There is growing evidence that physical activity (PA) is beneficial for the mental health of young people. One area that has been widely examined is the impact of PA on ‘the self’, which is a term that encompasses a range of specific and related terms (e.g. self-esteem, self-efficacy, self-perceptions). There is evidence that PA is strongly associated with ‘the self’ in childhood and beyond. However, the impact of the specific PA of resistance training (RT) is not yet clear. The purpose of this review was to advance knowledge on the potential of RT for enhancing mental health by examining the effect of RT interventions on ‘the self’ in youth. This systematic review followed the PRISMA guidelines (PROSPERO registration number CRD42016038365). Electronic literature databases were searched from the year of their inception to October 2018. The search included English language articles that examined the effect of isolated RT on the broad term of ‘the self’ in youth, with participants of school age (5–18 years). Data were extracted using an electronic form by one reviewer with 10% conducted by a second reviewer. The ‘Quality Assessment Tool for Quantitative Studies’ was used to assess the quality and risk of bias and was conducted by two reviewers. From seven peer-reviewed studies, ten data sets were included exploring seven outcomes related to ‘the self’ in participants aged between 10 and 16 years. Four of these studies (including seven data sets) were combined in a meta-analysis, with results from the remaining three studies reported separately. Significant intervention effects were identified for resistance training self-efficacy (Hedges’ g = 0.538, 95% CI 0.254 to 0.822, P < 0.001), physical strength (Hedges’ g = 0.289, 95% CI 0.067 to 0.511, P = 0.011), physical self-worth (Hedges’ g = 0.319, 95% CI 0.114 to 0.523, P = 0.002) and global self-worth (Hedges’ g = 0.409, 95% 0.149 to 0.669, P = 0.002). Although not statistically significant, the effect sizes for the remaining three outcomes were body attractiveness (Hedges’ g = 0.211, 95% CI − 0.031 to 0.454, P = 0.087), physical condition (Hedges’ g = 0.089, 95% CI − 0.238 to 0.417, P = 0.593) and sport competence (Hedges’ g = 0.004, 95% CI − 0.218 to 0.225, P = 0.974). There was variable quality of studies, with just two studies being classified as ‘strong’. This is the first review to synthesise research on the effects of isolated RT interventions on ‘the self’. The findings indicate that RT has a positive impact on some aspects of ‘the self’ in youth. More high-quality studies should be conducted to further investigate this topic. If validated, this type of intervention could have a positive impact on ‘the self’ and ultimately improve the health of individuals not only during childhood but as they progress through life.

Fundamental movement skills (FMS) are strongly related to physical activity (PA) in childhood and beyond. To develop FMS, resistance training (RT) may be a favourable intervention strategy. The purpose of this meta-analysis was to systematically examine the effect of RT interventions on FMS in youth. Meta-analysis followed the PRISMA guidelines (Prospero registration number CRD42016038365). Electronic literature databases were searched from the year of their inception up to and including June 2017. The search strategy aimed to return studies that included product and process-oriented measures as a means of assessing FMS. Studies from English language peer-reviewed published articles that examined the effect of RT on indicators of FMS in youth, with participants of school age (5–18 years) were included. Thirty-three data sets were included exploring five outcomes related to FMS. Studies included only reported product-oriented outcomes. Significant intervention effects were identified for: sprint (Hedges’ g = 0.292, 95% CI 0.017 to 0.567, P = 0.038), squat jump (Hedges’ g = 0.730, 95% CI 0.374 to 1.085, P = < 0.001), standing long jump (Hedges’ g = 0.298, 95% CI 0.096 to 0.499, P = 0.004), throw (Hedges’ g = 0.405, 95% CI 0.094 to 0.717, P = 0.011) and vertical jump (Hedges’ g = 0.407, 95% CI 0.251 to 0.564, P = < 0.001). There was variable quality of studies, with 33.3% being classified as ‘strong’. RT has a positive impact on indicators of FMS in youth but more high-quality studies should be conducted to further investigate the role RT may play in the development of FMS. Additionally, to more comprehensively evaluate the impact of RT on FMS, there is a need for FMS assessments that measure both process- and product-oriented outcomes.

Yoga is used widely as a therapeutic tool for physical and mental well-being. The mind-body activity could be an inclusive and cost-effective intervention used within schools to help tackle the mental health crisis in youth populations. To date, research has focused on mainly neurotypical youth populations. However, greater acknowledgement of the impact for neurodiverse youth populations is warranted. Therefore, the aim of this scoping review is to understand what is known about the relationships between yoga in schools and mental health and cognition in neurotypical and neurodiverse youth populations. Methods: This review followed O’Malley and Arskey’s methodological framework. A comprehensive database search using fundamental keywords and index terms was conducted. Screening was carried out in Covidence^TM software. Results: Substantial evidence to support the use of school-based yoga programmes for the improvement of anxiety, self-concept, resilience, depression, self-esteem, subjective and psychological well-being, executive function, inhibition, working memory, attention and academic performance in neurotypical populations was found. Evidence to support school-based yoga programmes in neurodiverse populations with improvements in self-concept, subjective well-being, executive function, academic performance and attention was also found. Conclusions: The findings support the provision of yoga in schools to improve mental health and cognition whilst also creating clear pathways for future research and school-based yoga intervention development.

There has been a rise in research into obesity prevention and treatment programmes in youth, including the effectiveness of resistance-based exercise. The purpose of this meta-analysis was to examine the effect of resistance training interventions on weight status in youth. Meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and was registered on PROSPERO (registration number CRD42016038365). Eligible studies were from English language peer-reviewed published articles. Searches were conducted in seven databases between May 2016 and June 2017. Studies were included that examined the effect of resistance training on weight status in youth, with participants of school age (5–18 years). There were 24 complete sets of data from 18 controlled trials (CTs) which explored 8 outcomes related to weight status. Significant, small effect sizes were identified for body fat% (Hedges’ g = 0.215, 95% CI 0.059 to 0.371, P = 0.007) and skinfolds (Hedges’ g = 0.274, 95% CI 0.066 to 0.483, P = 0.01). Effect sizes were not significant for: body mass (Hedges’ g = 0.043, 95% CI − 0.103 to 0.189, P = 0.564), body mass index (Hedges’ g = 0.024, 95% CI − 0.205 to 0.253, P = 0.838), fat-free mass (Hedges’ g = 0.073, 95% CI − 0.169 to 0.316, P = 0.554), fat mass (Hedges’ g = 0.180, 95% CI − 0.090 to 0.451, P = 0.192), lean mass (Hedges’ g = 0.089, 95% CI − 0.122 to 0.301, P = 0.408) or waist circumference (Hedges’ g = 0.209, 95% CI − 0.075 to 0.494, P = 0.149). The results of this meta-analysis suggest that an isolated resistance training intervention may have an effect on weight status in youth. Overall, more quality research should be undertaken to investigate the impact of resistance training in youth as it could have a role to play in the treatment and prevention of obesity.

Introduction: Mental health and well-being is a relatively under-researched area in rugby, especially outside the elite men’s game. Evidence suggests that physical activity and sports benefit mental health and well-being, and rugby provides health-enhancing moderate-to-vigorous physical activity. Objective: This cross-sectional study used an online approach and engaged national rugby governing bodies to understand adult rugby players’ mental health and well-being and increase the diversity of the current evidence base. Results: 500 rugby players completed an online survey. 44% of participants identified as female, and 55% as male. The UK (67%), Ireland (15%) and South Africa (12%) were the countries with the highest representation. 71% of participants were amateur players, with elite players making up 20% of the population. 87% of players participated in contact forms of the game, with 9% predominantly playing non-contact rugby. Over 50% of participants reported that rugby impacted ‘extremely’ positively on both their mental health and well-being. Based on the Kessler psychological distress scale (K10), 57.8% of all respondents belonged to the ‘psychologically well’ group. Males were more likely to belong to this group than females (p=0.01). Non-contact and amateur players had lower scores of psychological distress than contact and professional players (p=0.001 and p=0.006), respectively. Non-contact players had higher well-being (Short Warwick-Edinburgh Mental Well-being Scale) scores than contact players (p<0.001). Conclusion: This study provides new insights into the mental health and well-being of a diverse group of rugby players.

Yoga is used widely as a therapeutic tool for physical and mental well-being. However, greater understanding of the effect yoga may have on young people who require additional support for learning is warranted. Therefore, the aim of the present study was to assess the feasibility of delivering and evaluating an 8-week school-based yoga program targeted to children with additional support needs in a mainstream primary school. Data were collected from 11 pupils (aged 4–12) with additional support needs. The Behavior Rating Inventory of Executive Function and Strengths and Difficulties Questionnaire were completed pre- and postintervention by parents and the pupil's schoolteachers. Observation of the yoga class engagement was conducted at baseline, midway through, and at the end of the intervention. A visual adaptation of the Children's Feeling Scale was completed each week pre– and post–yoga class by each student. Qualitative measures, including a parent feedback questionnaire, interview with the yoga instructor, and focus group with the pupil support assistants, were undertaken. The program was delivered as planned. The yoga instructor, parents, and pupil support assistants found the program to be beneficial to the students and a feasible part of their school week. There were no significant differences pre- to postintervention in any scores of the Strengths and Difficulties Questionnaire or Behavior Rating Inventory of Executive Function. Some positive changes in mood were found, although effect sizes were small. This study demonstrates the feasibility of delivering a school-based yoga program for children with additional support needs, as well as a feasible evaluation approach. The overall experiences for pupils, pupil support assistants, and the yoga teacher were positive and suggest that wider implementation and evaluation of the school-based yoga program would be of value.