Boys were overrepresented in the clusters 1 and 3, and the relative number of adolescents with low socio-economic status as well as overweight was significantly higher than average in cluster 3. CONCLUSIONS: Meaningful and stable clusters of health-related behavior were identified. These results confirm findings of another youth study hence supporting the assumption that these clusters represent typical behavior patterns of adolescents. These results are particularly relevant for the characterization of target groups for primary prevention of lifestyle diseases.