Attraction toward physical activity as a moderator of socio-cognitive predictors of physical activity.

Previous research highlighted gaps between socio-cognitive factors (e.g., intentions, social norms) and physical activity (PA) participation. Recently, researchers have asserted that considering affective processes may help bridge this gap. Leveraging the affective-reflective theory of physical inactivity and exercise, this study examined whether individuals' attraction toward PA moderated the relationship between PA intentions and behaviors, and the relationship between social norms and PA intentions. Analysis of online survey data (NT1 = 582; NT2 = 327) provided evidence that social norms more strongly predicted PA intentions under conditions of lower attraction to PA. However, the results differed depending on how intentions were measured: Moderation was found for intention strength as the outcome, but no moderation was found for decisional intention as the outcome. The intentions-behavior relationship, despite nonsignificant interaction terms, showed patterns of positive moderation based on changes in simple slopes: Intentions more strongly predicted PA behavior at time 2 under conditions of higher attraction to PA. The findings align with recent theorizing that emphasizes the role of affect-related determinants when understanding and promoting PA. Practically, these results suggest that intervention strategies should differ according to the individuals' current levels of attraction toward PA.

Classroom Activity Breaks Improve On-Task Behavior and Physical Activity Levels Regardless of Time of Day.

Classroom physical activity breaks (CAB) are beneficial for increasing children's physical activity (PA) levels as well as the amount of time spent being on-task within the classroom. Purpose: To examine the effect of CAB at different times within the school day on on-task behavior and PA levels in primary school (grade 1-3) children. Methods: Thirty-five children (6 ± 1 y, 22 = male, 13 = female) participated in four conditions in a randomized order: morning (AM), afternoon (PM), morning and afternoon (BOTH), and no CAB (CTRL). CAB followed a traditional Tabata format of 20 s work and 10 s rest repeated 8 times for a total of 4 min. PA levels were monitored (accelerometry). On-task behavior and three types of off-task (motor, verbal, passive) were recorded following each CAB (mobile application). Results: When compared to control, AM, PM, and BOTH increased on-task behavior AM: Δ10.4%, PM: Δ10.5%, BOTH: Δ14%; p < .001). AM was most beneficial for reducing off-task motor (Δ-6.5%) and off-task verbal (Δ-3%) behavior, while PM was most beneficial for reducing off-task passive (Δ-9%) behavior. These effects were greatest in those students demonstrating higher amounts off-task behavior during CTRL (r > 0.67, p < .001). Students achieved an additional 8.4 (p = .070; d = 0.93), 12.2 (p < .001, d = 0.49), and 6.3 min (p = .09, d = 0.47) of moderate-vigorous physical activity (MVPA) over 24 h following a CAB vs CTRL in AM, PM, and BOTH, respectively. Additionally, performing any of the CAB conditions increased the number of steps taken during the school day by an average of 2007 steps (p < .009). Conclusion: Overall, these results demonstrate that CAB improve both on-task behavior and PA levels, regardless of time of day. However, performing two CAB (BOTH) is recommended to derive the greatest improvements in on-task behavior across the school day.

Association of daily and time-segmented physical activity and sedentary behaviour with mental health of school children and adolescents from rural Northeastern Ontario, Canada.

Physical activity (PA) and sedentary behaviour (SED) have been linked to the mental health of children and adolescents, yet the timing of behaviours may play a role in this relationship and clarifying this could inform interventions. We explored cross-sectional associations of PA and SED in varying time segments throughout the school day with the mental health of school-aged children and adolescents from rural Northeastern Ontario, Canada. A total of 161 students (56% female, M = 10.3 years old) wore accelerometers for 8 days (7 nights) and completed a self-report survey (parent reported for children younger than 11). Mental health was measured using the Strengths and Difficulties Questionnaire. Accelerometer-measured SED, light PA (LPA), and moderate and vigorous PA (MVPA) were estimated in the time-segments before school (06:00-08:44), school time (08:45-15:04), after school (15:05-16:59), and evenings (17:00-21:59). Associations were tested with multilevel linear regressions while adjusting for confounding factors. Students spent 72.6 min in MVPA, 209.0 min in LPA, and 621.0 min in SED per day. Daily SED was associated with less conduct problems (ß = -0.27, p < 0.05). Evening LPA was inversely associated with hyperactivity (ß = -1.45, p < 0.05), while SED was associated with hyperactivity and with peer problems before school (ß = 1.70 and ß = 1.01, respectively, p < 0.05), and during school (ß = -0.83 and ß = -0.57, respectively, p < 0.05). No associations were observed for MVPA, emotional symptoms, or prosocial behaviour. In conclusion, displacing SED with LPA in some specific periods of the day may benefit the mental health of students; taking this into account could strengthen interventions.

Injunctive norms as social pressures: Does autonomy support moderate the relationship between injunctive norms and autonomy satisfaction in physical activity?

Objective: Despite the usefulness of social norms for changing behaviour, injunctive norms (i.e., perceptions of what others approve) from significant others tend to be a weak predictor of physical activity (PA) engagement. A potential explanation is that injunctive norms encompass pressuring social influence that undermines autonomous PA engagement. This study examined whether injunctive norms from significant others undermine individuals' autonomy satisfaction during the pursuit of PA engagement, and whether this effect is moderated by the degree to which significant others offer concurrent autonomy support. Design: Online questionnaires. Measures: Participants' perceptions of injunctive norms and autonomy support from significant others, autonomy satisfaction, behaviour regulation, PA intentions, and weekly PA frequency were assessed at baseline (N = 497) and after two weeks (N = 351). Results: Autonomy support positively related to autonomy satisfaction, whereas injunctive norms were negatively related to autonomy satisfaction. Though the statistical significance of interaction effects was inconsistent across results, simple slopes suggested that the negative relationship between injunctive norms and autonomy satisfaction was attenuated at higher levels of autonomy support in models focusing on influence from parents and friends. Conclusion: When promoting others' PA, communicating direct social expectations/pressures may be ineffective.

'If they do it, so can I': a test of a moderated serial mediation model of descriptive norms, self-efficacy, and perceived similarity for predicting physical activity.

OBJECTIVE: Though engaging in physical activity (PA) is associated with several health benefits, physical inactivity rates remain high. Previous research revealed that descriptive norms (i.e., perceptions of others' PA) positively relate to PA intentions/behaviours. This study tested whether self-efficacy mediated the influence of descriptive norms on PA intentions and behaviours, and whether the relationship between descriptive norms and self-efficacy was moderated by perceived similarity with normative referents. DESIGN: Online questionnaires were administered.Measures: Baseline measures included descriptive norms, perceived similarity, self-efficacy, and PA intentions. Weekly PA behaviour frequency was assessed at baseline and two weeks post-baseline. RESULTS: Descriptive norms positively predicted PA behaviour frequency at time 2 indirectly via self-efficacy and PA intentions. These indirect effects were attenuated when baseline PA behaviour frequency was accounted for. There was no support for perceived similarity as a moderator, which may be attributed to a potential ceiling effect or the nature of items used to assess this perception. CONCLUSION: The findings support the notion that individuals may feel more efficacious when they perceive that others are successfully engaging in the targeted task/activity. Future interventions may consider providing descriptive norm messages to individuals who lack self-efficacy or previous PA experience to promote their PA.

A Qualitative Investigation of the Self-Perceived Health Behavior Changes in Seniors After Their Transitions Into a Retirement Home.

PURPOSE/AIMS: It is important for seniors to engage in positive health behaviors to reduce the incidence of health-related consequences associated with aging. The purpose of this research study was to examine self-perceived changes in physical activity, nutrition, and alcohol consumption behaviors of seniors living in a retirement home through consideration of previous behaviors and self-perceptions of behavior changes. DESIGN: A qualitative research design was used for this study. METHODS: Semistructured one-on-one interviews were conducted with 9 Canadian women living in a retirement home. RESULTS: Two key themes, each with 3 subthemes, highlighted the various factors that influenced changes in health behaviors. The 2 themes consisted of (a) aging and adapting and (b) the transition: give a little to gain a lot. CONCLUSIONS: Participants' insights revealed the importance of maintaining a positive attitude, the influence of the social environment on health behaviors, and the nutritional sacrifices of retirement living. Future research should investigate ways in which nurses can assist seniors in enhancing health behaviors throughout transitions into retirement homes.

Can knowledge exchange support the implementation of a health-promoting schools approach? Perceived outcomes of knowledge exchange in the COMPASS study.

BACKGROUND: Despite the potential population-level impact of a health-promoting schools approach, schools face challenges in implementation, indicating a gap between school health research and practice. Knowledge exchange provides an opportunity to reduce this gap; however, there has been limited evaluation of these initiatives. This research explored researchers' and knowledge users' perceptions of outcomes associated with a knowledge exchange initiative within COMPASS, a longitudinal study of Canadian secondary students and schools. Schools received annual tailored summaries of their students' health behaviours and suggestions for action and were linked with knowledge brokers to support them in taking action to improve student health. METHODS: Qualitative semi-structured interviews were conducted with COMPASS researchers (n = 13), school staff (n = 13), and public health stakeholders (n = 4) to explore their experiences with COMPASS knowledge exchange. Key issues included how knowledge users used school-specific findings, perceived outcomes of knowledge exchange, and suggestions for change. RESULTS: Outcomes for both knowledge users and researchers were identified; interestingly, knowledge users attributed more outcomes to using school-specific findings than knowledge brokering. School and public health participants indicated school-specific findings informed their programming and planning. Importantly, knowledge exchange provided a platform for partnerships between researchers, schools, and public health units. Knowledge brokering allowed researchers to gain feedback from knowledge users to enhance the study and a better understanding of the school environment. Interestingly, COMPASS knowledge exchange outcomes aligned with Samdal and Rowling's eight theory-driven implementation components for health-promoting schools. Hence, knowledge exchange may provide a mechanism to help schools implement a health-promoting schools approach. CONCLUSIONS: This research contributes to the limited literature regarding outcomes of knowledge brokering in public health and knowledge exchange in school health research. However, since not all schools engaged in knowledge brokering, and not all schools that engaged discussed these outcomes, further research is needed to determine the amount of engagement required for change and examine the process of COMPASS knowledge brokering to consider how to increase school engagement.

"Now What?" Perceived Factors Influencing Knowledge Exchange in School Health Research.

Increasing the uptake of school health research into practice is pivotal for improving adolescent health. COMPASS, a longitudinal study of Ontario and Alberta secondary students and schools (2012-2021), used a knowledge exchange process to enhance schools' use of research findings. Schools received annual summaries of their students' health behaviors and suggestions for action and were linked with a knowledge broker to support them in making changes to improve student health. The current research explored factors that influenced COMPASS knowledge exchange activities. Semistructured interviews were conducted with researchers (n = 13), school staff (n = 13), and public health stakeholders (n = 4). Interestingly, knowledge users focused more on factors that influenced their use of COMPASS findings than factors that influenced knowledge brokering. The factors identified by participants are similar to those that influence implementation of school health interventions (e.g., importance of school champions, competing priorities, inadequate resources). While knowledge exchange offers a way to reduce the gap between research and practice, schools that need the most support may not engage in knowledge exchange; hence, we must consider how to increase engagement of these schools to ultimately improve student health.

Behavior change techniques in mobile applications for sedentary behavior.

OBJECTIVE: Mobile applications (apps) are increasingly being utilized in health behavior change interventions. To determine the presence of underlying behavior change mechanisms, apps for physical activity have been coded for behavior change techniques (BCTs). However, apps for sedentary behavior have yet to be assessed for BCTs. Thus, the purpose of the present study was to review apps designed to decrease sedentary time and determine the presence of BCTs. METHODS: Systematic searches of the iTunes App and Google Play stores were completed using keyword searches. Two reviewers independently coded free (n = 36) and paid (n = 14) app descriptions using a taxonomy of 93 BCTs (December 2016-January 2017). A subsample (n = 4) of free apps were trialed for one week by the reviewers and coded for the presence of BCTs (February 2017). RESULTS: In the free and paid app descriptions, only 10 of 93 BCTs were present with a mean of 2.42 BCTs (range 0-6) per app. The BCTs coded most frequently were "prompts/cues" (n = 43), "information about health consequences" (n = 31), and "self-monitoring of behavior" (n = 17). For the four free apps that were trialed, three additional BCTs were coded that were not coded in the descriptions: "graded tasks," "focus on past successes," and "behavior substitution." CONCLUSIONS: These sedentary behavior apps have fewer BCTs compared with physical activity apps and traditional (i.e., non-app) physical activity and healthy eating interventions. The present study sheds light on the behavior change potential of sedentary behavior apps and provides practical insight about coding for BCTs in apps.

Modified sprint interval training protocols: physiological and psychological responses to 4 weeks of training.

Sprint interval training (SIT) protocols involving brief (≤15 s) work bouts improve aerobic and anaerobic performance, highlighting peak speed generation as a potentially important adaptive stimulus. To determine the physiological and psychological effects of reducing the SIT work bout duration, while maintaining total exercise and recovery time, 43 healthy males (n = 27) and females (n = 16) trained for 4 weeks (3 times/week) using one of the following running SIT protocols: (i) 30:240 (n = 11; 4-6 × 30-s bouts, 4 min rest); (ii) 15:120 (n = 11; 8-12 × 15-s bouts, 2 min rest); (iii) 5:40 (n = 12; 24-36 × 5-s bouts, 40 s rest); or (iv) served as a nonexercising control (n = 9). Protocols were matched for total work (2-3 min) and rest (16-24 min) durations, as well as the work-to-rest ratio (1:8 s). Pre- and post-training measures included a graded maximal oxygen consumption test, a 5-km time trial, and a 30-s maximal sprint test. Self-efficacy, enjoyment, and intentions were assessed following the last training session. Training improved maximal oxygen consumption (5.5%; P = 0.006) and time-trial performance (5.2%; P = 0.039), with a main effect of time for peak speed (1.7%; P = 0.042), time to peak speed (25%; P < 0.001), and body fat percentage (1.4%; P < 0.001) that appeared to be driven by the training. There were no group effects for self-efficacy (P = 0.926), enjoyment (P = 0.249), or intentions to perform SIT 3 (P = 0.533) or 5 (P = 0.951) times/week. This study effectively demonstrated that the repeated generation of peak speed during brief SIT work bouts sufficiently stimulates adaptive mechanisms promoting increases in aerobic and anaerobic capacity.

Modified sprint interval training protocols. Part II. Psychological responses.

Sprint-interval training (SIT) is a viable method to improve health and fitness. However, researchers have questioned the utility of SIT because of its strenuous nature. The current study aimed to determine if manipulating the sprint and recovery duration, while maintaining the 1:8 work to rest ratio, could uncover a more favourable SIT protocol. Nine healthy active males (age, 23.3 ± 3.0 years; body mass index, 22.4 ± 2.2 kg·m-2; maximal oxygen consumption, 48.9 ± 5.3 mL·kg-1·min-1) participated in 3 experimental running SIT sessions: (i) 30:240 (4 × 30-s efforts, 240-s recovery), (ii) 15:120 (8 × 15-s efforts, 120-s recovery), (iii) 5:40 (24 × 5-s efforts, 40-s recovery), and (iv) a final behavioural choice follow-up session. Affect, intentions, task self-efficacy, enjoyment, and preference were evaluated. Midway through exercise, affect became more positive for 5:40 compared with 30:240 (p < 0.05) and postexercise affect was greater for both 5:40 (p = 0.014) and 15:120 (p = 0.015) compared with 30:240. Participants expressed greater intentions to perform 5:40 3 and 5 times/week compared with 15:120 and 30:240 (p < 0.05). Participants felt more confident in their ability to perform 5:40 (p = 0.001) and 15:120 (p = 0.008) compared with 30:240. The 5:40 session was also rated as more enjoyable than 15:120 (p = 0.025) and 30:240 (p = 0.026). All participants preferred the 5:40 protocol. These data suggest that shorter sprints with more repetitions are perceived as more enjoyable and lead to greater intentions to engage in SIT.

Physical activity policies and legislation in schools: a systematic review.

CONTEXT: Current physical activity levels of youth are alarmingly low. One way to promote higher levels of physical activity to youth is through school-based government policies. The current review examines evaluation of school-based physical activity policies for youth over the past 10 years. EVIDENCE ACQUISITION: Articles included met the following criteria: was an original research study published in an academic journal in English; examined or was related to physical activity behavior; applied to a youth population in a school setting; highlighted a law, bill, or policy reflective of physical activity based on government initiatives; and involved an evaluation. After searching five databases in January 2011, a total of 13 articles were selected for inclusion. EVIDENCE SYNTHESIS: All policies came from the U.S.; seven studies highlighted the federal Child Nutrition and Women, Infants, and Children Reauthorization Act of 2004 whereas the other six studies highlighted state-level policies dealing with safe routes to schools, physical activity-only initiatives, or physical activity as well as other initiatives. Eight articles evaluated policy implementation, three examined policy implementation and impact, and two articles considered only policy impact. CONCLUSIONS: This evaluation of the impact of policies on school-based physical activity indicates that such policies can affect health outcomes, specifically by increasing levels of physical activity. This study highlights the value of policy reform and calls attention to the need for independent evaluation of such policies.

Interaction of perceived neighborhood walkability and self-efficacy on physical activity.

OBJECTIVES: Few social ecological studies have considered the joint effects of intrapersonal and environmental influences on physical activity. This study investigated the interaction of self-efficacy and perceived neighborhood walkability in predicting neighborhood-based physical activity and how this relationship varied by gender and body mass index. METHODS: Data were derived from a cross-sectional investigation of environmental and psychosocial correlates of physical activity among adults (n = 585). Participants completed a detailed 7-day physical activity log booklet, along with a questionnaire that included measures of neighborhood walkability, self-efficacy, and several sociodemographic items. Factorial analysis of variance tests were used to examine the main effects of and interaction between walkability and self-efficacy. RESULTS: In predicting neighborhood-based physical activity, significant interactions were observed between self-efficacy and neighborhood walkability for females (but not for males) and for overweight/obese participants (but not for healthy weight individuals). Women and overweight/obese individuals with low self-efficacy demonstrated substantially greater physical activity when living in a high walkable neighborhood. CONCLUSIONS: Physical activity research and promotion efforts should take into account both environmental and personal factors and the interrelationships between them that influence active living.

A multilevel examination of school and student characteristics associated with moderate and high levels of physical activity among elementary school students (Ontario, Canada).

OBJECTIVES: Schools represent an important environment for physical activity (PA) promotion among youth. Schools can promote PA through policies and programs but our understanding of how these school characteristics associate with student PA levels is largely unknown. Developing this understanding is critical for implementing new prevention interventions. The aim of this study was to identify the school- and student-related characteristics associated with moderate and high levels of PA in a sample of Ontario elementary schools. METHODS: Using multi-level logistic regression analyses, we explored the school- and student-level characteristics associated with being moderately and highly active using data collected from administrators and from students in grades 5 to 8 at 30 elementary schools in Ontario. Students' PA levels, sex, grade, and the number of physical education classes per week were linked to school environment data--specifically, a school's chosen implementation model for daily physical activity and whether it offers intramural and interschool PA programming. RESULTS: Findings indicate that there was significant between-school variation for being moderately and highly active. Students were less likely to be moderately or highly active if they attended a school offering interschool PA programming. An important student characteristic positively associated with student PA levels included participating in at least two physical education classes per week. CONCLUSION: The residual differences in PA by school suggest that school-level characteristics facilitate higher levels of student PA beyond individual-level factors. Although most variation in student PA lies between students within schools, there is sufficient between-school variation to be of interest to practitioners and policy-makers.

Ontario's daily physical activity policy for elementary schools: is everything in place for success?

OBJECTIVES: The development, implementation, and evaluation of policies may play an important role in promoting health behaviours such as physical activity. The Ontario Ministry of Education (OME) recently mandated Memorandum No. 138 requiring daily physical activity (DPA) for Ontario elementary students in grades one through eight. The purpose of this paper is to examine implementation strategies. METHODS: Hogwood and Gunn's 10 preconditions for "perfect implementation" are used to examine publicly available Ministry DPA policy documents to assess whether these implementation strategies have been considered in the policy documents. RESULTS: Several preconditions (e.g., allocation of resources, task specification) appear to have been considered, however a number of preconditions (e.g., the sustainability of resources, extent to which the policy is valued, and evaluation plans) thought to be important require additional attention to ensure optimal DPA implementation. CONCLUSIONS: Additional reflection upon Hogwood and Gunn's implementation preconditions would, in our opinion, assist in facilitating optimal DPA implementation as per Memorandum No. 138.

Using an analytic framework to identify potential targets and strategies for ecologically based physical activity interventions in middle schools.

The objective was to demonstrate the value of applying an ecological analytic framework to formative data in conjunction with ecological planning frameworks (e.g., intervention mapping) to ensure a high degree of ecological program integration as illustrated through a physical activity program for students in middle school. Eight focus groups were conducted with 38 students in four schools to examine student perceptions of who or what in their school made it easy or difficult for students to be physically active. Qualitative data were used to identify potential intervention targets according to the analytic framework. Frequency analysis revealed that most identified physical activity barriers/facilitators were associated with organization (59.4%) targets. Five different intervention strategies were identified, with organizational modification being most popular. Applying the analytic framework to formative data enabled us to identify potential targets, strategies, and activities for an ecologically based physical-activity-promotion program relevant to the priority population.

Social-ecological correlates of active commuting to school among high school students.

PURPOSE: It has been suggested that health benefits from physical activity may be accrued through active commuting to school. Considering that active commuting is modifiable via policy and that there is limited research examining active commuting among high school students, this is a domain that warrants further investigation. The purpose of this study is to explore the relationships between demographic, behavioral, social/psychological, and environmental correlates of active commuting to school among a sample of high school students. METHODS: Students (N = 21,345) from 76 Ontario high schools (grades 9-12) completed the School Health Action, Planning and Evaluation System Physical Activity Module between 2005-2006. Demographic (gender, grade, body mass index), behavioral (smoking status, physical activity, sedentary time), social/psychological (perceived athletic ability, weight status, parental encouragement), and environmental (school location, type, weather) predictors of active commuting (daily or mixed mode) were assessed. RESULTS: Only 42.5% of high school students reported actively commuting to school. Students were less likely to actively commute to school if they were girls, in grade 12, smoked daily, were low-moderate in physical activity, or attended a rural school. CONCLUSIONS: Patterns of active commuting to school are influenced by multiple factors, some of which are modifiable through intervention. This has important implications for future school-based programming designed to enhance health and physical activity of adolescents through using active modes of transportation to school.

Perceived community environment and physical activity involvement in a northern-rural Aboriginal community.

BACKGROUND: Type 2 diabetes disproportionately affects Aboriginal peoples in Canada. Ample evidence shows that regular physical activity (PA) plays an important role in the prevention and treatment of type 2 diabetes. Evidence is beginning to emerge linking PA to the physical environment but little is known about the relationship between remote rural environments and PA involvement in Aboriginal peoples. This study's purpose was to investigate the relationship between perceptions of the environment and PA and walking patterns in Aboriginal adults in order to inform the planning and implementation of community-relevant PA interventions. METHODS: Two hundred and sixty three residents (133 women, mean age = 35.6 years, SD = 12.3 and 130 men, mean age = 37.2 years, SD = 13.1) from Moose Factory, Ontario were asked about environmental factors related to walking and PA involvement. Survey items were drawn from standardized, validated questionnaires. Descriptive statistics (means, standard deviations, percentages) were calculated. A series of hierarchical multiple regressions were performed to determine associations between walking and overall PA with perceived environmental variables. RESULTS: Hierarchical multiple regression to predict walking revealed significant associations between walking and perceived safety and aesthetics. Owning home exercise equipment predicted strenuous PA. Different aspects of the physical environment appear to influence different types of physical activities. The significant amount of variance in behaviour accounted for by perceived environmental variables (5.3% walking) included safety, aesthetics, convenience, owning home exercise equipment and comfortable shoes for walking. CONCLUSION: Results suggest that a supportive physical environment is important for PA involvement and that walking and activities of different intensity appear to be mediated by different perceived environmental variables. Implications for PA promotion in rural environments where Aboriginal people face many unique environmental features (e.g., bears, mosquitoes, extreme cold) are discussed.