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Developing positive behavioral skills among adolescents participating in basketball sports schools /
No full textThe aim of this study is to evaluate the impact of a positive behavior skills development program on adolescents who participate in basketball sports schools. Methods: Sixty-two adolescent athletes (Mage 15.83 ± 0.37) took part in this educational experiment. Participants were randomly selected from 2 basketball sports schools chosen from a list of basketball sports schools and divided into experimental (n = 30) and control (n = 32) groups. The experimental group participants were subjected to the effect of the positive behavior skills development program, which aimed to develop positive behavior skills among adolescents participating in basketball sports schools, including taking responsibility, positive self-evaluation, prosocial behavior with teammates, prosocial behavior with opponents, taking social responsibility, cooperation, assertiveness, empathy, self-control, ability to evaluate and convey emotions, ability to utilize one’s positive emotional experience, ability to comprehend and analyze emotions, and ability to control emotions. Positive behavior skills development activities were conducted by one of the researchers together with the sports school coaches. At the beginning and end of the educational experiment, participants from both the experimental and control groups completed the following questionnaires: Personal and Social Responsibility Questionnaire, Rosenberg Self-Esteem Scale, The Prosocial and Antisocial Behavior in Sport Scale, Social Skills Rating System-Secondary Student form, and Schutte Self-Report Inventory. Results: The positive behavior skills development activities implemented during the educational experiment had a positive and statistically significant impact on the positive behavior skills of the experimental group adolescents
Direct and indirect associations between mental health and motivational indicators with physical activity among Lithuanian adolescents /
No full textBackground: Considering the low engagement of contemporary adolescents in physical activity (PA), apparently, PA still has a low priority for adolescents, who are the only ones making decisions and performing behavior. So, analysis of more proximal factors that lay on the personal and interpersonal levels as well as psychological mechanisms forming PA behavior is important. Methods: The population-based cross-sectional study included 4,924 5th to 12th-grade school students. Among them, 50.9% were girls. The mean age of study participants varied from 11 to 19 years [mean 14.08 (2.21)]. Moderate-to-vigorous physical activity was measured by four items out of the IPAQ-SF questionnaire. Psychological well-being was assessed using The World Health Organization Five Well-Being Index (WHO-5) 5-item questionnaire. Psychological distress has been assessed by Kessler’s six-item scale. Social support in terms of family and friends social support has been assessed by a 13-item subscale of Sallis’ Support for Exercise Survey. Body mass index (BMI) was calculated by dividing body mass (kg) by height-squared (m2). Results: Higher motivation for MVPA was predicted by higher family (β = 0.653) but not friends‘support and both mental health indicators – higher psychological well-being (β = 0.049) and lower psychological distress (β = −0.078) were linked to higher motivation for physical activity, regardless the covariates. Higher motivation (β = 0.137), greater psychological well-being (β = 0.580) with the greatest magnitude, and lower psychological distress (β = −0.293) contributed to the greater MVPA. Conclusion: Family but not friends’ support for physical activity, greater psychological well-being, and lower psychological distress have direct and indirect effects on greater moderate-to-vigorous physical activity in adolescents
The relationship between posture and work nature, physical activity, body composition, and back pain among employees of Lithuanian Sports University.
No full textResearch problem: insufficient physical activity, prolonged sitting, and changes in body composition contribute to postural alterations and increased back pain risk. However, studies among university employees remain limited. Research hypothesis: lower physical activity, higher body fat percentage, sedentary work nature, and greater back pain intensity are associated with poorer posture. Research aim: to assess the relationships between posture, work nature, physical activity, body composition, and back pain among Lithuanian Sports University (LSU) employees. Methods: 33 LSU employees (23 women, 10 men; mean age 40.91 ± 9.86 years) participated. Posture was assessed using the DIERS formetric 4D system, physical activity - IPAQ-LT questionnaire, body composition - TANITA BC-418 analyzer, back pain - VAS scale, and work nature via a Google Forms survey. Data analysis was performed using IBM SPSS Statistics 29.0 software Results: increased thoracic kyphosis was found in 13 participants, combined kyphosis and lordosis - 6, increased lordosis - 3, and normal posture - 11 participants. Scoliosis (Cobb angle >10°) was found in 13 participants, often alongside kyphosis or mixed posture deviations. Statistically significant positive correlations (p < 0.05) were found between thoracic kyphosis angle and work experience, sitting time, body fat percentage and lordosis angle. The lordosis angle also correlated with back pain intensity and body fat. Conclusions: longer work experience, greater sitting time, and higher body fat percentage were associated with postural changes, and greater back pain intensity correlated with increased lumbar lordosis
The influence of social media in the choice of basketball content.
No full textAim of the study: to determine the influence of social media in the choice of basketball sport content. Research objectives: 1. To analyse the impact of social media on the consumer. 2. Analyse the impact of social media on the consumer. 3. Explore the role of social media in delivering basketball content Methods: In the analytical section, quantitative research (questionnaire survey of social media users) and comparative analysis of the obtained statistical data were applied. Results: Results: the majority of respondents (92%) use the internet every day. Respondents revealed that (53%) follow basketball content on social media. The results revealed that the influence of social media on the choice of basketball content did not have a significant difference between men and women. Correlation analysis revealed that the strongest correlation was between the statements „I follow basketball-related media because it provides quick and easy access to a large amount of information about basketball“ and ,,I follow basketball-related media because I can get varied and useful information about players and teams“ (r = 0.827, p < 0.01). Conclusions: 1.The analysis of the literature suggests that the main social media platforms are Facebook, Instagram, YouTube and TikTok and ,,X" (,Twitter). Each of them has its own characteristics: Facebook focuses on social networking; Instagram on visual communication; TikTok stands out for its short, entertaining videos and its personalised algorithm; X is used to disseminate and follow important news and events; and Youtube is used as a platform for sharing videos. 2.The analysis of the literature suggests that social media has a significant impact on the consumer, which is supported by electronic word-of-mouth communication, the theory of based actions and the activities of influencers, which have a direct impact on the behaviour of followers. 3. The results of the study showed that social media has a significant impact on the consumption of basketball content. The majority of the respondents stated that they use the internet on a daily basis, which indicates a high level of engagement with the digital space. In addition, more than half of the respondents follow basketball content and use the social platform Facebook most frequently, indicating the integration of social networks into the respondents' daily consumption
Teacher practices that enhance students sense of belonging in marginalized populations /
No full textIn this research, we sought to understand teacher practices that contributed to students’ sense of belonging in marginalized populations in a Latvian school. Forty-five students with disabilities (mean age 13.0 ± 2.3 yrs), four physical education teachers and the school principal participated in the research. Data collection included field and reflective notes, focus group interviews with students, and semi-structured interviews with educators. Results revealed that students’ sense of belonging was connected to teachers’ efforts at building trust, understanding students’ individual needs and being empathetic to students’ experiences. Findings also reveal the backdrop in which students’ belonging was shaped by the tensions found within the politicised landscape of difference. This study argues for an approach to teachers’ social-cultural sensitivity to their learners’ backgrounds, as evidenced in their intentions to recognize students’ needs
‘Are we getting through to them? And in what way?’ Communicating physical activity with adolescents /
No full textThe Active School Flag (ASF) is a multi-stage, multi-component, whole-of-school physical activity (PA) programme. This study explored relationships between Irish adolescents’ health literacy, PA knowledge, beliefs and awareness and their efforts to communicate PA messages. Schools (n = 17) newly enrolled in the ASF programme were invited to participate in a mixed methods study. A questionnaire assessing adolescents’ health literacy, PA knowledge and beliefs about the consequences of behaviour, and ASF programme awareness was completed in five schools. Statistical analysis involved a hierarchical multiple linear regression. Focus groups (n = 11) were conducted with ASF programme implementers in ten schools to understand current practices of communicating PA messages. Data were analysed using a reflexive thematic analysis. Males comprised 62.3% of the sample (N = 483), and 57.1% were junior students (1st–3rd year). The overall model significantly predicted adolescents’ health literacy, F(4, 464) = 56.241, P < .001. Gender (B = −1.09, P = .02), knowledge of PA (B = 0.4, P = .04), and beliefs about the consequences of behaviour (B = 2.3, P < .001) were significant predictors of health literacy, accounting for 33.2% of the variance. Challenges included low awareness of, engagement with, and maximizing support for implementing ASF. The gap identified between the messages communicated and awareness of ASF requires further research to develop an effective, structured, and standardized PA communication plan for schools to facilitate policy and practice. Improving adolescents’ knowledge and beliefs about the consequences of PA could improve overall health literacy levels. Therefore, providing support and guidance to whole-of-school programme implementers for communicating PA messages will help influence practice and policy
Isometric training at longer muscle–tendon complex lengths: A potential countermeasure to impaired neuro‐muscle–tendon function during space travel /
No full textWhat is the topic of this review? Exposure to microgravity induces reductions in neuro‐muscle–tendon complex mass, properties and function. Current countermeasures, in terms of the nature and prescription of resistance exercise, have not mitigated losses completely. Specifically, researchers have identified the necessity to incorporate more higher‐intensity mechanical loading in microgravity. What advances does it highlight? Performing high‐intensity isometric resistance training at longer muscle–tendon complex lengths might potentially modulate losses of the neuro‐muscle–tendon systems in microgravity through optimization of muscle mechanical stress, muscle activation and tendon strain. This method also provides logistical benefits, including minimal equipment, training monitoring and exercise prescription
Co-creating the COMMUNICATE toolkit to support the communication of physical activity messages with adolescents in schools /
No full textBackground: Communication campaigns within multi-component school-based interventions could improve knowledge and awareness about physical activity (PA) behavior. Guidance to implement such communication campaigns is lacking. This paper presents the co-creation and evaluation processes that led to the development of the COMMUNICATE toolkit, which supports implementers to communicate PA messages. Methods: Students and teachers from secondary schools enrolled in the Active School Flag (ASF) program were invited to participate. To provide a nuanced perspective on the communication of PA, ASF program implementers (i.e., coordinating teacher and adolescent peer leaders) and receivers (i.e., staff and students not involved in ASF delivery), together known as co-creators, engaged in three rounds of co-creation workshops to share ideas, provide feedback, and refine the toolkit. Workshop data were collected via activity recording sheets; written raw materials were photographed and later transcribed verbatim to generate a dataset. Inductive thematic analysis was conducted to organize and describe the toolkit components. A multi-stakeholder research steering group (n=7) was established to design, facilitate, and evaluate the co-creation process. The toolkit was refined between rounds of workshops. Throughout the co-creation process, the facilitator reflected after each workshop to improve its’ participatory nature. After the final workshop, co-creators completed a process evaluation questionnaire. Additional consultations with experts were held to bridge the gap in expertise. A logic model was developed to understand the theory of change behind the toolkit. Results: Eight teachers and 38 students from four ASF schools participated in the co-creation workshops. All 14 aspects of the process evaluation were mainly positive (86.7-100%). Common reasons for negative responses included co-creators not engaging, too much moving around during workshops, teachers’ involvement, and working with strangers. The final version of the toolkit included resources for program implementers to i) raise awareness about PA and the program, ii) plan the promotion of PA, and iii) develop key communication skills. Conclusions: The COMMUNICATE toolkit, informed by multi-stakeholder voices, emphasizes a multi-level, multi-stakeholder approach to communicating PA messages with adolescents in schools. It provides tools and resources for program implementers to improve communication efforts. The COMMUNICATE toolkit could be adapted to other peer-led school-based programs. Supplementary Information: The online version contains supplementary material available at 10.1186/s12966-025-01822-8
The effect of repeated short-duration hot and cold-water immersions on glucose tolerance and insulin response: a pilot study :
No full textInclusive and enjoyable physical activity for older adults: the JOIN4JOY project :
No full textPurpose: Older adults remain the least physically active group in Europe, with barriers such as low socioeconomic status, health limitations, and social exclusion contributing to inactivity. JOIN4JOY aims to reduce sedentary behaviour (SB) and increase physical activity (PA) among adults aged 65+, living in community and nursing homes. This project innovatively integrates co-creation, gamification, and social inclusion perspective to design PA programme focused on enjoyment – a key to sustained engagement. By emphasising intergenerational collaboration, inclusive practice, and virtual communities of practice (VCoPs), JOIN4JOY presents a novel model that promotes healthy ageing. Project Description: Development. The JOIN4JOY intervention programme was co-developed through a participatory approach involving older adults (end-users), family members, professionals, students, and policymakers across five European countries: Denmark, France, Germany, Italy, and Spain. Focus groups were guided by the Octalysis gamification framework to ensure enjoyment and engagement were considered. Training modules and materials were developed collaboratively, integrating students and evidence-based strategies from prior successful interventions. Implementation. The project co-created and implemented two tailored programmes: JOIN4JOY-C (for community-dwelling older adults) and JOIN4JOY-NH (for the residents of nursing homes). Both programmes were piloted (Pilot 1 and Pilot 2) by trained professionals and students, combining group PA sessions, self-management strategies, and social engagement. Evaluation. A mixed-method evaluation was used to assess feasibility, acceptability, and impact of the programme. Quantitative tools included subjective questionnaires and scales as well as accelerometries for objective measurement of PA and SB. Qualitative interviews with participants and trainers explored their experiences and perceived benefits of the programme. Dissemination and Scale-Up. The open-access training platform linked to VCoPs was established nationally in local languages and internationally in English to enable peer learning and practitioner support as well as the scale-up of the project. Public events, publications, and practitioner networks will support its dissemination across Europe. Conclusion: JOIN4JOY shows how co-creation, gamification, and inclusive design can reshape PA programmes for older adults, shifting the focus towards enjoyment and social inclusion. Preliminary results indicate high levels of satisfaction and enjoyment among participants. The project offers valuable insights for advancing long-term, inclusive approaches to promote PA among older adults