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Background. The transtheoretical model (TTM) views individual behavioral change as a nonlinear, dynamic process, which is consistent with the complex nature of physical activity (PA) in children and adolescents. However, within this theoretical framework, the elements that facilitate the behavioral change in PA in children and adolescents need to be further explored. Objective. A systematic review of research related to TTM-based exploration of the elements of behavioral change in PA in children and adolescents, an analysis of the strengths and weaknesses in practice, and an outlook for future research. Materials and Methods. After computer searches of the CNKI, Wan-Fang, VIP, WOS, PubMed, and EBSCO databases, two researchers independently screened articles, extracted information, and evaluated the quality of the articles. Results. A total of 25 articles (26 studies) of medium- to high-quality were included in the systematic review. The meta-analysis included 30,106 children and adolescents aged 11.24 to 17.7 years. The counter-conditioning and self-liberation of the process of change, self-efficacy and decisional balance are key elements that facilitate the transition of the PA stage in children and adolescents. Extramodel psychological variables such as exercise motivation play a moderate to large role in the PA stage transition. In addition, VPA is an important discriminator of PA stage transition in children and adolescents. Conclusion. It is recommended that interventions be designed according to the key elements of behavioral change in order to better facilitate the PA stage transition of children and adolescents. [ABSTRACT FROM AUTHOR]

Objective: The aim of this paper is to provide a systematic review of research on physical exercise in real-world settings on executive function of typical children and adolescents. Methods: The CNKI, WOS, PubMed, ScienceDirect, and SPORTDiscus databases were searched by computer. Two researchers independently screened the literature, extracted data, and evaluated the risk of bias in the included literature. Statistical analysis was performed using frequency and percentage and the χ2 test. Results: A total of 49 articles was included. Acute (moderate intensity lasting 30–50 min) and long-term (interventions of moderate intensity of 30–50 min at least 3 times a week for 17 weeks or more) physical exercises in real-world settings have positive intervention effects on executive function. Furthermore, for acute interventions, closed skills are more efficient for inhibitory control, open skills are more efficient for working memory and cognitive flexibility, and open-continuous and closed-sequential skills are the most efficient; long-term interventions with open skills, sequential skills, and open-sequential skills are more effective. Conclusion: Physical exercise in real-world settings has a good promotion effect on typical children and adolescents, and motor skills with open and/or sequential attributes are more helpful in improving executive function. [ABSTRACT FROM AUTHOR]

Research findings on the application of the transtheoretical model (TTM) to physical activity in children and adolescents have been inconsistent, indicating that the relationships between structural elements in the TTM are unclear. We conducted a database search to collect TTM-based cross-sectional studies and used a meta-analysis to explore the relationships between processes of change (POC), self-efficacy (SEI), decisional balance (DBL), and stages of change in children and adolescents. Meta-analysis results of 16 articles showed that physical activity stage changes in children and adolescents were associated with POC, SEI, and DBL, and that POC, SEI, and DBL had distinct stage characteristics. Thus, POC, SEI, and DBL differ in the extent to which they play a role in adjacent stage transitions in the physical activity of children and adolescents. We recommend that stage-matched intervention strategies be developed based on key elements of adjacent stage transitions. [ABSTRACT FROM AUTHOR]