Improving children's physical self-perception through a school-based physical activity intervention: The Move for Well-being in School study

Lars B. Christiansen*, Pernille Lund-Cramer, Ruben Brondeel, Søren Smedegaard, Anne Didde Holt, Thomas Skovgaard

*Kontaktforfatter for dette arbejde

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Resumé

Purpose Physical activity at school can improve the mental health of all children – especially if it targets children's developmental needs and is carried out in a positive social climate. The purpose of the present study was to examine the effect of a 9-month school intervention focusing on physical self-worth, self-perceived sport competence, body attractiveness, social competences and global self-worth in children aged 10–13 years. Methods Taking self-determination theory as its starting point, the intervention was developed and pilot-tested in close co-operation with schools. It targeted 1) PE lessons, 2) in-class activity outside PE, and 3) physical activity during break-time. It used a cluster-randomized design to select 24 Danish schools either for intervention or for control. Survey data on self-perception variables, socio-demographics and physical activity was collected prior to intervention and after 9 months. Results A total of 2797 children were included in the analyses. All five self-perception variables increased between baseline and follow-up, and there were no significant differences between intervention and control schools. Sub-group analyses of gender, social class, body image and leisure sport revealed significant differences at baseline for most self-perception variables. For students with no leisure sport participation at the intervention schools, the follow-up results showed a more positive development for global self-worth. Conclusions Despite limited overall intervention effects on self-perceived competence and self-worth, the intervention appeared to diminish the gap between those groups with most and those with least self-confidence. Even though many of the new activities and approaches were implemented, some teachers were challenged to create a positive social climate.

OriginalsprogEngelsk
TidsskriftMental Health and Physical Activity
Vol/bind14
Sider (fra-til)31-38
ISSN1755-2966
DOI
StatusUdgivet - 2018

Fingeraftryk

self-image
well-being
school
Sports
climate
social competence
body image
self-confidence
self-determination
social attraction
social class
Group
mental health
participation
gender
teacher
student

Citer dette

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abstract = "Purpose Physical activity at school can improve the mental health of all children – especially if it targets children's developmental needs and is carried out in a positive social climate. The purpose of the present study was to examine the effect of a 9-month school intervention focusing on physical self-worth, self-perceived sport competence, body attractiveness, social competences and global self-worth in children aged 10–13 years. Methods Taking self-determination theory as its starting point, the intervention was developed and pilot-tested in close co-operation with schools. It targeted 1) PE lessons, 2) in-class activity outside PE, and 3) physical activity during break-time. It used a cluster-randomized design to select 24 Danish schools either for intervention or for control. Survey data on self-perception variables, socio-demographics and physical activity was collected prior to intervention and after 9 months. Results A total of 2797 children were included in the analyses. All five self-perception variables increased between baseline and follow-up, and there were no significant differences between intervention and control schools. Sub-group analyses of gender, social class, body image and leisure sport revealed significant differences at baseline for most self-perception variables. For students with no leisure sport participation at the intervention schools, the follow-up results showed a more positive development for global self-worth. Conclusions Despite limited overall intervention effects on self-perceived competence and self-worth, the intervention appeared to diminish the gap between those groups with most and those with least self-confidence. Even though many of the new activities and approaches were implemented, some teachers were challenged to create a positive social climate.",
author = "Christiansen, {Lars B.} and Pernille Lund-Cramer and Ruben Brondeel and S{\o}ren Smedegaard and Holt, {Anne Didde} and Thomas Skovgaard",
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Improving children's physical self-perception through a school-based physical activity intervention : The Move for Well-being in School study. / Christiansen, Lars B.; Lund-Cramer, Pernille; Brondeel, Ruben; Smedegaard, Søren; Holt, Anne Didde; Skovgaard, Thomas.

I: Mental Health and Physical Activity, Bind 14, 2018, s. 31-38.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - Improving children's physical self-perception through a school-based physical activity intervention

T2 - The Move for Well-being in School study

AU - Christiansen, Lars B.

AU - Lund-Cramer, Pernille

AU - Brondeel, Ruben

AU - Smedegaard, Søren

AU - Holt, Anne Didde

AU - Skovgaard, Thomas

PY - 2018

Y1 - 2018

N2 - Purpose Physical activity at school can improve the mental health of all children – especially if it targets children's developmental needs and is carried out in a positive social climate. The purpose of the present study was to examine the effect of a 9-month school intervention focusing on physical self-worth, self-perceived sport competence, body attractiveness, social competences and global self-worth in children aged 10–13 years. Methods Taking self-determination theory as its starting point, the intervention was developed and pilot-tested in close co-operation with schools. It targeted 1) PE lessons, 2) in-class activity outside PE, and 3) physical activity during break-time. It used a cluster-randomized design to select 24 Danish schools either for intervention or for control. Survey data on self-perception variables, socio-demographics and physical activity was collected prior to intervention and after 9 months. Results A total of 2797 children were included in the analyses. All five self-perception variables increased between baseline and follow-up, and there were no significant differences between intervention and control schools. Sub-group analyses of gender, social class, body image and leisure sport revealed significant differences at baseline for most self-perception variables. For students with no leisure sport participation at the intervention schools, the follow-up results showed a more positive development for global self-worth. Conclusions Despite limited overall intervention effects on self-perceived competence and self-worth, the intervention appeared to diminish the gap between those groups with most and those with least self-confidence. Even though many of the new activities and approaches were implemented, some teachers were challenged to create a positive social climate.

AB - Purpose Physical activity at school can improve the mental health of all children – especially if it targets children's developmental needs and is carried out in a positive social climate. The purpose of the present study was to examine the effect of a 9-month school intervention focusing on physical self-worth, self-perceived sport competence, body attractiveness, social competences and global self-worth in children aged 10–13 years. Methods Taking self-determination theory as its starting point, the intervention was developed and pilot-tested in close co-operation with schools. It targeted 1) PE lessons, 2) in-class activity outside PE, and 3) physical activity during break-time. It used a cluster-randomized design to select 24 Danish schools either for intervention or for control. Survey data on self-perception variables, socio-demographics and physical activity was collected prior to intervention and after 9 months. Results A total of 2797 children were included in the analyses. All five self-perception variables increased between baseline and follow-up, and there were no significant differences between intervention and control schools. Sub-group analyses of gender, social class, body image and leisure sport revealed significant differences at baseline for most self-perception variables. For students with no leisure sport participation at the intervention schools, the follow-up results showed a more positive development for global self-worth. Conclusions Despite limited overall intervention effects on self-perceived competence and self-worth, the intervention appeared to diminish the gap between those groups with most and those with least self-confidence. Even though many of the new activities and approaches were implemented, some teachers were challenged to create a positive social climate.

U2 - 10.1016/j.mhpa.2017.12.005

DO - 10.1016/j.mhpa.2017.12.005

M3 - Journal article

AN - SCOPUS:85040054424

VL - 14

SP - 31

EP - 38

JO - Mental Health and Physical Activity

JF - Mental Health and Physical Activity

SN - 1755-2966

ER -