Objective: To examine the associations between self-reported screen time and symptoms of stress, anxiety, and depression in adolescents.

O objetivo do presente estudo foi verificar os efeitos de 12 semanas de um programa para promoção da atividade física nos indicadores de saúde mental de adolescentes. A amostra foi composta por adolescentes de ambos os sexos com idades entre 12 e 15 anos, os quais foram alocados em grupo intervenção ou grupo controle. O programa de intervenção incluía os seguintes componentes: sessões de atividade física na escola; incentivo a prática de atividade física fora do ambiente escolar; orientações sobre estilo de vida saudável. Os indicadores de saúde mental analisados ​​foram: sintomas de ansiedade e depressão, qualidade do sono e bem-estar psicológico. Os efeitos da intervenção nas variáveis ​​de resultados foram analisados ​​mediante ANOVA para medidas repetidas. A comparação intergrupos foi realizada pela análise de covariância. Foi adotado um nível de significância de p<0,05. Após 12 semanas, a intervenção em grupo apresentou diminuição significativa da pontuação média do sono (diferença média: -0,96, IC 95%: -1,8; -0,09), sintomas de ansiedade (diferença média: -1,7, IC 95%: -2,9; -0,64) e depressão (diferença média:-1,5, IC 95%: -2,5; -0,56) em comparação aolinha de base. Nas comparações intergrupos, foi observado um efeito significativo favorável à intervenção em grupo para os sintomas de depressão (-2,39; IC 95%: -4,68; -0,11). Para o controle do grupo, não foram identificados diferenças nos indicadores de saúde mental entre os momentos. Conclui-se que 12 semanas de intervenção de um programa para a promoção da atividade física promoveu uma melhora significativa nos indicadores de saúde mental nos adolescentes do grupo de intervenção.

Health-related quality of life (HRQoL) is a multidimensional construct that encompasses physical, emotional, psychological, and social domains, according to an individual’s perception. Studies have indicated that lifestyle-related factors, such as engaging in physical activity (PA), reducing screen time (ST), and maintaining adequate sleep duration, may contribute to improved HRQoL in adolescents. The present study aimed to examine the associations of the 24 h movement behaviors (PA, ST, and sleep duration) with physical and psychological well-being, and HRQoL in adolescents. This study included 746 adolescents of both sexes, aged 11 to 15 years, enrolled in public schools. Sleep duration was assessed through a specific question related to habitual bedtime and wake-up time. ST was evaluated using a question regarding the daily time spent using recreational electronic devices. PA was measured using accelerometers (ActiGraph GT3X-BT). The KIDSCREEN questionnaire was used to assess physical and psychological well-being and HRQoL. Generalized linear models were used for statistical analysis. Significant associations were observed between meeting sleep duration recommendations and higher HRQoL scores (β = 1.05, 95% CI: 1.01–1.08), as well as psychological well-being (β = 1.07, 95% CI: 1.03–1.11). Additionally, adherence to ST recommendations was significantly associated with higher physical well-being scores (β = 1.07, 95% CI: 1.01–1.14). Concerning the combination of adherence to guidelines, meeting both sleep duration and ST recommendations was significantly associated with higher HRQoL scores (β = 1.08, 95% CI: 1.02–1.15), physical well-being (β = 1.11, 95% CI: 1.03–1.21), and psychological well-being (β = 1.09, 95% CI: 1.01–1.18). The findings of this study highlight the importance of adhering to the 24 h movement guidelines, which may contribute to improved adolescent well-being.

Participation in regular physical activity (PA) is associated with numerous health benefits, including improvement in adolescents’ mental health. The current study aimed to assess the effects of a 12-week physical activity intervention on psychological symptoms of adolescents. The sample of this controlled randomized study was composed by 150 adolescents aged 12 to 15 years old. PA intervention is an adaptation of the ActTeens Program, which includes structured PA sessions delivered during Physical Education classes. The Strengths and Difficulties Questionnaire (SDQ) was used to measure psychological symptoms. To analyze the effects of the intervention on psychological symptoms, generalized estimating equations (GEEs) models were constructed. After 12 weeks, there were no significant intervention effects for emotional problems (mean difference: −0.14; 95% IC: −1.1–0.82), conduct problems (mean difference: 0.14; 95% IC: −0.6–0.8), attention deficit/hyperactivity disorder (mean difference: −0.66; 95% IC: −1.4–0.1), peer problems (mean difference: 0.2; 95% IC: −0.6–1.0), prosocial behavior (mean difference: 0.00; 95% IC: −0.8; 0.8) and overall mental health score (mean difference: 0.15; 95% IC: −2.0; 2.3). No improvement in psychological symptoms was observed after 12 weeks of PA intervention. Future studies should explore how PA in different dimensions and contexts may impact positively on adolescents’ mental health.

INTRODUÇÃO: O Programa Residência Pedagógica objetiva aperfeiçoar a formação prática nos cursos de licenciatura, proporcionando uma imersão do acadêmico na escola de Educação Básica. OBJETIVO: Relatar as experiências vivenciadas por uma residente nos primeiros seis meses do Programa Residência Pedagógica de um curso de Educação Física, frente aos desafios da pandemia de COVID-19 para a formação inicial docente. MÉTODOS: O programa foi realizado em uma escola-campo na cidade de Ourinhos (SP) e contou com a participação de 10 residentes que desenvolveram atividades para alunos do 4º e 5º ano do Ensino Fundamental. O cronograma do primeiro módulo foi dividido em três etapas: (A) ambientação, (B) observação estruturada e (C) regência. RESULTADOS: A pandemia de COVID-19 resultou em um processo de regência através do ensino remoto, o que causou certa insegurança e a adaptação do ponto de vista da residente autora. Entretanto, a preparação das etapas de ambientação e observações auxiliaram de forma efetiva a construção do processo de regência. A regência foi dinâmica e encorajadora, e incentivou a atuação no âmbito da Educação Física Escolar. CONCLUSÃO: Apesar das dificuldades encontradas no ensino remoto, todas as experiências vivenciadas pela autora deste relato durante o primeiro módulo do programa contribuíram de forma crucial para a sua formação inicial. Initial teacher training during the pandemic: an experience report of a resident from the Pedagogical Residency Program in Physical Education.BACKGROUND: The Pedagogical Residency Program aims to improve practical training in undergraduate courses, providing academic immersion in the Basic Education school. OBJECTIVE: To report the experiences of a resident in the first six months of the Pedagogical Residency Program of a Physical Education course, facing the challenges of the COVID-19 pandemic for initial teacher training. METHODS: The program was carried out in a country school in the city of Ourinhos, SP, Brazil, and had the participation of 10 residents who developed activities for students from the 4th and 5th years of elementary school. The schedule of the first module was divided into three stages: (A) setting, (B) structured observation and (C) conducting. RESULTS: The COVID-19 pandemic resulted in a process of conducting through remote learning, which caused some insecurity and adaptation from the resident author’s point of view. However, the preparation of the stages of setting and observations effectively helped the construction of the conducting process. The regency was dynamic and encouraging, and encouraged action in the context of Physical Education at School. CONCLUSION: Despite the difficulties encountered in remote education, all the experiences lived by the author of this report during the first module of the program contributed crucially to her initial training.