The effects of a self-management treatment package on daily step count in university students with depressive symptoms

Research demonstrates that exercise can decrease depressive symptoms, yet it is infrequently prescribed as an intervention. Self-management techniques offer an effective and cost-efficient approach to increase engagement in physical activity. The purpose of this study was to evaluate the efficacy of goal setting, self-monitoring, and feedback for increasing daily step count in university students (N = 4) reporting depressive symptoms. The treatment was efficacious for increasing steps for three participants with varying levels of consistency. All participants showed a decrease in some depression symptoms on the University Student Depression Inventory. Expert ratings on the Clinical Global Impression Scale indicated improvement in global functioning for three participants. Additional research is needed to determine the efficacy of this intervention package for increasing daily steps and the relation to depression symptoms.     

Evaluating adult interaction during the Step It UP! game to increase physical activity in children

A recent intervention, the Step it UP! game (Galbraith & Normand, 2017), consists of an interdependent group contingency to increase student physical activity. In addition, previous research demonstrated that adult interaction may reinforce physical activity (Larson et al., 2014). We extended research on the Step it UP! game by comparing the effects of no game, Step it UP! game, and Step it UP! game plus adult interaction on the number of steps taken by participants in a third-grade classroom during recess. Overall, 19 of the 25 participants took more steps during the Step it UP! game plus adult interaction compared to the Step it UP! game and no-game recesses. Furthermore, 20 participants preferred the Step it UP! game plus adult interaction. Results suggest that adult interaction can enhance the effects of the Step it UP! game to increase physical activity.     

Comparing an interdependent and dependent group contingency to increase physical activity in students during recess

Physical activity produces important physiological, mental health, academic, and cognitive benefits in children and youth. Despite these advantages, a large proportion of this population does not meet the recommended amount of physical activity. Recent studies have shown that the interdependent (IGC) and dependent (DGC) group contingencies improve physical activity; however, no comparison of the effects of these contingencies on physical activity has been conducted. We used a multielement within a concurrent multiple baseline design across three classes to compare the effectiveness of group contingencies on physical activity. Both group contingencies increased physical activity, with the IGC producing slightly higher overall levels of physical activity at the classwide and individual levels of analyses. We also compared participants' positive and negative statements and found that, regardless of the group contingency in effect, participants emitted higher levels of positive statements about the contingency when they earned the reward than when they did not, suggesting that reward delivery influenced statements more so than the group contingency arrangement. Results are discussed within the context of treatment decisions and future research.     

Step it up! Using the good behavior game to increase physical activity with elementary school students at recess

We evaluated the effects of a modified version of the Good Behavior Game (GBG) on the number of steps taken by students during school recess. We divided a class into two teams, and awarded the team with the highest step counts at the end of each game raffle tickets for a school‐wide lottery. The GBG was compared to recess periods without the game using an alternating‐treatments design. Students took more steps while playing the GBG than they did during recess periods without the game.     

A step away from impaired well-being: a latent growth curve analysis of an intervention with activity trackers among employees

ABSTRACT

The present study evaluated the effectiveness of a workplace intervention combining activity trackers (behavioural approach) with an online coach (cognitive approach) in order to increase employees’ number of steps and improve their impaired well-being (i.e., emotional strain and negative affect). To analyse the intervention’s effectiveness, the study applied latent growth curve modelling. Moreover, we tested whether work-related and personal resources (i.e., job control and self-efficacy) moderated the intervention’s effectiveness and whether an increase in number of steps was associated with an improvement in impaired well-being. During the intervention, data were collected at six measurement points from 108 mainly low active employees. The results revealed that employees increased their number of steps until the second intervention week; this increase was not moderated by job control or self-efficacy. Moreover, the intervention was effective in decreasing emotional strain and negative affect over the course of the intervention. Further analyses showed that the increase in number of steps was related to the decrease in negative affect, whereas no such association was found for the increase in number of steps and the decrease in emotional strain. In conclusion, the findings showed that our intervention was effective in improving physical activity and impaired well-being among employees.     

Cooperative group learning in a team game: role of verbal exchanges among peers

Few studies concern cooperative learning in Physical Education (PE). The purpose of this experimental design was to analyze the role of verbal exchanges (discussions about the game) among peers within teams in a cooperative perspective. The participants were 17 boys and 13 girls from a French primary school (average age: 9.4 years). They were randomly assigned to two control and experimental groups. The study examined the effect of verbal exchanges on inter-personal relationships and on shooting and skill level in a team game of basketball (with adapted rules). Participants were videotaped during the games in the two groups and during discussions in the case of the experimental group. The experimental design took place during 10 physical education lessons. The results showed positive effects of discussions within each team on the skill level in the game at the deferred post-test. On the other hand, no effect was found on inter-personal relationships. These data strengthen previous findings in the theoretical cooperation framework and in the team sports domain.     

Collective action and subordinate group identity in a simulated society game

Abstract: This research examined the effects of upward mobility and resource disparity on subordinates’ collective action and group identity in a context of intergroup negotiation by using a simulated society (SIMSOC) game. According to the social identity theory, it was hypothesized that when individual mobility opportunities for a subordinate group increase, the members of the subordinate group are less likely to participate in collective actions and to appreciate the merits of their own group identity. Four hundred and fifty‐four undergraduates participated in 12 separate SIMSOC games. For each game, approximately 40 undergraduates were divided into dominant and subordinate groups. Each of the four combinations of high/low levels of upward mobility and large/small resource disparity was played out three times. Subordinates in the low‐mobility condition acted collectively more frequently and evaluated their own group more positively than those in the high‐mobility condition. A signifificant positive correlation between the frequency of subordinates’ collective action and in‐group favoritism was found.     

Using the Step it UP! Game to increase physical activity during physical-education classes

The Step it UP! Game is an interdependent group reinforcement contingency based on the Good Behavior Game. We evaluated the effects of the Step it UP! Game on the number of steps taken by 3rd-grade students during physical-education (PE) classes at a local public elementary school. We divided the class into 2 teams and awarded a “Step it UP! Champ” badge to the members of the team with the highest mean step totals at the end of each game. We used a reversal design to compare the mean number of steps taken while playing the game and during regular PE classes. Overall, participants took more steps while playing the game than they did during class periods without the game. When given the opportunity to choose playing the Step it UP! Game or having regular PE class during a follow-up session, 16 of 18 participants voted to play the game.     

Computerized tabletop games as a form of a video game training for old-old

This research aimed at investigating the utility of a computerized version of a cognitively stimulating activity as a video game intervention for elderly. The study focused on the effect of a 6-week extensive practice intervention on aspects of cognitive functioning (vigilance, working memory (WM), inhibition, reasoning) of old-old participants (N = 29), randomly assigned to trained or active control group. The difference between groups was in the content of the extended video game practice – cognitively complex card game for trained and computerized version of a simple dice-game of chance for control participants. A pretest, posttest and a 4-month follow-up measurement was conducted. Results revealed improvements in both groups, except for improved reasoning found only in trained participants. These results suggest that: (1) improvements are dependent on the complexity of the program, (2) cognitively stimulating activity are a valid training procedure for old-old, (3) novelty of computer use is an important factor in determining training efficacy.     

Impact of group rejections from a physical activity on physical self-esteem among university students

This study examined the effects of trait physical self-esteem (TPSE) and reasons for group rejections upon state physical self-esteem (SPSE) in a social psychology experiment. Two vignettes were prepared for students to imagine themselves being rejected from a group physical activity. In one vignette, students were rejected by chance, whereas in the other, due to physical incapability. The results indicated that SPSE did not change significantly after rejection by chance, but that SPSE decreased significantly after rejection due to physical incapability. When the sample was divided to subgroups, high TPSE students decreased SPSE to the same level as low TPSE students, and the magnitude of decrease in high TPSE students was even larger than that in low TPSE students after rejection due to physical incapability. The similar pattern was observed in the comparison between male and female students, whereas SPSE of Physical Education major students did not drop as much after rejection due to physical incapability. Contrary to previous research, high TPSE failed to protect the decline of SPSE after group rejections particularly due to physical incapability. The involvement of the importance theory, coping strategies, and sources of rejections needs to be investigated further. Educational implications of the findings are discussed.     

Using heart rate as a physical activity metric

Physical activity (PA) is critical for a healthy lifestyle. The current study assessed heart rate (HR) as a primary measure of moderate and vigorous PA with four typically developing children. First, individualized HR assessments were conducted to determine moderate and vigorous HR zones. Next, participants engaged in various exercises at a local YMCA facility (i.e., biking, elliptical, basketball, and exergame boxing) to determine how HR during these activities aligned with their individualized HR zones. During exercise bouts, HR was typically above moderate, but below vigorous HR zones for all participants. Additionally, exercises that restricted range of motion (i.e., biking and elliptical) engendered generally lower HR than exercises with greater range of motion. Vocal instructions to exercise at vigorous levels were effective at increasing HR to vigorous levels for one participant. The advantages of using HR as a metric of PA during assessment and intervention are discussed.     

Receiving slaps,receiving words. The violence of separation in a public service time limited psychotherapy group for adolescents

The authors propose a reflection on a time-limited psychoanalytic group for children, adolescents and families, run in a public service. Some patients in the group give accounts of violent relationships and traumatic experiences. The accounts of violent, interpersonal and intrapsychic relationships influence the group’s capacity of thinking, which leads to difficulties in the processing of symbolic aspects. The fundamental question is that of whether it is possible to work in a time-limited, institutional, psychoanalytical framework, in which psychotherapists have to attempt to give meaning to experiences which take place in a repetitive present, in a space/time in which the prospect of a conclusion appears to be inconceivable. By means of a clinical example, and with particular emphasis on the first sessions and the dream brought up by a patient who has been a victim of domestic violence, the authors discuss the possibility of modifying, chiefly from within, the feeling of the immutability of early psychic material, which is itself intrinsically violent.     

“Here we're all in the same boat” – a qualitative study of group based rehabilitation for sick‐listed citizens with chronic pain

Musculoskeletal pain impacts upon everyday life. A degree of chronicity may pose an increased risk of sickness absence. One of two rehabilitative interventions, “Tailored Physical Activity” or “Chronic Pain Self‐Management Program”, was offered to sick‐listed citizens who experienced pain. The objectives of this paper were to: (1) Assess what factors are experienced as problematic for sick‐listed citizens in everyday life with chronic pain, and (2) Evaluate the significance of two distinct rehabilitative interventions on the future everyday lives of sick‐listed citizens. Seven semi‐structured interviews with sick‐listed citizens were analyzed using a phenomenological‐hermeneutical approach. Results were discussed by applying the theoretical framework of Antonovsky's salutogenetic model and Yaloms principles for group psychology. The potential for development of citizen's coping is evaluated based on Roessler's notion of progression. The analysis revealed four main themes: (1) Living with pain and unemployment; (2) “Putting my foot down” and “asking for help”; (3) Significance of the group, including instructors, and; (4) Aspects significant to progression. Unemployment is a major life event that promotes stress and can be accompanied by problems related to depressed mood, acceptance of the life situation, feelings of not being useful, feelings of losing control and identity conflicts. Group characteristics that gave a significant basis for progression in the self‐management program are both emotional and instrumental, while the physical training program offers a “here‐and‐now”‐experience and motivation to participate. This study indicates that the self‐management program could potentially improve coping while the physical activity program revealed one example of a means of progression.     

An Occupational Therapist's Interdisciplinary Approach to a Geriatric Psychiatry Activity Group: A Case Study

Occupational therapy has long recognized the usefulness of activity groups to promote functional outcomes for clients in mental-health settings. An occupational therapist used an interdisciplinary approach (working with a psychiatric nurse practitioner and a manual arts therapist) to conduct a biweekly geriatric psychiatry activity group. A case study is presented to demonstrate the success and longevity of the interdisciplinary activity group. Each clinician contributed unique skills to provide occupation which provided positive outcomes for the clients. Practically, the employing of different disciplines allowed group coverage for each other in times of cost-containment and limited resources.     

Development and exploratory cluster-randomised opportunistic trial of a theory-based intervention to enhance physical activity among adolescents

This article reports the development and exploratory testing of a school-based intervention programme designed to enhance levels of physical activity in adolescents. The intervention is based on social cognitive theory (SCT), self-regulation theory (SRT) and planning as evidence-based mediators of physical activity changes. Two classes, paired on socio-economic variables, were selected from each of eight Portuguese schools and randomly assigned to an intervention or control group (N = 291). Primary outcome was ‘moderate to vigorous physical activity’ (International Physical Activity Questionnaire) measured pre and post intervention and at three and nine months follow-up. SCT, SRT and planning variables were secondary outcomes measured pre and post intervention. At post test, participants in the intervention group reported 18 min per week more physical activity (PA), adjusted for pre-intervention, age and sex, than those in the control group (95% confidence interval ?10 to 46; p = 0.249). This difference increased to 33 min (95% CI–4 to 71; p = 0.082) at three months and to 57 min (95% CI 13 to 101, p = 0.008) at nine month follow-up. Moreover, the intervention resulted in changes of some of the theoretical target variables, including outcome expectancies and coping planning. However, no evidence was found for the changes in theoretical moderators to mediate the intervention effects on behaviour. Implications for theory and for future research are discussed.