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Background: The present study investigates the role of different sources of social support in the relationship of BMI and PA in an international sample of children and adolescents. Methods: Data included 170,211 adolescents (51.5% female), aged 10–16 (M = 13.6, SD = 1.64) from 37 European countries/regions and were retrieved from the 2013/14 Health Behaviour in School-aged Children (HBSC) international database. Results: PA levels in adolescents are lower for girls, decrease with age, and are lower for overweight and obese adolescents compared to underweight and normal-weight adolescents. Peer support and teacher support significantly predict PA (ORpeer = 1.11; ORteacher = 0.97) and vigorous PA frequency (ORpeer = 1.13; ORteacher = 0.94). Family support only affected vigorous PA frequency (OR = 1.03). Family support had a moderating effect on PA in overweight (ORfamily*BMI(overweight) = 0.94) and obese (ORfamily*BMI(obese) = 0.90) adolescents. Peer support had a moderating effect on vigorous PA frequency in obese (ORpeer*BMI(obese) = 1.08) adolescents. Teacher support had a moderating effect on PA (ORteacher*BMI(normal) = 1.05; ORteacher*BMI(overweight) = 1.09) and vigorous PA frequency (ORteacher*BMI(normal) = 1.07; ORteacher*BMI(overweight) = 1.08) in normal-weight and overweight adolescents. Conclusion: Social support helps adolescents to be active. Especially for obese adolescents, support by and relations with peers are important to reach a significant amount of PA.
Denise Renninger; David Sturm; Adilson Marques; Miguel Peralta; Stevo Popovic; Jovan Gardasevic; Bojan Masanovic; Yolanda Demetriou. Physical Activity and Body-Mass-Index: Do Family, Friends and Teachers Restrain the Risk for Physical Inactivity in Adolescents? Sustainability 2021, 13, 6992 .
AMA StyleDenise Renninger, David Sturm, Adilson Marques, Miguel Peralta, Stevo Popovic, Jovan Gardasevic, Bojan Masanovic, Yolanda Demetriou. Physical Activity and Body-Mass-Index: Do Family, Friends and Teachers Restrain the Risk for Physical Inactivity in Adolescents? Sustainability. 2021; 13 (13):6992.
Chicago/Turabian StyleDenise Renninger; David Sturm; Adilson Marques; Miguel Peralta; Stevo Popovic; Jovan Gardasevic; Bojan Masanovic; Yolanda Demetriou. 2021. "Physical Activity and Body-Mass-Index: Do Family, Friends and Teachers Restrain the Risk for Physical Inactivity in Adolescents?" Sustainability 13, no. 13: 6992.
Background Physical activity recommendations are reached by only a small part of the population. A common problem is that research findings on public health-related topics such as physical activity promotion are oftentimes not translated into practice. The involvement of relevant stakeholders, such as change agents (role models, decision-makers, and/or knowledge mediators), is a common strategy to implement physical activity recommendations in specific settings, as they have the necessary knowledge of contextual factors. However, dissemination and implementation of physical activity recommendations are often prevented by focusing exclusively on the health sector and by underestimating the individual perceptions and needs of change agents. Therefore, the purpose of this study was to address the problem of how physical activity recommendations can be translated into practice through comprehensive consideration of the situation and context of change agents from various sectors of society at different administrative levels. This allows for deriving recommendations for action on how a national dissemination strategy of physical activity recommendations should be designed. Methods Qualitative expert interviews were conducted with change agents from different sectors of society and administrative levels in Germany (N = 21). Case selection took place via a sampling plan. The interviews were recorded, transcribed verbatim, and analysed by two trained researchers using qualitative content analysis. Results The change agents’ perceived relevance of physical activity and physical activity promotion and their knowledge of physical activity recommendations varied across different sectors. Nine themes were identified covering the change agents’ needs for the implementation of physical activity recommendations: strengthening of political will and cooperation, availability of public space for physical activity, change in awareness and health education, professional qualification, financial incentives, development of physical activity-promoting programmes and structures, provision of resources, bridging the theory–practice gap, and knowledge of physical activity recommendations. Conclusions This exploratory study contributes to the development of an evidence-based dissemination strategy of physical activity recommendations involving change agents from various sectors. Cross-sectoral needs and obstacles were identified indicating gaps that have to be addressed. Future research should choose practice-oriented approaches to develop dissemination strategies that are adapted to the needs of local contexts.
Laura Wolbring; Anne Kerstin Reimers; Claudia Niessner; Yolanda Demetriou; Steffen Christian Ekkehard Schmidt; Alexander Woll; Hagen Wäsche. How to disseminate national recommendations for physical activity: a qualitative analysis of critical change agents in Germany. Health Research Policy and Systems 2021, 19, 1 -16.
AMA StyleLaura Wolbring, Anne Kerstin Reimers, Claudia Niessner, Yolanda Demetriou, Steffen Christian Ekkehard Schmidt, Alexander Woll, Hagen Wäsche. How to disseminate national recommendations for physical activity: a qualitative analysis of critical change agents in Germany. Health Research Policy and Systems. 2021; 19 (1):1-16.
Chicago/Turabian StyleLaura Wolbring; Anne Kerstin Reimers; Claudia Niessner; Yolanda Demetriou; Steffen Christian Ekkehard Schmidt; Alexander Woll; Hagen Wäsche. 2021. "How to disseminate national recommendations for physical activity: a qualitative analysis of critical change agents in Germany." Health Research Policy and Systems 19, no. 1: 1-16.
Analyzing students’ emotional experience in physical education (PE) is of crucial importance as it may fill an important gap in research examining the role of PE for students’ leisure-time physical activity (PA). Based on the control-value theory of achievement emotions, the purpose of this study was to test the assumption that multi-dimensional autonomy support of the PE teacher may affect students’ leisure-time PA via their appraisals of control and value and achievement emotions experienced in PE. Variance-based structural equation modelling was used to test the proposed model in a sample of 1030 students aged between 11 and 18 years (M = 13.4, SD = 1.48) stemming from schools with the lowest educational level among secondary schools in Germany. The results indicated that in particular cognitive autonomy support positively predicted students’ self-efficacy and intrinsic value. Whereas appraisals of self-efficacy were negatively related to the experience of anxiety, intrinsic value was a major positive predictor of enjoyment. Enjoyment, in turn, was of substantial relevance for leisure-time PA. The findings offer a meaningful contribution in understanding students’ emotional experiences and remind PE teachers of their opportunity to adopt an autonomy-supportive teaching style to positively influence the emotions of their students.
Julia Zimmermann; Henri Tilga; Joachim Bachner; Yolanda Demetriou. The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions: A Mediation Analysis Based on the Control-Value Theory. International Journal of Environmental Research and Public Health 2021, 18, 3987 .
AMA StyleJulia Zimmermann, Henri Tilga, Joachim Bachner, Yolanda Demetriou. The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions: A Mediation Analysis Based on the Control-Value Theory. International Journal of Environmental Research and Public Health. 2021; 18 (8):3987.
Chicago/Turabian StyleJulia Zimmermann; Henri Tilga; Joachim Bachner; Yolanda Demetriou. 2021. "The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions: A Mediation Analysis Based on the Control-Value Theory." International Journal of Environmental Research and Public Health 18, no. 8: 3987.
Der vorliegende Beitrag gibt einen Überblick über Formen der Bewegungsförderung im Setting Schule und umfasst dabei präventive und gesundheitsförderliche Maßnahmen, die an weiterführenden Schulen umgesetzt werden können. Aus wissenschaftlicher Sicht besteht hinsichtlich der Bewegungsförderung an weiterführenden Schulen erhöhter Bedarf an effektiven Interventionsstudien, da die Schülerinnen und Schüler während des Schulalltags niedrige Aktivitätslevel und hohe Sitzanteile zeigen. Vielsprechende Ansätze bieten mehrthematische Interventionen, die Komponenten der Verhaltens- und Verhältnisprävention kombinieren. Die Implementation von Interventionsstudien unterliegt einer gewissen Komplexität, die im Rahmen des Beitrags diskutiert wird.
Yolanda Demetriou; David J. Sturm. Prävention und Gesundheitsförderung in weiterführenden Schulen. Springer Reference Pflege – Therapie – Gesundheit 2021, 627 -634.
AMA StyleYolanda Demetriou, David J. Sturm. Prävention und Gesundheitsförderung in weiterführenden Schulen. Springer Reference Pflege – Therapie – Gesundheit. 2021; ():627-634.
Chicago/Turabian StyleYolanda Demetriou; David J. Sturm. 2021. "Prävention und Gesundheitsförderung in weiterführenden Schulen." Springer Reference Pflege – Therapie – Gesundheit , no. : 627-634.
The main purpose of this cluster randomised controlled trial was to investigate the effects of a physical education (PE) intervention programme combining theoretical and practical components on students' knowledge, skills, abilities and motivation related to competence for a healthy active lifestyle. The intervention used learning tasks to combine theory on health and physical fitness with either running/jumping activities or small-sided ball games and was compared to regular PE classes. Forty-eight PE classes were randomly assigned to intervention (IG-run, IG-game play; 27 classes) and control (CG-run, CG-game play; 21 classes) groups. Overall, 841 ninth-graders (51.1% girls, Mage = 14.20, SD = 0.51) were tested before and after the six-week intervention and in an eight-to-twelve-week follow-up. Students completed a health-related fitness knowledge test, questionnaires on control competence for physical training, health- and fitness-related interest and attitudes, and physical fitness tests. Regressions in structural equation models revealed positive treatment effects of the game play intervention on students' knowledge (βStdY = 0.33, 99.6% CI [0.12, 0.55]) and control competence for physical training (βStdY = 0.26, 99.6% CI [0.02, 0.50]) at the post-test. No significant effects were found at the follow-up test. Treatment effects were independent of gender. The results indicate the short-term effectiveness of learning tasks combining theory with ball games in order to develop knowledge and control competence for physical training in PE. Further studies have to clarify how to sustain effects over time and address students' physical fitness and health- and fitness-related interest and attitudes in interventions combining theory and practice. This study was retrospectively registered with the German Clinical Trials Register (DRKS), DRKS-ID: DRKS00016349.
Carmen Volk; Stephanie Rosenstiel; Yolanda Demetriou; Peter Krustrup; Ansgar Thiel; Ulrich Trautwein; Wolfgang Wagner; Oliver Höner; Gorden Sudeck. Effects of a physical education intervention programme for ninth-graders on physical activity-related health competence: Findings from the GEKOS cluster randomised controlled trial. Psychology of Sport and Exercise 2021, 55, 101923 .
AMA StyleCarmen Volk, Stephanie Rosenstiel, Yolanda Demetriou, Peter Krustrup, Ansgar Thiel, Ulrich Trautwein, Wolfgang Wagner, Oliver Höner, Gorden Sudeck. Effects of a physical education intervention programme for ninth-graders on physical activity-related health competence: Findings from the GEKOS cluster randomised controlled trial. Psychology of Sport and Exercise. 2021; 55 ():101923.
Chicago/Turabian StyleCarmen Volk; Stephanie Rosenstiel; Yolanda Demetriou; Peter Krustrup; Ansgar Thiel; Ulrich Trautwein; Wolfgang Wagner; Oliver Höner; Gorden Sudeck. 2021. "Effects of a physical education intervention programme for ninth-graders on physical activity-related health competence: Findings from the GEKOS cluster randomised controlled trial." Psychology of Sport and Exercise 55, no. : 101923.
Zusammenfassung Die Förderung eines aktiven und gesunden Lebensstils ist eine wichtige Aufgabe der Schule und des Sportunterrichts. Interventionsprogramme in diesem Setting besitzen zudem einen hohen Stellenwert zur Förderung körperlicher Aktivität von Kindern und Jugendlichen. Um die Wirksamkeit dieser Interventionsprogramme zu erfassen, ist eine umfangreiche Evaluation notwendig. Ziel der vorliegenden Untersuchung ist die qualitative Bewertung der Implementierungsqualität des CReActivity-Interventionsprogrammes, welches, basierend auf der Selbstbestimmungstheorie, die Förderung der körperlichen Aktivität von Schülerinnen durch den Sportunterricht zum Ziel hat. Zu diesem Zweck wurden leitfadenorientierte Interviews mit Lehrerinnen und Schülerinnen der Interventionsklassen des Projekts durchgeführt. Anschließend wurden die Interviews mithilfe der thematischen Analyse deduktiv-induktiv untersucht, um Erkenntnisse zu gewinnen, wie die Teilnehmerinnen die Intervention erleben und deuten. Die Analyse der Interviews der Lehrerinnen ergab insgesamt acht Themen, in denen die Einhaltung der Programmvorgaben, die Häufigkeit der Implementierung, die Qualität der Programmweitergabe, das Sich-Involvieren der Teilnehmer, die Anwendbarkeit der Intervention und die Akzeptanz aufgegriffen werden. Aus den Interviews mit den Schülerinnen konnten Informationen hinsichtlich der Qualität der Programmweitergabe und des Sich-Involvierens der Teilnehmer gewonnen werden. Insgesamt lassen die Ergebnisse eine von den Lehrerinnen wahrgenommene Wirksamkeit der Maßnahme erkennen, die auf eine hohe Implementierungsqualität verweist. Dennoch lassen die Ergebnisse eine schwankende Implementierungsqualität der einzelnen Lehrerinnen erkennen.
Denise Renninger; David J. Sturm; Claus Krieger; Yolanda Demetriou. Förderung der körperlichen Aktivität von Mädchen im Sportunterricht. German Journal of Exercise and Sport Research 2021, 1 -10.
AMA StyleDenise Renninger, David J. Sturm, Claus Krieger, Yolanda Demetriou. Förderung der körperlichen Aktivität von Mädchen im Sportunterricht. German Journal of Exercise and Sport Research. 2021; ():1-10.
Chicago/Turabian StyleDenise Renninger; David J. Sturm; Claus Krieger; Yolanda Demetriou. 2021. "Förderung der körperlichen Aktivität von Mädchen im Sportunterricht." German Journal of Exercise and Sport Research , no. : 1-10.
The aim of this systematic review was to examine where physical activity (PA) takes place and how much time children, adolescents and adults spend being physically active within the identified locations. A systematic literature search was carried out in five electronic databases (PubMed, CINAHL, SPORTDiscus, PsycInfo, Scopus). For inclusion, primary studies had to identify locations of PA using device-based or self-report tools, whereas minutes of PA had to be examined using device-based tools only. Thirty-two studies were included, methodological quality and sex/gender sensitivity of the studies were assessed. The narrative data synthesis revealed that the highest average amount of daily moderate-to-vigorous PA was found in home and recreational locations, followed by school and neighborhood locations. In adults, highest average amount of daily moderate-to-vigorous PA was found in neighborhood and home locations followed by workplace and recreational locations. The majority of studies had a low risk of bias in four out of six domains; nine studies reported significant sex/gender differences in location-based PA. The results indicate that different locations are used for PA to a varying degree across the lifespan. Future research on the promotion of PA should focus on location-specific design features that encourage children, adolescents and adults to be physically active.
Anne Kelso; Anne K Reimers; Karim Abu-Omar; Kathrin Wunsch; Claudia Niessner; Hagen Wäsche; Yolanda Demetriou. Locations of Physical Activity: Where Are Children, Adolescents, and Adults Physically Active? A Systematic Review. International Journal of Environmental Research and Public Health 2021, 18, 1240 .
AMA StyleAnne Kelso, Anne K Reimers, Karim Abu-Omar, Kathrin Wunsch, Claudia Niessner, Hagen Wäsche, Yolanda Demetriou. Locations of Physical Activity: Where Are Children, Adolescents, and Adults Physically Active? A Systematic Review. International Journal of Environmental Research and Public Health. 2021; 18 (3):1240.
Chicago/Turabian StyleAnne Kelso; Anne K Reimers; Karim Abu-Omar; Kathrin Wunsch; Claudia Niessner; Hagen Wäsche; Yolanda Demetriou. 2021. "Locations of Physical Activity: Where Are Children, Adolescents, and Adults Physically Active? A Systematic Review." International Journal of Environmental Research and Public Health 18, no. 3: 1240.
The purpose of this study was to evaluate the efficacy of need-supportive teaching in physical education on girls' daily moderate-to-vigorous physical activity using a mixed method evaluation. 507 sixth-grade girls aged 9–14 years of 33 single-sex physical education classes participated in the cluster randomized control trial. During the 16-week intervention period, trained teachers conducted enhanced physical education lessons which were designed based on self-determination theory. In a randomized process, independent researchers using a computer-based algorithm allocated classes to the trial groups (IG n = 19 classes, CG n = 14). These lessons were subject to repeated systematic observations. The students' perceptions of basic psychological need support and satisfaction in physical education were measured using repeated self-report questionnaires. Students' daily moderate-to-vigorous physical activity (MVPA) was assessed by accelerometry. Semi-structured interviews provided a deeper understanding of how purposively sampled focus groups perceived teacher behavior in physical education. After a separate analysis of qualitative and quantitative data, results were merged to investigate the intervention's efficacy and treatment fidelity. Throughout the school year, the girls' MVPA levels decreased in both groups. Girls who reported their complete physical activity data had a lower body mass index than girls who reported no, or only one or two sets of physical activity data. Results of mixed measures converge on the finding that the teachers in the intervention group provided slightly stronger need support than the control teachers, however, intervention components were not delivered consistently. Therefore, a significant intervention effect on daily MVPA could not be quantified. Autonomy satisfaction significantly predicted MVPA. Qualitative insights of teaching behavior in PE underlined the importance of need support and revealed structural barriers, which compromised the implementation quality. Ethics Committee of the Technical University of Munich 155/16S; Bavarian Ministry of Education IV.8-BO6106/52/12. German Research Foundation grant DE2680/3-1.
David J. Sturm; Joachim Bachner; Denise Renninger; Stephan Haug; Yolanda Demetriou. A cluster randomized trial to evaluate need-supportive teaching in physical education on physical activity of sixth-grade girls: A mixed method study. Psychology of Sport and Exercise 2021, 54, 101902 .
AMA StyleDavid J. Sturm, Joachim Bachner, Denise Renninger, Stephan Haug, Yolanda Demetriou. A cluster randomized trial to evaluate need-supportive teaching in physical education on physical activity of sixth-grade girls: A mixed method study. Psychology of Sport and Exercise. 2021; 54 ():101902.
Chicago/Turabian StyleDavid J. Sturm; Joachim Bachner; Denise Renninger; Stephan Haug; Yolanda Demetriou. 2021. "A cluster randomized trial to evaluate need-supportive teaching in physical education on physical activity of sixth-grade girls: A mixed method study." Psychology of Sport and Exercise 54, no. : 101902.
Regular physical activity (PA) and low levels of sedentary behavior (SB) have positive health effects on young people. Adolescent girls of low socioeconomic background represent a high-risk group with regard to physical inactivity and SB. In this study, accelerometer-measured levels of PA and SB of female sixth graders attending lower secondary schools in Germany are presented, patterns of PA and SB throughout the day are described and differences between weekdays and weekend days are analyzed. Data of 425 students of the CReActivity project were analyzed. Sampling and processing of accelerometer data followed recent recommendations, which had not been applied to data of a German-speaking sample before. The WHO recommendation of daily 60 min moderate-to-vigorous PA was fulfilled by 90.4% of the girls on weekdays and by 57.4% on weekend days. The significant weekday–weekend differences were mainly associated with active commuting to and from school. Students engaged in SB for more than 8 h on weekdays and for over 7 h on weekend days. The results suggest a strong need for interventions increasing PA and reducing SB, especially during school hours and on weekends. Furthermore, a comparison with methods and results of previous studies highlights the need to follow recent criteria in accelerometer data sampling and processing to ensure an accurate and valid differentiation between PA-related risk groups and non-risk groups.
Joachim Bachner; David J. Sturm; Yolanda Demetriou. Accelerometer-Measured Physical Activity and Sedentary Behavior Levels and Patterns in Female Sixth Graders: The CReActivity Project. International Journal of Environmental Research and Public Health 2020, 18, 32 .
AMA StyleJoachim Bachner, David J. Sturm, Yolanda Demetriou. Accelerometer-Measured Physical Activity and Sedentary Behavior Levels and Patterns in Female Sixth Graders: The CReActivity Project. International Journal of Environmental Research and Public Health. 2020; 18 (1):32.
Chicago/Turabian StyleJoachim Bachner; David J. Sturm; Yolanda Demetriou. 2020. "Accelerometer-Measured Physical Activity and Sedentary Behavior Levels and Patterns in Female Sixth Graders: The CReActivity Project." International Journal of Environmental Research and Public Health 18, no. 1: 32.
Depending on the region and urbanization level, the rate of cycling to school in Germany varies largely. The influence of distance from home to school, educational level, the school’s region, and parents’ socio-demographic characteristics on cycling to secondary school in Germany is unclear. Therefore, this study analyzed students’ and parents’ socio-demographic correlates of cycling to school, including separate analyses by gender, among 12- to 15-year-olds attending different (sub)urban schools in Southern Germany. In 2019, 121 students (girls: 40.5%, boys: 59.5%) aged 13.1 ± 0.9 and 42 parents (mothers: 81%, fathers: 19%) aged 47.8 ± 5.5 participated. Students completed a self-report questionnaire; parents completed a self- and proxy-report questionnaire. In total, between 61.7% and 67.5% of students sometimes cycled to school. Binary logistic regressions revealed that being a girl, increasing age, attending an intermediate educational level combined with a suburban school region (small or medium-sized town), increasing distance from home to school, and having parents who did not cycle to work led to declining odds of cycling to school. Many 12- to 15-year-olds sometimes cycled to school in (sub)urban school regions in Southern Germany. As several socio-demographic characteristics correlated with cycling to school, this should be considered when developing a future school-based bicycle intervention.
Dorothea M. I. Schönbach; Catherina Brindley; Anne K Reimers; Adilson Marques; Yolanda Demetriou. Socio-Demographic Correlates of Cycling to School among 12-to 15-Year Olds in Southern Germany. International Journal of Environmental Research and Public Health 2020, 17, 9269 .
AMA StyleDorothea M. I. Schönbach, Catherina Brindley, Anne K Reimers, Adilson Marques, Yolanda Demetriou. Socio-Demographic Correlates of Cycling to School among 12-to 15-Year Olds in Southern Germany. International Journal of Environmental Research and Public Health. 2020; 17 (24):9269.
Chicago/Turabian StyleDorothea M. I. Schönbach; Catherina Brindley; Anne K Reimers; Adilson Marques; Yolanda Demetriou. 2020. "Socio-Demographic Correlates of Cycling to School among 12-to 15-Year Olds in Southern Germany." International Journal of Environmental Research and Public Health 17, no. 24: 9269.
Background Promoting cycling to school may benefit establishing a lifelong physical activity routine. This systematic review aimed to summarize the evidence on strategies and effects of school-based interventions focusing on increasing active school transport by bicycle. Methods A literature search based on “PICo” was conducted in eight electronic databases. Randomized and non-randomized controlled trials with primary/secondary school students of all ages were included that conducted pre-post measurements of a school-based intervention aimed at promoting active school travel by bicycle and were published in English between 2000 and 2019. The methodological quality was assessed using the “Effective Public Health Practice Project” tool for quantitative studies. Applied behavior change techniques were identified using the “BCT Taxonomy v1”. Two independent researchers undertook the screening, data extraction, appraisal of study quality, and behavior change techniques. Results Nine studies investigating seven unique interventions performed between 2012 and 2018 were included. All studies were rated as weak quality. The narrative synthesis identified 19 applied behavior change techniques clustered in eleven main groups according to their similarities and a variety of 35 different outcome variables classified into seven main groups. Most outcomes were related to active school travel and psychosocial factors, followed by physical fitness, physical activity levels, weight status, active travel and cycling skills. Four studies, examining in total nine different outcomes, found a significant effect in favor of the intervention group on bicycle trips to school (boys only), percentage of daily cycling trips to school, parental/child self-efficacy, parental outcome expectations, moderate-to-vigorous intensity physical activity (total, from cycling, before/after school), and total basic cycling skills. Seven of these outcomes were only examined in two studies conducting the same intervention in children, a voluntary bicycle train to/from school accompanied by adults, including the following clustered main groups of behavior change techniques: shaping knowledge, comparison of behavior, repetition and substitution as well as antecedents. Conclusions The applied strategies in a bicycle train intervention among children indicated great potential to increase cycling to school. Our findings provide relevant insights for the design and implementation of future school-based interventions targeting active school transport by bicycle. Trial registration This systematic review has been registered in the international prospective register of systematic reviews “PROSPERO” at (registration number: CRD42019125192).
Dorothea M. I. Schönbach; Teatske M. Altenburg; Adilson Marques; Mai J. M. Chinapaw; Yolanda Demetriou. Strategies and effects of school-based interventions to promote active school transportation by bicycle among children and adolescents: a systematic review. International Journal of Behavioral Nutrition and Physical Activity 2020, 17, 1 -17.
AMA StyleDorothea M. I. Schönbach, Teatske M. Altenburg, Adilson Marques, Mai J. M. Chinapaw, Yolanda Demetriou. Strategies and effects of school-based interventions to promote active school transportation by bicycle among children and adolescents: a systematic review. International Journal of Behavioral Nutrition and Physical Activity. 2020; 17 (1):1-17.
Chicago/Turabian StyleDorothea M. I. Schönbach; Teatske M. Altenburg; Adilson Marques; Mai J. M. Chinapaw; Yolanda Demetriou. 2020. "Strategies and effects of school-based interventions to promote active school transportation by bicycle among children and adolescents: a systematic review." International Journal of Behavioral Nutrition and Physical Activity 17, no. 1: 1-17.
Background To evaluate the effects of interventions on children’s and adolescents’ overall physical activity (PA) for boys and girls separately and to appraise the extent to which the studies haven taken sex/gender into account. Methods Systematic review and semi-quantitative analysis. Eleven electronic databases were searched to identify all relevant randomized and non-randomized controlled trials. Studies had to report overall PA as the main outcome to be eligible for inclusion in the review. The main outcomes of the studies is a quantified measure of overall PA. Additionally, all studies had to report sex/gender disaggregated overall PA at baseline and/or follow up and/or explain how they dealt with sex/gender during outcome analysis (i.e., sex/gender adjusted analyses) and/or report that there were no differences in the outcome when looking at sex/gender. PRISMA guidelines were followed. Two authors independently screened studies for eligibility and assessed the risk of bias. Semi-quantitative analyses were conducted to evaluate intervention effects, taking into account the extent to which studies have considered sex/gender aspects. To evaluate sex/gender considerations in primary studies, a newly developed sex/gender checklist was used. The study was registered previously (registration number CRD42018109528). Results In total, 97 articles reporting 94 unique studies with 164 outcomes for overall PA were included in the present review. Average sample size was 829 participants, ranging from five to 9,839. Participants’ ages ranged from three to 19 years. Our review shows that overall 35% of PA outcomes had significant effects in increasing overall PA of children and adolescents. Not including single sex/gender studies, 105 out of 120 PA outcomes resulted in same intervention effects for boys and girls. The interventions reported to have similar effects on PA outcomes for boys and girls showed higher quality of reporting sex/gender aspects of measurement instruments, participant flow and intervention content and materials than PA outcomes with effects only in boys or only in girls. Overall, consideration of sex/gender aspects in intervention studies is low. Conclusions There is still a need to address sufficient consideration of sex/gender aspects in developing and implementing interventions in the context of PA.
Carolin Schulze; Yolanda Demetriou; Sandra Emmerling; Annegret Schlund; Susan P. Phillips; Lorri Puil; Stephanie E. Coen; Anne K. Reimers. A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: Results from genEffects systematic review. 2020, 1 .
AMA StyleCarolin Schulze, Yolanda Demetriou, Sandra Emmerling, Annegret Schlund, Susan P. Phillips, Lorri Puil, Stephanie E. Coen, Anne K. Reimers. A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: Results from genEffects systematic review. . 2020; ():1.
Chicago/Turabian StyleCarolin Schulze; Yolanda Demetriou; Sandra Emmerling; Annegret Schlund; Susan P. Phillips; Lorri Puil; Stephanie E. Coen; Anne K. Reimers. 2020. "A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: Results from genEffects systematic review." , no. : 1.
Background To evaluate the effects of interventions on children’s and adolescents’ overall physical activity (PA) for boys and girls separately and to appraise the extent to which the studies haven taken sex/gender into account. Methods Systematic review and semi-quantitative analysis. Eleven electronic databases were searched to identify all relevant randomized and non-randomized controlled trials. Studies had to report overall PA as the main outcome to be eligible for inclusion in the review. The main outcomes of the studies is a quantified measure of overall PA. Additionally, all studies had to report sex/gender disaggregated overall PA at baseline and/or follow up and/or explain how they dealt with sex/gender during outcome analysis (i.e., sex/gender adjusted analyses) and/or report that there were no differences in the outcome when looking at sex/gender. PRISMA guidelines were followed. Two authors independently screened studies for eligibility and assessed the risk of bias. Semi-quantitative analyses were conducted to evaluate intervention effects, taking into account the extent to which studies have considered sex/gender aspects. To evaluate sex/gender considerations in primary studies, a newly developed sex/gender checklist was used. The study was registered previously (registration number CRD42018109528). Results In total, 97 articles reporting 94 unique studies with 164 outcomes for overall PA were included in the present review. Average sample size was 829 participants, ranging from five to 9839. Participants’ ages ranged from three to 19 years. Our review shows that overall 35% of PA outcomes had significant effects in increasing overall PA of children and adolescents. Not including single sex/gender studies, 105 out of 120 PA outcomes resulted in same intervention effects for boys and girls. The interventions reported to have similar effects on PA outcomes for boys and girls showed higher quality of reporting sex/gender aspects of measurement instruments, participant flow and intervention content and materials than PA outcomes with effects only in boys or only in girls. Overall, consideration of sex/gender aspects in intervention studies is low. Conclusions There is still a need to address sufficient consideration of sex/gender aspects in developing and implementing interventions in the context of PA.
Carolin Schulze; Yolanda Demetriou; Sandra Emmerling; Annegret Schlund; Susan P. Phillips; Lorri Puil; Stephanie E. Coen; Anne K. Reimers. A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: results from genEffects systematic review. BMC Pediatrics 2020, 20, 1 -10.
AMA StyleCarolin Schulze, Yolanda Demetriou, Sandra Emmerling, Annegret Schlund, Susan P. Phillips, Lorri Puil, Stephanie E. Coen, Anne K. Reimers. A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: results from genEffects systematic review. BMC Pediatrics. 2020; 20 (1):1-10.
Chicago/Turabian StyleCarolin Schulze; Yolanda Demetriou; Sandra Emmerling; Annegret Schlund; Susan P. Phillips; Lorri Puil; Stephanie E. Coen; Anne K. Reimers. 2020. "A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: results from genEffects systematic review." BMC Pediatrics 20, no. 1: 1-10.
Teachers’ autonomy support (AS) in physical education (PE) has positive effects on students’ affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE). The sample comprised 1030 students of grades 6 through 10. Internal consistency was used to test the reliability of the assumed subscales. Factorial validity and measurement invariance across gender and age were examined by confirmatory factor analyses. Structural equation modeling was used to evaluate criterion validity. The subscales exhibited acceptable to good internal consistency. The assumed three-factor structure was confirmed within a bi-factor model including a general factor and three specific group factors. Results strongly supported measurement invariance across gender while tentatively suggesting measurement invariance across age. Criterion validity was supported as the MD-PASS-PE explained 15% and 14% of the variance in the constructs of self-efficacy and intrinsic value, respectively. The German MD-PASS-PE provides PE teachers with deeper insights into their autonomy-supportive teaching behavior, helping them to support their students’ autonomy in a holistic way.
Julia Zimmermann; Henri Tilga; Joachim Bachner; Yolanda Demetriou. The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students. International Journal of Environmental Research and Public Health 2020, 17, 7353 .
AMA StyleJulia Zimmermann, Henri Tilga, Joachim Bachner, Yolanda Demetriou. The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students. International Journal of Environmental Research and Public Health. 2020; 17 (19):7353.
Chicago/Turabian StyleJulia Zimmermann; Henri Tilga; Joachim Bachner; Yolanda Demetriou. 2020. "The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students." International Journal of Environmental Research and Public Health 17, no. 19: 7353.
Active commuting to school is highly recommended for several reasons, and in the decision-making process for doing so, a child interacts with parents and teachers. Until now, these three interactors’ gender-specific perspectives on children and adolescents’ need for cycling to school have been unavailable. Thus, our concept mapping study analyzed the needs of 12- to 15-year-olds in Germany for cycling to and from school daily, as perceived by students, parents, and teachers stratified by gender. From November 2019 to February 2020, 136 students, 58 parents, and 29 teachers participated. Although 87.8% of girls and 100% of boys owned a bicycle, only 44.4% of girls and 72.9% of boys cycled to school. On average, girls cycled to school on 1.6 ± 2.0 days a week and boys on 2.7 ± 2.0 days a week. A “bicycle and related equipment,” the “way to school,” and “personal factors” were reported needs, perceived by students and teachers of both genders and by mothers. Girls reported the additional gender-specific need for “social behavior in road traffic,” mothers and female teachers reported “role of parents,” and female teachers reported a “sense of safety.” This study’s findings could inspire the development of school-based bicycle interventions.
Dorothea M. I. Schönbach; Catherina Vondung; Lisan M. Hidding; Teatske M. Altenburg; Mai J. M. Chinapaw; Yolanda Demetriou. Gender Influence on Students, Parents, and Teachers’ Perceptions of What Children and Adolescents in Germany Need to Cycle to School: A Concept Mapping Study. International Journal of Environmental Research and Public Health 2020, 17, 6872 .
AMA StyleDorothea M. I. Schönbach, Catherina Vondung, Lisan M. Hidding, Teatske M. Altenburg, Mai J. M. Chinapaw, Yolanda Demetriou. Gender Influence on Students, Parents, and Teachers’ Perceptions of What Children and Adolescents in Germany Need to Cycle to School: A Concept Mapping Study. International Journal of Environmental Research and Public Health. 2020; 17 (18):6872.
Chicago/Turabian StyleDorothea M. I. Schönbach; Catherina Vondung; Lisan M. Hidding; Teatske M. Altenburg; Mai J. M. Chinapaw; Yolanda Demetriou. 2020. "Gender Influence on Students, Parents, and Teachers’ Perceptions of What Children and Adolescents in Germany Need to Cycle to School: A Concept Mapping Study." International Journal of Environmental Research and Public Health 17, no. 18: 6872.
Background To evaluate the effects of interventions on children’s and adolescents’ overall physical activity (PA) for boys and girls separately and to appraise the extent to which the studies haven taken sex/gender into account.Methods Systematic review and semi-quantitative analysis. Eleven electronic databases were searched to identify all relevant randomized and non-randomized controlled trials. Studies had to report overall PA as the main outcome to be eligible for inclusion in the review. The main outcomes of the studies is a quantified measure of overall PA. Additionally, all studies had to report sex/gender disaggregated overall PA at baseline and/or follow up and/or explain how they dealt with sex/gender during outcome analysis (i.e., sex/gender adjusted analyses) and/or report that there were no differences in the outcome when looking at sex/gender. PRISMA guidelines were followed. Two authors independently screened studies for eligibility and assessed the risk of bias. Semi-quantitative analyses were conducted to evaluate intervention effects, taking into account the extent to which studies have considered sex/gender aspects. To evaluate sex/gender considerations in primary studies, a newly developed sex/gender checklist was used. The study was registered previously (registration number CRD42018109528).Results In total, 97 articles reporting 94 unique studies with 164 outcomes for overall PA were included in the present review. Average sample size was 829 participants, ranging from five to 9,839. Participants’ ages ranged from three to 19 years. Our review shows that overall 35% of PA outcomes had significant effects in increasing overall PA of children and adolescents. Not including single sex/gender studies, 105 out of 120 PA outcomes resulted in same intervention effects for boys and girls. The interventions reported to have similar effects on PA outcomes for boys and girls showed higher quality of reporting sex/gender aspects of measurement instruments, participant flow and intervention content and materials than PA outcomes with effects only in boys or only in girls. Overall, consideration of sex/gender aspects in intervention studies is low.Conclusions There is still a need to address sufficient consideration of sex/gender aspects in developing and implementing interventions in the context of PA.
Carolin Schulze; Yolanda Demetriou; Sandra Emmerling; Annegret Schlund; Susan P. Phillips; Lorri Puil; Stephanie E. Coen; Anne K. Reimers. A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: Results from genEffects systematic review. 2020, 1 .
AMA StyleCarolin Schulze, Yolanda Demetriou, Sandra Emmerling, Annegret Schlund, Susan P. Phillips, Lorri Puil, Stephanie E. Coen, Anne K. Reimers. A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: Results from genEffects systematic review. . 2020; ():1.
Chicago/Turabian StyleCarolin Schulze; Yolanda Demetriou; Sandra Emmerling; Annegret Schlund; Susan P. Phillips; Lorri Puil; Stephanie E. Coen; Anne K. Reimers. 2020. "A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: Results from genEffects systematic review." , no. : 1.
Assuming that motivation is the key to initiate and sustain beneficial health behaviors, the aim of this systematic review was to analyze the effects of school-based physical activity interventions on a variety of motivational outcomes towards PA in school-aged children and adolescents. A comprehensive literature search was carried out in six electronic databases to identify randomized controlled trials and quasi-experimental trials examining the effects of PA interventions implemented during the regular school day, e.g., during physical education lessons or lunch breaks. Primary outcomes of interest were students' motivation, basic psychological needs, goal orientation, enjoyment, and motivational teaching climate in physical education. Meta-analyses were conducted for these outcomes using Comprehensive Meta-analysis software. Secondarily, intervention effects on students' PA behaviors were examined and the findings summarized narratively. Methodological quality of studies was evaluated using the Cochrane Collaboration's tool for assessing risk of bias for randomized trials; certainty of evidence on outcome level was evaluated using the GRADE approach. In total, 57 studies carried out between 2001 and 2018 were included in this review. Sixteen individual meta-analyses were performed and revealed significant pooled effects for the outcomes enjoyment (g = 0.310), perceived autonomy (g = 0.152), identified regulation (g = 0.378), intrinsic motivation (g = 0.419), self-determination index (g = 0.672), task/mastery climate (g = 0.254), ego/performance climate (g = −0.438), autonomy supportive climate (g = 0.262), task goal orientation (g = 1.370), ego goal orientation (g = −0.188). The narrative data synthesis indicated an increase in students' PA behavior. The overall risk of bias was high across all studies and certainty of evidence of meta-analyzed outcomes ranged from very low to moderate. Moderate certainty of evidence was found for ego/performance climate and ego goal orientation. Conclusions: Meta-analyses suggest that school-based PA interventions may be effective in increasing a variety of motivational outcomes. However, the certainty of evidence was limited in the majority of outcomes. Further research is needed to identify effective intervention strategies that increase students’ motivation towards PA.
Anne Kelso; Stephanie Linder; Anne K. Reimers; Stefanie J. Klug; Marianna Alesi; Lidia Scifo; Carla Chicau Borrego; Diogo Monteiro; Yolanda Demetriou. Effects of school-based interventions on motivation towards physical activity in children and adolescents: A systematic review and meta-analysis. Psychology of Sport and Exercise 2020, 51, 101770 .
AMA StyleAnne Kelso, Stephanie Linder, Anne K. Reimers, Stefanie J. Klug, Marianna Alesi, Lidia Scifo, Carla Chicau Borrego, Diogo Monteiro, Yolanda Demetriou. Effects of school-based interventions on motivation towards physical activity in children and adolescents: A systematic review and meta-analysis. Psychology of Sport and Exercise. 2020; 51 ():101770.
Chicago/Turabian StyleAnne Kelso; Stephanie Linder; Anne K. Reimers; Stefanie J. Klug; Marianna Alesi; Lidia Scifo; Carla Chicau Borrego; Diogo Monteiro; Yolanda Demetriou. 2020. "Effects of school-based interventions on motivation towards physical activity in children and adolescents: A systematic review and meta-analysis." Psychology of Sport and Exercise 51, no. : 101770.
Der vorliegende Beitrag gibt einen Überblick über Formen der Bewegungsförderung im Setting Schule und umfasst dabei präventive und gesundheitsförderliche Maßnahmen, die an weiterführenden Schulen umgesetzt werden können. Aus wissenschaftlicher Sicht besteht hinsichtlich der Bewegungsförderung an weiterführenden Schulen erhöhter Bedarf an effektiven Interventionsstudien, da die Schülerinnen und Schüler während des Schulalltags niedrige Aktivitätslevel und hohe Sitzanteile zeigen. Vielsprechende Ansätze bieten mehrthematische Interventionen, die Komponenten der Verhaltens- und Verhältnisprävention kombinieren. Die Implementation von Interventionsstudien unterliegt einer gewissen Komplexität, die im Rahmen des Beitrags diskutiert wird.
Yolanda Demetriou; David J. Sturm. Prävention und Gesundheitsförderung in weiterführenden Schulen. Springer Reference Pflege – Therapie – Gesundheit 2020, 1 -8.
AMA StyleYolanda Demetriou, David J. Sturm. Prävention und Gesundheitsförderung in weiterführenden Schulen. Springer Reference Pflege – Therapie – Gesundheit. 2020; ():1-8.
Chicago/Turabian StyleYolanda Demetriou; David J. Sturm. 2020. "Prävention und Gesundheitsförderung in weiterführenden Schulen." Springer Reference Pflege – Therapie – Gesundheit , no. : 1-8.
This systematic review aims to evaluate the extent of sex/gender consideration and effectiveness of interventions designed to reduce sedentary behaviour (SB). We searched for randomised or non-randomised controlled trials with the outcome SB and a sex/gender analysis in eleven electronic databases. Sixty-seven studies were included. Sex/gender considerations were qualitatively rated. Sex/gender was reported separately in 44.8% of studies, 14.9% of studies conducted a sex/gender interaction analysis, and 19.4% enrolled either girls or boys. SB was significantly reduced for girls in 16.4%, for boys in 11.9% and for both in 13.4%. No sex/gender intervention effect was found in 38.8%. According to the qualitative rating, studies without significant sex/gender effects reached “detailed” rating twice as often as studies finding a significant intervention effect for either girls or boys, or both. Overall, no clear pattern according to the qualitative rating and in terms of intervention effectiveness can be drawn. The results reveal a lack of sufficient sex/gender information in intervention planning and delivery. Further research should consider analysing sex/gender intervention effects as well as consider sex/gender inclusive intervention planning and delivery.
Catherina Vondung; Yolanda Demetriou; Anne K. Reimers; Annegret Schlund; Jens Bucksch. A Sex/Gender Perspective on Interventions to Reduce Sedentary Behaviour in Girls and Boys: Results of the genEffects Systematic Review. International Journal of Environmental Research and Public Health 2020, 17, 5231 .
AMA StyleCatherina Vondung, Yolanda Demetriou, Anne K. Reimers, Annegret Schlund, Jens Bucksch. A Sex/Gender Perspective on Interventions to Reduce Sedentary Behaviour in Girls and Boys: Results of the genEffects Systematic Review. International Journal of Environmental Research and Public Health. 2020; 17 (14):5231.
Chicago/Turabian StyleCatherina Vondung; Yolanda Demetriou; Anne K. Reimers; Annegret Schlund; Jens Bucksch. 2020. "A Sex/Gender Perspective on Interventions to Reduce Sedentary Behaviour in Girls and Boys: Results of the genEffects Systematic Review." International Journal of Environmental Research and Public Health 17, no. 14: 5231.
Background To evaluate the effects of interventions on children’s and adolescents’ overall physical activity (PA) for boys and girls separately and to appraise the extent to which the studies haven taken sex/gender into account.Methods Systematic review and semi-quantitative analysis. Eleven electronic databases were searched to identify all relevant randomized and non-randomized controlled trials. The main outcomes of the studies is a quantified measure of overall PA. Additionally, all studies had to report sex/gender disaggregated overall PA at baseline and/or follow up and/or explain how they dealt with sex/gender during outcome analysis (i.e., sex/gender adjusted analyses) and/or report that there were no differences in the outcome when looking at sex/gender. PRISMA guidelines were followed. Two authors independently screened studies for eligibility and assessed the risk of bias. Semi-quantitative analyses were conducted to evaluate intervention effects, taking into account the extent to which studies have considered sex/gender aspects. To evaluate sex/gender considerations in primary studies, a newly developed sex/gender checklist was used. The study was registered previously (registration number CRD42018109528)Results Our review shows that overall 35% of PA outcomes had significant effects in increasing overall PA of children and adolescents. Not including single sex/gender studies, 105 out of 120 PA outcomes resulted in same intervention effects for boys and girls. These PA outcomes showed higher quality of reporting sex/gender aspects of measurement instruments, participant flow and intervention content and materials than PA outcomes with effects only in boys or only in girls. Overall, consideration of sex/gender aspects in intervention studies is low.Conclusions There is still a need to address sufficient consideration of sex/gender aspects in developing and implementing interventions in the context of PA.
Carolin Schulze; Yolanda Demetriou; Sandra Emmerling; Annegret Schlund; Susan P. Phillips; Lorri Puil; Stephanie E. Coen; Anne K. Reimers. A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: Results from genEffects systematic review. 2020, 1 .
AMA StyleCarolin Schulze, Yolanda Demetriou, Sandra Emmerling, Annegret Schlund, Susan P. Phillips, Lorri Puil, Stephanie E. Coen, Anne K. Reimers. A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: Results from genEffects systematic review. . 2020; ():1.
Chicago/Turabian StyleCarolin Schulze; Yolanda Demetriou; Sandra Emmerling; Annegret Schlund; Susan P. Phillips; Lorri Puil; Stephanie E. Coen; Anne K. Reimers. 2020. "A sex/gender perspective on interventions to promote children’s and adolescents’ overall physical activity: Results from genEffects systematic review." , no. : 1.