Physical Activity Archives - Health Behavior and Policy Review

Comparison of Salient Beliefs and Their Impact on Physical Activity before and during COVID-19: Applying the Theory of Planned Behavior

A Fast Track Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Seiyeong Park, PhD
Chung Gun Lee, PhD

Objective:

We examined differences in salient beliefs about physical activity (PA) and their influence on PA intention and behavior among South Korean university students before and during the COVID-19 pandemic.

Methods:

We used the Theory of Planned Behavior as a basis for the study. We used a repeated cross-sectional design. We conducted elicitation studies, and main and followup surveys with South Korean university students at two time points during September-October 2018 (n = 234) and September-December 2021 (n = 199). We used content analysis to identify salient beliefs about PA; we used structural equation modeling to analyze relationships among salient beliefs, PA intention, and behavior.

Results:

Prior to the pandemic, salient beliefs such as ‘builds social relationships,’ ‘takes too much time,’ and ‘friends’ significantly predicted PA intention and behavior. During the pandemic, ‘improves health status,’ ‘family members,’ and ‘laziness’ were significant predictors of PA intention and behavior although students’ average weekly PA time was decreased by half during the pandemic.

Conclusions:

The findings highlight how salient beliefs can shift substantially across contexts. Identifying such changes may improve predictions of PA engagement among university students, not only in the post-pandemic era but also in preparation for potential future public health crises.

Source: Health Behavior and Policy Review
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.12.5.1

Steven Rowe2026-01-12T21:58:08-07:00January 12th, 2026|COVID19, Physical Activity|

Impact of Web-based Activity Breaks on Child Physical Activity and Time Off-task: A Pilot Study

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A Fast Track Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Holly R. Huddleston, PhD
Vaughn W. Barry, PhD
Dana K. Fuller, PhD
Sarah J. Adams, DA
Jennifer L. Caputo, PhD

Objective:

Classroom activity breaks (ABs) have physical and cognitive benefits, although effectiveness of Web-based ABs remains unexplored. The purpose of this study was to assess impacts of three-minute Web-based AB on physical activity (PA) and time off-task in second graders (N = 38).

Methods:

This quasi-experimental design was implemented in a primary school setting. The SenseWear Armband assessed PA and a modified Behavioral Observation System in Schools assessed time off-task. Children participated twice in four conditions: control (CON), non-active breaks (NAB), one active break (1AB), and two active breaks (2ABs). Breaks entailed physically active or meditation GoNoodle videos.

Results:

Number of breaks was a significant predictor of PA (F(2, 68.47) = 25.85, p <.001), eliciting significantly higher PA intensity with each additional AB. We found a significant interaction between break type (CON, NAB, 1AB) and lesson (middle, post) (F(2, 163.95) = 4.73, p=.01), with a significant main effect for break type (F(2, 166.67) = 10.52, p<.001). Break type affected time off-task during post-lesson (F(2, 167.26) = 13.67, p<.001), with the AB condition demonstrating significantly lower time off-task than CON or NAB.

Conclusions:

Web-based ABs are an effective way to increase PA intensity and decrease time off-task in second graders.

Source: Health Behavior and Policy Review
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.12.5.2

Steven Rowe2026-01-12T21:56:25-07:00January 12th, 2026|Physical Activity, School Health|

The Effects of Supervision and Activity Status on Physical Activity Participation with Activity Zoned Playgrounds in Elementary-Aged Children

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An Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Jillian L. Barnas, PhD
Travis Emerson, MS
Stephen D. Ball, PhD

Objective:

We compared changes in physical activity (PA) in active and inactive youth during school recess with supervised and unsupervised activity zoned playgrounds (AZP).

Methods:

We analyzed PA of 143 third-, fourth-, and fifth-graders from 2 elementary institutions using Actigraph-GT3X accelerometers for 4 weeks. We collected baseline data for one week prior to activity zoning. Afterwards, the playgrounds were divided into 6 activity zones for 2 weeks, with activity zones supervised at only one institution. Activity zones were removed, and PA data were collected for one-week post intervention.

Results:

We saw few differences in PA engagement between the supervision conditions throughout the duration of AZP implementation such that moderate and vigorous PA decreased with supervision (ps < .05). Initial activity status influenced PA engagement with AZP implementation. AZPs significantly reduced vigorous PA engagement in active kids with subsequent increases in light PA engagement, whereas PA engagement remained relatively unchanged among inactive children.

Conclusions:

Supervising AZP may be detrimental to PA engagement during recess; however, this could be dependent on the reliability of employed supervisors. Additionally, considerable attention is needed with activity development that will appease students of differing activity statuses and prevent decreases in higher intensity PA engagement.

Source: Health Behavior and Policy Review, Volume 11, Number 3, June 2024, pp. 1599-1612(14)
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.11.3.5

Steven Rowe2024-08-03T10:47:13-06:00July 24th, 2024|Physical Activity, School Health|

Effects of Activity-zoned Playgrounds on Social Skills, Problem Behavior, and Academic Achievement in Elementary-aged Children

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An Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Jillian L. Barnas, PhD
Travis Emerson, MS
Stephen D. Ball, PhD

Objective:

We assessed changes in social skill development, problem behaviors, and academic competencies with an acute implementation of an activity-zoned playground (AZP) during recess.

Methods:

Third- and fifth-grade students (N = 116) from 2 midwestern elementary institutions were selected to wear an accelerometer at recess and have their teacher complete a pre- and post-intervention assessment of the Social Skills Improvement System (SSIS). We measured physical activity (PA) using Actigraph-GT3X accelerometers for 4 continuous weeks: one week of baseline, 2 weeks of activity zone intervention, one week of post-intervention with activity zone removal.

Results:

The AZP intervention was effective at increasing MVPA with decreases in sedentary activity during recess for third-grade students whereas fifth-grade students showed no significant change in PA (ps < .001). Furthermore, third-grade children improved their social skill scores by 3% (p = .003), but no change in social skill behavior was noted for fifth-grade students (p = .73); we detected no differences in problem behaviors or academic competence (ps > .05).

Conclusions:

Activity-zoned playgrounds can improve PA engagement and can lead to improvements in social skill development without worsening problem behaviors, especially in younger students.

Source: Health Behavior and Policy Review, Volume 11, Number 3, June 2024, pp. 1587-1598(12)
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.11.3.4

Steven Rowe2024-08-03T10:44:21-06:00July 24th, 2024|Physical Activity, School Health|

Socioeconomic Factors, Movement Behavior Context, and Self-reported Physical and Mental Health in Adults Living in New York City

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An Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Ryan D. Burns, PhD
Christopher D. Pfledderer, PhD
You Fu, PhD

Objective:

The purpose of this study was to examine the associations of socioeconomic factors, movement behavior context, and self-reported physical and mental health in adults living in New York City.

Methods:

Participants were adults from the Physical Activity and Transit Survey (N = 3811; 53.2% female). The dependent variables were items asking about the number of days the participant experienced poor physical and mental health. Independent variables were socioeconomic factors and items asking about the frequency of physical activity (PA) within certain contexts and rest/sleep behaviors. Weighted multivariable negative binomial regression models examined the associations.

Results:

More days of bicycling transit (IRR = 0.79, p = .001) and higher levels of household income (IRR range = 0.44-0.66, p < .025) were associated with lower rates of poor physical health. More days of poor rest/sleep (IRR = 1.05, p < .001) and labor PA (IRR = 1.10, p < .001) were associated with higher rates of poor mental health, and higher household income (IRR range = 0.58-0.65, p < .01) were associated with a lower rate of poor mental health.

Conclusions:

The strength and direction of associations with self-reported health varied according to PA context. Poor rest/sleep and low household income were strongly associated with both poor physical and mental health.

Source: Health Behavior and Policy Review, Volume 10, Number 5, October 2023, pp. 9-24(16)
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.10.5.2

Steven Rowe2024-01-12T09:56:45-07:00January 12th, 2024|Physical Activity|

Addressing Community Health Worker Wellness and Self-care: A Formative Evaluation

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An Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Chelsey Kirkland, PhD, MPH, CHW
Jeffrey S. Hallam, PhD, FRSPH

Objective:

Community health workers (CHWs) experience higher than average risks for chronic diseases and poor health and are disproportionately affected by the COVID-19 pandemic due to being from historically marginalized populations. Despite limited literature, these factors indicate a need for CHW-specific support programming for wellness and self-care. Therefore, we conducted formative evaluation using virtual focus groups (N = 5) using descriptive and interpretive qualitative research methods to inform a program called “HANS KAI.”

Methods:

The focus groups included CHWs (N = 35) and CHW supervisors (N = 5) to explore CHW-support programming needs and understand their perceptions of HANS KAI. Two moderators followed a semi-structured focus group guide with questions and prompts focused on 5 primary domains: (1) Intervention Initiation, (2) Impact of Agency Culture, (3) HANS KAI Meeting Details, (4) HANS KAI Meeting Topics, and (5) Intervention Incentives. Audio-transcribed data were aggregated and analyzed for each domain with inductive codes involving iterative cycles of descriptive and in vivo coding. Salient themes and sub-themes were developed based on the domains.

Results:

We developed 8 salient themes within the domains.

Conclusions:

Our findings reveal that CHW HANS KAI components reflect CHWs’ needs, may benefit CHWs, and provide insights into CHW-specific programming.

Source: Health Behavior and Policy Review
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.10.3.2

Steven Rowe2023-08-19T15:38:25-06:00July 26th, 2023|Community Health, Physical Activity, Program Planning|

The Impact of COVID-19 on Physical Activity and Related Health Outcomes: Where Do We Go from Here?

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A Fast Track article published in the Health Behavior and Policy Review Journal.
The full article is available for subscribers, subscribe here.

Authors:

Emily Stevens
Paul Gallo
Jaimy Dyer
Ethan Balk

Objective:

COVID-19 has presented challenges to public health, including mental and physical health risks attributed to reductions in physical activity (PA) and social isolation that resulted from quarantine. Barriers to community engagement and PA have persisted. In this paper, we review the literature on behavioral changes associated with COVID-19 on aerobic exercise, resistance training, and related mental and physical health outcomes, including barriers to PA, to guide recommendations for post-COVID community-based exercise programming.

Methods:

We identified 63 relevant studies related to COVID-19 and PA (N = 22), aerobic exercise (N = 11), and discreet resistance exercise (N = 30). We reviewed studies while trying to focus on synthesizing the impact of the pandemic on rates of PA, barriers to PA, and resulting health outcomes to guide recommendations for post-pandemic community-based programming.

Results:

COVID-19 lockdown resulted in substantial reductions in PA, which led to increased risk for comorbidities attributed to inactivity and social isolation. Typical barriers to PA among adults were exacerbated with closure of gyms and balancing work and family care from home.

Conclusions:

We recommend moderate physical activity, such as walking and discreet resistance training, for community-based programming in a post-pandemic society. These modes of exercise address key barriers to PA among community-dwelling adults.

Source: Health Behavior and Policy Review
Publisher: Paris Scholar Publishing Ltd.
Article Link: hhttps://www.ingentaconnect.com/content/psp/hbpr/pre-prints/content-psp_hbpr_10_2_3

Steven Rowe2023-05-31T08:57:34-06:00May 31st, 2023|Community Health, COVID19, Physical Activity|

Educational Discrimination of Honor Culture Men and the Impact of Sports, Key Demographics, and Affiliations

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Rebecca S. Merkin, PhD
Sigmund Shipp, PhD

Objective:

We identified predictors of educational discrimination among all races with a particular focus on the understudied white male population that has a lower socioeconomic status (SES).

Methods:

Employment of Bourdieu’s cultural capital theoretical framework, HSLS data, and hierarchical regression modeling, underlie this study that explored predictors of educational discrimination.

Results:

Playing sports does not impact experiences with educational discrimination. The higher the SES, the less likely people are discriminated against overall (r = -.20; p < .001) and in honor cultures (r = -.30; p < .001), but not in non-honor cultures. One- versus 2-parent homes, and the number of children a respondent has had no impact on perceived discrimination. Across all models, black, LatinX, and students of other races experience greater educational discrimination than their white peers. Members of all races in honor cultures experience educational discrimination. However, this relationship is also moderated by SES in that lower- income white honor culture males experience greater educational discrimination than their higher- income counterparts.

Conclusions:

Findings indicate that low SES is prominent in educational discrimination; consequently, inclusion programs to increase educational opportunities, as identified in Healthy People 2030, to help children and adolescents do well in school are warranted.

Source: Health Behavior and Policy Review, Volume 9, Number 4, July 2022, pp. 961-971(11)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.9.4.4

Steven Rowe2022-08-20T09:52:31-06:00August 20th, 2022|Physical Activity, Youth|

Non-profit Coordinated School Health Program Achieves Student Outcomes in Both Beginning and Experienced Schools

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Deana A. Hildebrand, PhD, RD
Jeremy Humphrey, MS
Lindsi Lemons, MPH

Objective:

The purpose of this study was to determine the efficacy of an ongoing health promotion program to sustain student outcomes over an extended period, and to determine if student outcomes are affected by the schools’ duration of program participation.

Methods:

The repeat- measures study used secondary data from Healthy Schools Oklahoma for School Years 2016-2019. FITNESSGRAM^® assessed changes in student fitness levels (N = 12,219); an electronic health survey assessed changes in knowledge and behaviors (N = 6840). McNemar tests examined change in the proportion of students reaching the healthy fitness zone (HFZ) for 6 FITNESSGRAM^® tests, and the proportion of students with accurate knowledge or meeting dietary and physical activity recommendations. Poisson regression tested for change in student outcomes based on duration of program participation.

Results:

The proportion of students reaching HFZ increased for 5 of 6 fitness tests (p ≤ .004) and with accurate nutrition and physical education knowledge (p ≤ .009). We found statistically significant main effects for outcomes (p ≤ .016) and duration (p ≤ .030); there was no effect for the interaction.

Conclusions:

Students achieved similar gains in outcomes regardless of the schools’ duration of program participation.

Source: Health Behavior and Policy Review, Volume 9, Number 2, March 2022, pp. 765-775(11)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.9.2.4

Steven Rowe2022-03-30T22:10:15-06:00March 30th, 2022|Nutrition, Physical Activity, School Health|

High School Students Voice Regarding School-based Physical Activity: Perceived Barriers and Facilitating Factors

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An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Marie-Maude Dubuc, PhD
Seira Fortin-Suzuki, MSc
Sylvie Beaudoin, PhD
Félix Berrigan, PhD
Sylvain Turcotte, PhD

Objective:

To contribute to the development of tailored school-based physical activity interventions, in this study, we aimed to identify the perceived facilitating factors and barriers of high school students toward their physical activity in the school environment.

Methods:

A total of 139 students from 4 different high schools completed an online questionnaire comprising open-ended questions on their perceived facilitating factors and barriers toward their physical activity at school. Thereafter, 100 of these students participated in one of the 16 focus groups designed to deepen students’ responses regarding their perceived facilitating factors and barriers. Qualitative content analysis was performed to classify data according to the Social-Ecological Model.

Results:

Through questionnaires, students mostly identified intrapersonal elements as facilitating factors and barriers to their practice of physical activity, as opposed to institutional factors during the focus groups. Girls strongly valued the characteristics of the interventions and of the involved school stakeholders.

Conclusions:

Our results allow us to qualify the current understanding of high school students’ perceived facilitating factors and barriers toward school-based physical activity and strengthen the relevance of surveying students prior to the development and implementation of physical activity interventions.

Source: Health Behavior and Policy Review, Volume 8, Number 4, July 2021, pp. 331-341(11)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.4.5

Steven Rowe2021-08-26T16:24:54-06:00August 26th, 2021|Adolescents, Physical Activity, School Health|

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