Physical education, leisure time physical activity, and psychological distress in adolescence

• Published in: European Journal of Public Health
• Main Author: Vilhjalmsson, R
• Format: Article in Journal/Newspaper
• Language: English
• Published: Oxford University Press (OUP) 2019
• Subjects: Iceland
• Online Access: http://dx.doi.org/10.1093/eurpub/ckz186.599; http://academic.oup.com/eurpub/article-pdf/29/Supplement_4/ckz186.599/32631778/ckz186.599.pdf

Abstract Background Participation in physical education classes can positively affect mental and physical well-being in children and adolescets. The current study focused on the relationship between participation in gym and swimming classes and psychological distress symptoms in Icelandic adolescents. Methods The analysis is based on a national school-based study, conducted in Iceland every fourth year, as part of the WHO collaborative cross-national survey titled Health Behavior in School-Aged Children (HBSC). Data collection took place between November 2013 and February 2014. Students filled out an anonymous study questionnaire in the classroom. The data is based on responses from 15 year old (10. grade) students attending the final year of compulsory school (N = 3618; response rate 81%). Results Positive associations were observed between participation in curriculum-based gym and swimming classes and lower psychological distress symptoms. A closer multivariate path analysis suggested that beneficial effects of PE classes were direct, and also indirect because participation in such classes were positively related to leisure time physical activity. Conclusions The study suggests that school-based physical activity enhances psychological well-being in adolescence. The benefits may be both direct and indirect through increased leisure time physical activity. Key messages School-based physical activity enhances psychological well-being in adolescence. The benefits may be both direct and indirect through increased leisure time physical activity.