Merike Kull

Relationship between low depressiveness and domain specific physical activity in women.

In this study we investigated how different domains of physical activity are associated with depressiveness among women, and how individual variables moderate this relationship. Participants were 956 women, and the data were collected by mail-out survey using the Global Physical Activity Questionnaire, Beck Depression Inventory, and International Personality Item Pool. Lower depressiveness was related to higher leisure time physical activity and to lower occupational physical activity. Income, health problems, level of neuroticism, and extraversion had strong effects on depressiveness, and mediated the link between the leisure and occupational activities and depression.

Relationship between various physical activity domains and self-perceived health and obesity in women.

The purpose of this study was to determine the relationship between self-perceived health and obesity and recreational, occupational, commuting, and total physical activity in women. The sample included 956 Estonian women aged 18–50. Cross-sectional data were collected in the Estonian Women Physical Activity Study via a mail-out survey in 2008 using the Global Physical Activity Questionnaire and self-reported measures of health indicators. The associations between physical activity and health indicators were examined using multiple logistic regression and were adjusted for potential confounding factors (age, education, and income). The women in the highest occupational physical activity group were significantly less likely to have good health (OR 0.51; CI 0.33–0.77) compared to women with no occupational physical activity. A significant association was observed, however, between being in the highest recreational physical activity group and having better self-perceived health (OR = 2.09, 95% CI 1.36–3.21) and not being obese (BMI ≥ 30) (OR = 0.42, 95% CI 0.21–0.86). A higher total amount of physical activity was not related to better health status or obesity. These findings suggest that the specific domains of physical activity may be more important for self-perceived health and obesity among women than the total amount of physical activity.

Different Methods Yielded Two-Fold Difference in Compliance with Physical Activity Guidelines on School Days.

Introduction The aim was to compare the average and the days method in exploring the compliance of children with physical activity guidelines and describe their physical activity patterns in different school day segments. Methods Physical activity was objectively measured in 472 children aged 6–13 for one school week. Children were compliant when fulfilling PA recommendations 1) on average over all measured days (average method) or 2) on at least four measured days (days method). To explore the difference in moderate to vigorous physical activity (MVPA) minutes between compliant and non-complaint children (using both the average and days method) in various day segments, linear mixed models was used. Results Compliance with physical activity guidelines was significantly higher with the average compared to the days method (51.7% and 23.7%, respectively). In segmented-day analysis, compliant children accrued more MVPA minutes in all day segments, especially during after-school. Gender differences appeared only during the in-school segments, where girls spent less time in MVPA (average method: -4.39 min, 95% CI = -5.36,-3.42, days method: -4.45 min, 95%CI = -5.46,-3.44). Older children accrued more MVPA minutes during physical education classes, but less during breaks, compared to younger children. Conclusions The used methods yielded remarkably different prevalence estimates for compliance to physical activity recommendations. To ensure comparability between studies, interventions and reports, there is a need for internationally agreed operationalization and assessment methods of physical activity guidelines. As non-compliant children had lower MVPA during all day segments, greater efforts should be made to provide physical activity opportunities both during and after school.

A longitudinal assessment of the links between physical activity and physical self-worth in adolescent females

Abstract A longitudinal framework was used to examine the hypotheses of (1) whether physical activity predicts changes in physical self-worth or (2) whether physical self-worth predicts changes in physical activity in adolescent girls. Participants (n=272) completed measures of physical self-worth and participation in physical activities at three different points spanning a two-year interval. A cross-lagged panel model using structural equation modelling analyses indicated that physical self-worth predicted subsequent physical activity and physical activity in turn predicted subsequent physical self-worth across time. Findings demonstrated a reciprocal relationship between physical self-worth and physical activity during early adolescence. This study supports the use of the reciprocal effects model (REM) in gaining an understanding of the cross-lagged relationships between physical self-worth and participation in physical activities amongst adolescent girls.

Health inequality among Estonian women.

In Eastern Europe, in post-Communist countries, transformations during the past 10 years have considerably affected the life of women. Our aims were to (a) examine health status and socioeconomic inequalities among Estonian women, and (b) study the relationships between womens social roles and health. A group of 659 women, aged 18-45, completed the Health Questionnaire for Adults (HQA) and the General Health Questionnaire (GHQ). Income had the largest effect on self-related health and psychoemotional health ratings. The second important indicator was education. Womens additional social roles (marital status, parental role) were not detrimental to their health in our study.

Physical Education Increases Daily Moderate to Vigorous Physical Activity and Reduces Sedentary Time

BACKGROUND Physical activity (PA) is important to mental and physical health. Physical education (PE) lessons have the potential to increase daily moderate to vigorous PA (MVPA) and reduce sedentary time (SED). We measured MVPA and SED in primary school PE, determined the contribution of PE to daily MVPA and SED, and compared PA on days with and without PE. METHODS PA was measured in 504 first (ages 7-9) and second (ages 10-12) school level children for 1 school week, with inclusion criteria of at least 10 hours of valid data. Linear mixed methods were used for data analysis. RESULTS In PE, students spent 28.6 ± 16.5% in MVPA and 29.3 ± 19.8% in SED. Each additional MVPA minute in PE was associated with 1.4 more daily MVPA minutes. On days with PE, students had 12.8 (95% CI 10.5; 15.0) minutes more MVPA and 9.7 (95% CI 16.3; 3.1) minutes less SED compared with days without PE. CONCLUSIONS Although MVPA in PE was relatively low and SED high, PE significantly increased daily MVPA and reduced SED, confirming the important role of PE in supporting the healthy development of children.

Perspectives of children and adolescents on the perceived determinants of physical activity during recess

Abstract Promotion of healthy lifestyles in youth focuses on school-based interventions with the aim to increase physical activity (PA) during school days. Drawing on seventeen focus group discussions from three purposively selected Estonian schools, we explored factors that perceivably affect students’ recess physical activity (RPA). Both inductive and deductive principles of data analysis were used to extract major and subthemes related to factors that inhibit or enhance RPA. Participants identified barriers and facilitators to recess PA as originating mainly from physical and organizational school environment. Also, unsuitable weather was described as a barrier to being active. Additionally, feelings, behavioral and normative beliefs were described as constraining or facilitating RPA. Results highlighted two culture-specific unique perceived determinants of RPA that need to be addressed during the development of school-based interventions to increase PA.