Exploring the associations of perceived physical literacy with depression, anxiety, and stress among Spanish adolescents.

Background And Purpose: The concept of physical literacy has gained prominence in the context of adolescent health, with increasing evidence suggesting its potential as a pivotal factor in promoting adolescent well-being and physical activity. The objective of the current study was to examine the relationships between perceived physical literacy (PPL) and symptoms of depression, anxiety, and stress in Spanish adolescents.

Materials And Methods: A cross-sectional study including 714 adolescents was conducted.

Focus group-supported development and psychometric exploration of an instrument to assess perceived physical exertion in nursing students.

Background: The physical demands of nurses during their work and education are high. In addition, shortage in nursing staff increases the individual workload. However, an appropriate tool to measure perceived physical exertion in nursing students is missing.

Competencies for health-enhancing physical activity are associated with body mass: results of an updated data pooling across 18 samples.

Objective: Although previous studies have illuminated associations between body mass and physical activity (PA), there have been scant insights regarding the physical, cognitive, and motivational determinants of PA in relationship to body mass. This study aimed to model courses of competencies for health-enhancing PA across the spectrum of BMI.

Methods: We used cross-sectional data of 3670 individuals (mean [SD]: BMI, 25.

Aligning extracurricular school activities with physical literacy: pilot evaluation through self-study of practice.

Introduction: Although several important documents of education and health promotion on the international level favor practices geared toward physical literacy (PL), not all countries have yet gained experience with this holistic concept. Therefore, numerous stakeholders and practitioners who intend to align their interventional activities with PL will soon face the situation that there are no recommendations for their specific culture and language for how to design such programs. Given that such recommendations are also lacking for Germany, the goal of the present study within the uncontrolled pilot cycles of the PLACE study was (a) to describe the process of a female pedagogue (27 years old, previously unexperienced with PL) initially familiarizing herself with the PL concept and its implementation opportunities for the school setting, and (b) to retrace the process of developing and refining a PL-driven intervention for extracurricular physical education (60-90 min) of children in grades three and four at primary schools in Bremen.