Background: The present study investigates the well‐being effects for 10‐ to 12‐year‐old children who participated in the school‐based intervention “11 for Health in Denmark,” which comprises physical activity (PA) and health education. Subgroup analyses were carried out for boys and girls.
Method: Three thousand sixty‐one children were randomly assigned to an intervention group (IG) or a control group (CG) by 5:1 cluster randomization by school. 2533 children (mean age 11.5 ± 0.4; 49.7% boys) were assigned to IG and 528 children (mean age 11.4 ± 0.5; 50.8% boys) were assigned to CG. IG participated in the “11 for Health in Denmark” 11‐week program, consisting of 2 × 45 min per week of football drills, small‐sided games, and health education. CG did not participate in any intervention and continued with their regular education. Before and after the intervention period, both groups answered a shortened version of the multidimensional well‐being questionnaire KIDSCREEN‐27.
Results: The “11 for Health in Denmark” intervention program had a positive effect on physical well‐being in girls (IG: 48.6 ± 8.5 to 50.2 ± 9.3), whereas the improvement was not significant in boys. The program also had a positive impact on well‐being scores for peers and social support (IG: 50.2 ± 10.2 to 50.8 ± 10.1), though when analyzed separately in the subgroups of boys and girls the changes were not significant. No between‐group differences were found for psychological well‐being or school environment.
Conclusion: The intervention program had a positive between‐group effect on physical well‐being in girls, whereas the change was not significant in boys. The overall scores for peers and social support improved during the intervention period, but no subgroup differences were found.
© 2020 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Physical literacy (PL) is a comprehensive concept covering motivation, confidence, physical competence, knowledge and understanding of individuals' physical activity throughout life. PL has three overlapping domains, such as: an affective, a physical and a cognitive domain. So far, PL has not been measured in the adults and no complete measurement has been developed to date. OBJECTIVES: The aim of this scoping review was to review existing self-reported instruments measuring different elements of domains of PL. METHOD: We reviewed Education Research Complete, Cochrane, Medline, ScienceDirect, Scopus and SPORTDiscus. The reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Studies were coded using a thematic framework, which was based on the three domains of PL. The eligibility criteria were as follows: (1) age groups between 18 and 60 years; (2) meta-analyses, reviews or quantitative studies focusing on the measurement of at least one of the three domains of PL and (3) instrument that was self-reported. We finalised search on 1 August 2021 RESULTS: In total, 67 articles were identified as studies describing instruments reflecting the three domains of PL. Following full-text reading, 21 articles that met our inclusion criteria were included. Several instruments of relevance to PL are available for assessing motivation, confidence and the physical domain. However, few instruments exist that measure elements of the cognitive domain. CONCLUSION: This review showed that a range of existing and validated instruments exists, covering two out of the three domains of PL, namely affective and physical domains. However, for the knowledge domain no valid measurement tools could be found. This scoping review has identified gaps in the research (namely the cognitive domain) and also a gap in the research as no measures that consider the inter-relatedness of the three domains (holistic nature of the concept). © Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.
In a rapidly changing world, with an increasing pragmatic attitude towards knowledge, we find it important to create a space for reflection of sports psychological interest in Scandinavia. Hence, the purpose of the Scandinavian Journal of Sport and Exercise Psychology (SJSEP) is to collect and disseminate knowledge and experience between researchers, practitioners, athletes, coaches and others with an interest in sports psychology. SJSEP is an open access journal, published annually by the Danish Sports Psychological Forum, and published its first issue in 2018. SJSEP aims to publish high quality articles through two sections: 1) a section disseminating research results relevant to sports and exercise psychology in Scandinavia, and 2) a section presenting applied work within sport and exercise psychology in Scandinavia. SJSEP will publish in Danish, Swedish, Norwegian and English. The editors of the journal have identified key goals for SJSEP in the coming years. First, a double-blinded peer review process has been established, from which reviewer comments from the review phase itself will be published, to give readers the full picture of the submission process. Second, SJSEP wishes to be internationally acknowledged as peer-reviewed. Third, SJSEP aims to be included in the most important search databases. Fourth, SJSEP will aim to have an impact factor included. With time, the editors of SJSEP hope that the journal will be primarily chosen for publishing high quality research and applied practice papers, and in particular within Scandinavia.
The purpose of this study was to investigate the effect of a team sport (football) and coaching intervention on the self-concept of N = 129 male school students (aged 12-16) from a socially deprived area. The study took place in Copenhagen, Denmark, in an area of primarily immigrant families and families of lower socioeconomic status. Over the two-year intervention period, participants participated in weekly football training sessions and a coaching session (on personal development) every second week. In a quasi-experimental mixed methods design, the Self-Description Questionnaire II (SDQ-II) and the Youth Sport Environment Questionnaire (YSEQ) were distributed at baseline as well as at end of the intervention to investigate the effects of the intervention. Interviews with the participants at the end of the intervention were used to investigate participants’ experiences of the intervention. Linear regression analyses performed on questionnaire data showed a significant improvement on a) the general self-concept, b) physical skills, and c) social relations. Qualitative interviews showed that participants experienced a) a stronger and more confident self, b) a better physical condition, and c) a stronger and more supportive social environment as the result of their participation. Implications of the results are discussed alongside strategies for working with football/team sport and coaching as a way of addressing behavioural problems in school settings in socioeconomically deprived areas.
This study investigated the experience of and effect created by a team sport and coaching intervention upon the self-concept of male school students (age: 12–16; n = 129) from diverse backgrounds. A convergent parallel mixed-method design was used to compare and relate a questionnaire study and an interview study in a quasi-experimental design, based on a two-year intervention period. Quantitative results showed a significant effect on (1) general self-concept, (2) physical skills, and (3) social relations. Qualitative interviews showed participants experiencing (1) a stronger and more confident self, (2) a better physical condition, and (3) a stronger and more supportive social environment. Implications of the results are discussed alongside strategies for working with self-concept in school settings targeting migrant background boys. © 2020 Scandinavian Journal of Educational Research.
The aim of this chapter is to discuss if team sport offer psychological benefits above and beyond the benefits that can be acquired through individual physical activity. Psychological benefits of physical activity in general are compared to benefits of team sport. It is concluded that team sport holds an unused potential for psychological health improvement. This potential stems from the social qualities of team sport that both have a direct impact on psychological health and are indirectly important because it elicits higher motivation than individual physical activity. The chapter concludes with implications for practice and research.
In order for football to be effective as medicine it is important that participants actively engage in playing football on a regular basis. One of the key factors for regular participation in football activities is the participant’s motivation. As motivation is an interplay between the person and situation, the chapter is divided into two major sections: Personal motivational factors and situational motivational sectors. The first section, focusing on personal motivational factors, gives an overview of two frequently used motivational frameworks in physical activity, namely the Self-Determination Theory and the flow concept. It is then argued that football and similar team sports elicit more intrinsic and extrinsic motivation, as well as more flow experiences, compared to individual physical activity. Lastly, it is investigated why football and similar team sports are more motivating, and suggested that it is due to a higher degree of satisfaction of the basic psychological needs, a higher degree of social relations and better conditions for eliciting flow. The second section, focusing on situational motivational factors, starts by giving an overview of the mastery and performance climate distinction in the Achievement Goal Theory. It is subsequently argued that the theory-driven TARGET and Empowering Coaching frameworks can inform football as medicine activities that will engage participants and contribute to their long-term participation in recreational football activities.
This study reports the effects of a recovery intervention in young elite athletes in high school. The scissors model (Kellmann & Kallus, 2001) was used as a theoretical foundation for the intervention. An intervention group (n = 40) participated in 12 weekly intervention sessions, while the control group (n = 58) did not. A Danish version of the Recovery-Stress Questionnaire for Athletes measured recovery levels in the participants, at baseline and at the end of intervention. Qualitative interviews were conducted with four of the participants. Quantitative results did not show an improvement in recovery and stress levels. Qualitative results showed that the intervention had an effect on the participants, and also revealed areas, in which the intervention could be improved. Suggestions for future interventions are given.
Introduktion til DIFO tidsskriftet Scandinavian Journal of Sport and Exercise Psychology (SJSEP).