Search

The "11 for Health in Denmark" in‐school educational football program has shown to have numerous positive physiological and psychological effects in 10‐ to 12‐year‐old schoolchildren. A key part of the successful application of the program, however, has not yet been examined, namely the motivational processes underlying participation and behavioral changes. This study examined such motivational processes (i.e., autonomous motivation, beliefs, and intentions) using the trans‐contextual model (TCM) and investigated if the 11 for Health in Denmark program increased intentions to participate in physical activity (PA) outside of school in 10‐ to 12‐year‐old schoolchildren. Using a web‐based questionnaire, Danish‐speaking schoolchildren (N = 276 [boys, 50.4%]; Mage = 10.44, SD = 0.35) from three schools and seven classes completed TCM‐based questionnaires at three time‐points (weeks 0, 1, and 5) while participating in the 11 for Health in Denmark program. Single‐indicator structural equation modeling was performed to examine goodness‐of‐fit and parameter estimates. A path analysis using maximum likelihood estimation was used to test the direct and indirect effects of the TCM model. The results partly supported a mediation sequence, as we found significant direct effects in eight of 13 motivational variables (β = −0.25–0.83, p < 0.05), indirect effects in one of nine variables (β = 0.15, p < 0.01), but no effects with regard to PA behavior. Findings provide evidence for a motivational link between Danish‐speaking schoolchildren's autonomous and controlled motivation from in school to out of school, and may inform future interventions promoting motivation and participation in out of school PA. [ABSTRACT FROM AUTHOR]

The "11 for Health in Denmark" concept aims to enhance 10–12‐year‐old schoolchildren's physical activity levels and health knowledge through an 11‐week football intervention and has been shown to induce positive effects in numerous areas. However, little is known about the implementation facilitation of this concept in schools. This case study therefore aims to gain a deeper understanding of the implementation facilitation of "11 for Health" in a Danish 5th grade class comprising 22 schoolchildren (12 boys and 10 girls, Mage 11.86±) and one teacher. Data were derived from multiple school situations using photographs and videos, observations, and informal interviews. Five themes were identified: (1) environmental and organizational factors impacting on the implementation; (2) familiarization with the concept for the teacher and schoolchildren; (3) previous clique formation; (4) the central role of the teacher; and (5) the importance of how praise partners are allocated. We found high adherence to the "11 for Health" concept, in which the teacher played a key role by applying an autonomy‐supportive style of teaching and using the praise partner concept in a suitable manner. A clique of football‐playing boys was a resource, as their praising of classmates encouraged adherence. However, familiarization with the "11 for Health" concept was a challenge and the clique's competitive nature occasionally built barriers to other schoolchildren without football experience, potentially leading to a more controlled form of motivation. Based on the results, we encourage teachers to apply autonomy‐supportive teaching when applying the "11 for Health" concept. [ABSTRACT FROM AUTHOR]

ObjectivesOur large-scale cluster randomised controlled trial aimed to investigate the effects on health knowledge and enjoyment of an 11 week 'health education through football' programme for children aged 10-12 years old. Methods 3127 Danish school children (49% girls) aged 10-12 years from a total of 154 schools located in 63% of the Danish municipalities (69 of 98) took part in the analysis. A 5:1 cluster randomisation was performed at school level for the intervention group (IG) or the control group (CG). The twice-weekly 45 min intervention was the '11 for Health in Denmark' programme, which includes health education, football drills and small-sided games. The health education element focused on hygiene, nutrition, physical activity and well-being. Outcomes: The participants completed a 34-item multiple-choice computer-based health knowledge questionnaire preintervention and postintervention. IG also evaluated whether the programme was enjoyable. Results Between-group differences (p<0.05) were observed in overall health knowledge in favour of IG (+7.2% points, 95% CI 6.1% to 8.4%, effect size, ES:0.59), with similar effects for girls (+7.4% points, 95% CI 5.9% to 9.0%, ES:0.57) and for boys (+7.0% points, 95% CI 5.3% to 8.7%, p<0.05, ES:0.51). Marked between-group differences were observed in favour of IG, for health knowledge related to hygiene (IG vs CG:+13.9% points, 95% CI 11.1% to 16.7%, ES:0.53), nutrition (+10.3% points, 95% CI 8.5% to 12.1%, ES:0.53), physical activity (+5.9% points, 95% CI 4.1% to 7.7%, ES:0.36) and well-being (+4.4% points, 95% CI 2.7% to 6.1%, ES:0.28). Both girls and boys gave the programme moderate to high scores for enjoyment (3.6±1.0 and 3.7±1.1, respectively). Conclusion Health education through sport, using the '11 for Health' model, was enjoyable for girls and boys aged 10-12 years old, and improved health knowledge related to hygiene, nutrition, physical activity and well-being. [ABSTRACT FROM AUTHOR]

Background: The present study investigates the well‐being effects for 10‐ to 12‐year‐old children who participated in the school‐based intervention "11 for Health in Denmark," which comprises physical activity (PA) and health education. Subgroup analyses were carried out for boys and girls. Method: Three thousand sixty‐one children were randomly assigned to an intervention group (IG) or a control group (CG) by 5:1 cluster randomization by school. 2533 children (mean age 11.5 ± 0.4; 49.7% boys) were assigned to IG and 528 children (mean age 11.4 ± 0.5; 50.8% boys) were assigned to CG. IG participated in the "11 for Health in Denmark" 11‐week program, consisting of 2 × 45 min per week of football drills, small‐sided games, and health education. CG did not participate in any intervention and continued with their regular education. Before and after the intervention period, both groups answered a shortened version of the multidimensional well‐being questionnaire KIDSCREEN‐27. Results: The "11 for Health in Denmark" intervention program had a positive effect on physical well‐being in girls (IG: 48.6 ± 8.5 to 50.2 ± 9.3), whereas the improvement was not significant in boys. The program also had a positive impact on well‐being scores for peers and social support (IG: 50.2 ± 10.2 to 50.8 ± 10.1), though when analyzed separately in the subgroups of boys and girls the changes were not significant. No between‐group differences were found for psychological well‐being or school environment. Conclusion: The intervention program had a positive between‐group effect on physical well‐being in girls, whereas the change was not significant in boys. The overall scores for peers and social support improved during the intervention period, but no subgroup differences were found. [ABSTRACT FROM AUTHOR]

Aims: To investigate the relationship between volition, physical activity and weight loss maintenance. Methods: We recruited 84 sedentary (maximal oxygen uptake: 25 ± 5 ml/min), overweight and obese (Body mass index (BMI) 38 ± 7 m/h2, fat 44 ± 7 %) women (n = 55) and men (n = 29) for an interdisciplinary prospective study with follow-up. The change in lifestyle and weight loss is promoted via a 3-month intensive lifestyle intervention at a private health school. The intervention consists of supervised training (1–3 hours/day), a healthy hypo-caloric diet (−500 to −700 kCal/day) and education in healthy lifestyle in classes/groups. The participants’ body weight and composition (Dual Energy X-ray absorptiometry), volitional skills (questionnaire), physical activity level (heart rate accelerometer/questionnaire) and maximal oxygen uptake (indirect calorimetry) are to be monitored before, after, and 3 and 12 months after the intervention. Results: At the 12-month follow-up, three different groups will be established: Clinical weight loss maintenance (> 10% weight loss from baseline), moderate weight loss maintenance (1–10% weight loss) and no weight loss (or weight regain). A linear mixed model analysis will be used to compare levels of volitional skills, physical activity and maximal oxygen uptake over time, between the three groups. Correlational analyses will be used to investigate possible associations between volition, maximal oxygen uptake, physical activity level and weight loss maintenance. Conclusions: If specific volitional skills are identified as predictors of adherence to physical activity and success in clinical weight loss maintenance, these can be trained in future intensive lifestyle interventions in order to optimize the success rate. [ABSTRACT FROM AUTHOR]

This study investigates the enjoyment and cohesion of school children participating in a school-based high-intensity physical activity (PA) intervention. Both enjoyment and cohesion have been found to be important factors for adherence to regular physical and sport activity, an important outcome of PA interventions. The sample consisted of 300 pupils (mean age: 9.3 years; 52.7% female) assigned to a team sport intervention, an individual sport intervention, or a control group for 10 months. The Physical Activity Enjoyment Scale and Youth Sport Environment Questionnaire were used to measure enjoyment and cohesion. The Yo-Yo IR1C test determined fitness improvements. Results showed that enjoyment and cohesion (social) measured at the beginning of the intervention significantly predict fitness improvements achieved after 10 months. No differing developmental effects over time could be found in the intervention groups with regard to cohesion and enjoyment when comparing them to the control group. However, enjoyment and cohesion (social) significantly decreased in the groups that performed individual sports. Team sports seem to be more advantageous for the development of enjoyment and cohesion, which are both factors that positively impact the health outcomes of the intervention. [ABSTRACT FROM PUBLISHER]

Flow is a rewarding psychological state that motivates individuals to repeat activities. This study explored healthcare workers' flow experiences during a workplace exercise intervention. Seventy-nine females were assigned to either a 12-week football or Zumba exercise intervention and their flow experiences were assessed at the beginning, midway and at the end of the intervention. The results showed that both intervention groups experienced medium levels of flow and an increase in flow values over time. A significant positive correlation between experiencing flow midway through the intervention and adherence to regular physical activity 18 weeks after the end of the intervention was found. Furthermore, repeated measures throughout the intervention period showed a significantly different development of flow values over time for the adherers and nonadherers. Flow therefore may be of importance for adherence to regular workplace physical activity. Future research needs to investigate the importance of flow in other physical activity settings, especially also for male participants. [ABSTRACT FROM AUTHOR]

Objectives To situate the current status of accreditation in four key international societies, ASPASP, FEPSAC, AASP, and ISSP, in a historical backdrop and then to draw on these approaches to propose future directions and developments relating to practical standards. Design A review of the origins and current status of accreditation in four international sport psychology societies is utilized to situate the recent prominence of professional standards and the importance of these in our global professional community. This review is written temporally from past, to present, to future prospects. Method A presentation of societal accreditation foci is situated temporally using the following structure: (a) emergence and historical backdrop from each society, (b) emergence and reasoning for accreditation, (c) current societal standards/status of accreditation, (d) future developments in the society's accreditation system, and (e) reflections and recommendations for global standards, with suggestions of how this might be accomplished. Results The presentation of scholarship is intended to serve as a form of advocacy for improved accreditation standards within the global professional community. The societal perspectives call for a balance between localized cultural infusion and proposed global guidelines upon which professionals might meet a converged reasonable practice threshold. Conclusions Sport psychology accreditation is increasingly important as the applied realm of this profession spans community physical activity/recreation, and developmental and elite/professional sport. Accredited practices must integrate universal and local approaches. [ABSTRACT FROM AUTHOR]