Pathways to increasing adolescent physical activity and wellbeing: A mediation analysis of intervention components designed using a participatory approach
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.3390/ijerph17020390 http://hdl.handle.net/11449/198408 |
Resumo: | We assessed which intervention components were associated with change in moderateto-vigorous physical activity (MVPA) and wellbeing through proposed psychosocial mediators. Eight schools (n = 1319; 13–14 years) ran GoActive, where older mentors and in-class-peer-leaders encouraged classes to conduct two new activities/week; students gained points and rewards for activity. We assessed exposures: participant-perceived engagement with components (postintervention): older mentorship, peer leadership, class sessions, competition, rewards, points entered online; potential mediators (change from baseline): social support, self-efficacy, group cohesion, friendship quality, self-esteem; and outcomes (change from baseline): accelerometerassessed MVPA (min/day), wellbeing (Warwick-Edinburgh). Mediation was assessed using linear regression models stratified by gender (adjusted for age, ethnicity, language, school, BMI z-score, baseline values), assessing associations between (1) exposures and mediators, (2) exposures and outcomes (without mediators) and (3) exposure and mediator with outcome using bootstrap resampling. No evidence was found to support the use of these components to increase physical activity. Among boys, higher perceived teacher and mentor support were associated with improved wellbeing via various mediators. Among girls, higher perceived mentor support and perception of competition and rewards were positively associated with wellbeing via self-efficacy, self-esteem and social support. If implemented well, mentorship could increase wellbeing among adolescents. Teacher support and class-based activity sessions may be important for boys’ wellbeing, whereas rewards and competition warrant consideration among girls. |
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Pathways to increasing adolescent physical activity and wellbeing: A mediation analysis of intervention components designed using a participatory approachAdolescentHealth promotionInterventionMental healthPhysical activitySchoolWe assessed which intervention components were associated with change in moderateto-vigorous physical activity (MVPA) and wellbeing through proposed psychosocial mediators. Eight schools (n = 1319; 13–14 years) ran GoActive, where older mentors and in-class-peer-leaders encouraged classes to conduct two new activities/week; students gained points and rewards for activity. We assessed exposures: participant-perceived engagement with components (postintervention): older mentorship, peer leadership, class sessions, competition, rewards, points entered online; potential mediators (change from baseline): social support, self-efficacy, group cohesion, friendship quality, self-esteem; and outcomes (change from baseline): accelerometerassessed MVPA (min/day), wellbeing (Warwick-Edinburgh). Mediation was assessed using linear regression models stratified by gender (adjusted for age, ethnicity, language, school, BMI z-score, baseline values), assessing associations between (1) exposures and mediators, (2) exposures and outcomes (without mediators) and (3) exposure and mediator with outcome using bootstrap resampling. No evidence was found to support the use of these components to increase physical activity. Among boys, higher perceived teacher and mentor support were associated with improved wellbeing via various mediators. Among girls, higher perceived mentor support and perception of competition and rewards were positively associated with wellbeing via self-efficacy, self-esteem and social support. If implemented well, mentorship could increase wellbeing among adolescents. Teacher support and class-based activity sessions may be important for boys’ wellbeing, whereas rewards and competition warrant consideration among girls.National Institute for Health ResearchFundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)UKCRC Centre for Diet and Activity Research (CEDAR) and MRC Epidemiology Unit University of CambridgeDepartment of Physical Education Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP)Food & Mood Centre Centre for Innovation in Mental and Physical Health and Clinical Treatment School of Medicine Faculty of Health Deakin UniversityDeakin University IMPACT Strategic Research Centre School of Medicine Barwon HealthDepartment of Psychiatry University of Cambridge and Cambridgeshire and Peterborough NHS Foundation TrustDepartment of Physical Education Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP)National Institute for Health Research: 13/90/18FAPESP: 2018/19183-1University of CambridgeUniversidade Estadual Paulista (Unesp)Deakin UniversityBarwon HealthUniversity of Cambridge and Cambridgeshire and Peterborough NHS Foundation TrustCorder, KirstenWerneck, André O. [UNESP]Jong, Stephanie T.Hoare, ErinBrown, Helen ElizabethFoubister, CampbellWilkinson, Paul O.van Sluijs, Esther MF2020-12-12T01:12:01Z2020-12-12T01:12:01Z2020-01-02info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://dx.doi.org/10.3390/ijerph17020390International Journal of Environmental Research and Public Health, v. 17, n. 2, 2020.1660-46011661-7827http://hdl.handle.net/11449/19840810.3390/ijerph170203902-s2.0-85077904430Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengInternational Journal of Environmental Research and Public Healthinfo:eu-repo/semantics/openAccess2021-10-23T11:03:12Zoai:repositorio.unesp.br:11449/198408Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462021-10-23T11:03:12Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Pathways to increasing adolescent physical activity and wellbeing: A mediation analysis of intervention components designed using a participatory approach |
title |
Pathways to increasing adolescent physical activity and wellbeing: A mediation analysis of intervention components designed using a participatory approach |
spellingShingle |
Pathways to increasing adolescent physical activity and wellbeing: A mediation analysis of intervention components designed using a participatory approach Corder, Kirsten Adolescent Health promotion Intervention Mental health Physical activity School |
title_short |
Pathways to increasing adolescent physical activity and wellbeing: A mediation analysis of intervention components designed using a participatory approach |
title_full |
Pathways to increasing adolescent physical activity and wellbeing: A mediation analysis of intervention components designed using a participatory approach |
title_fullStr |
Pathways to increasing adolescent physical activity and wellbeing: A mediation analysis of intervention components designed using a participatory approach |
title_full_unstemmed |
Pathways to increasing adolescent physical activity and wellbeing: A mediation analysis of intervention components designed using a participatory approach |
title_sort |
Pathways to increasing adolescent physical activity and wellbeing: A mediation analysis of intervention components designed using a participatory approach |
author |
Corder, Kirsten |
author_facet |
Corder, Kirsten Werneck, André O. [UNESP] Jong, Stephanie T. Hoare, Erin Brown, Helen Elizabeth Foubister, Campbell Wilkinson, Paul O. van Sluijs, Esther MF |
author_role |
author |
author2 |
Werneck, André O. [UNESP] Jong, Stephanie T. Hoare, Erin Brown, Helen Elizabeth Foubister, Campbell Wilkinson, Paul O. van Sluijs, Esther MF |
author2_role |
author author author author author author author |
dc.contributor.none.fl_str_mv |
University of Cambridge Universidade Estadual Paulista (Unesp) Deakin University Barwon Health University of Cambridge and Cambridgeshire and Peterborough NHS Foundation Trust |
dc.contributor.author.fl_str_mv |
Corder, Kirsten Werneck, André O. [UNESP] Jong, Stephanie T. Hoare, Erin Brown, Helen Elizabeth Foubister, Campbell Wilkinson, Paul O. van Sluijs, Esther MF |
dc.subject.por.fl_str_mv |
Adolescent Health promotion Intervention Mental health Physical activity School |
topic |
Adolescent Health promotion Intervention Mental health Physical activity School |
description |
We assessed which intervention components were associated with change in moderateto-vigorous physical activity (MVPA) and wellbeing through proposed psychosocial mediators. Eight schools (n = 1319; 13–14 years) ran GoActive, where older mentors and in-class-peer-leaders encouraged classes to conduct two new activities/week; students gained points and rewards for activity. We assessed exposures: participant-perceived engagement with components (postintervention): older mentorship, peer leadership, class sessions, competition, rewards, points entered online; potential mediators (change from baseline): social support, self-efficacy, group cohesion, friendship quality, self-esteem; and outcomes (change from baseline): accelerometerassessed MVPA (min/day), wellbeing (Warwick-Edinburgh). Mediation was assessed using linear regression models stratified by gender (adjusted for age, ethnicity, language, school, BMI z-score, baseline values), assessing associations between (1) exposures and mediators, (2) exposures and outcomes (without mediators) and (3) exposure and mediator with outcome using bootstrap resampling. No evidence was found to support the use of these components to increase physical activity. Among boys, higher perceived teacher and mentor support were associated with improved wellbeing via various mediators. Among girls, higher perceived mentor support and perception of competition and rewards were positively associated with wellbeing via self-efficacy, self-esteem and social support. If implemented well, mentorship could increase wellbeing among adolescents. Teacher support and class-based activity sessions may be important for boys’ wellbeing, whereas rewards and competition warrant consideration among girls. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-12T01:12:01Z 2020-12-12T01:12:01Z 2020-01-02 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.3390/ijerph17020390 International Journal of Environmental Research and Public Health, v. 17, n. 2, 2020. 1660-4601 1661-7827 http://hdl.handle.net/11449/198408 10.3390/ijerph17020390 2-s2.0-85077904430 |
url |
http://dx.doi.org/10.3390/ijerph17020390 http://hdl.handle.net/11449/198408 |
identifier_str_mv |
International Journal of Environmental Research and Public Health, v. 17, n. 2, 2020. 1660-4601 1661-7827 10.3390/ijerph17020390 2-s2.0-85077904430 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
International Journal of Environmental Research and Public Health |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1799964857764675584 |