ECSS Paris 2023: OP-MH43
INTRODUCTION: Sleep quality (SQ) is an important factor affecting the life and academic performance of secondary school students, and it has been found that spare-time exercise (STE) can improve SQ, but the psychological mechanism and timeliness have not been elucidated. Therefore, this study analyzed it using cross-lagged panel model (CLPM) and parallel latent growth modelling (PLGM). METHODS: A total of 894 students from six secondary schools in Beijing, China, participated in the study. Participants were monitored over time through three 4-month intervals (T1, T2, T3) using the International Physical Activity Questionnaire (IPAQ) and the Pittsburgh Sleep Quality Index (PSQI). Data analysis was conducted using Pearson's test, CLPM, and PLGM. RESULTS: Correlation results showed a significant negative correlation between STE and SQ across the 3 measures (r=[-0.31, -0.14]; P<0.01). PSQI results showed a linear decreasing trend in STE (slope=-0.04, P<0.01) and a linear increasing trend in SQ (slope=0.02, P<0.01) among secondary school students across the 3 time periods. CLPM results showed that the initial level of STE negatively predicted the initial level and subsequent growth rate of SQ (β=-0.20, P<0.01). The decreasing rate of STE significantly predicted the later SQ growth rate β=-0.06, P<0.01). (4) STE was a negative predictor of SQ (β=-0.17, P<0.01). CONCLUSION: (1) Initial levels of STE in secondary school students negatively predicted the rate of development of SQ over the course of the study, and higher levels of STE may have been a protective factor in the development of SQ levels. (2) The effect of STE on SQ was more stable, negatively predicting SQ at the next time point for all three measurements. SQ, on the other hand, had no significant effect on changes in STE. (3) STE decreases over time, so continued exercise and intensity are key to improving SQ.
Read CV Tingting SunECSS Paris 2023: OP-MH43
INTRODUCTION: Mental health forms the foundation of childhood development, yet psychological issues among children worldwide are increasingly prevalent. The World Health Organization recommends that children and adolescents engage in at least 60 minutes of moderate to vigorous physical activity daily, but most children fail to meet this standard.Therefore, exploring effective measures to promote children's physical activity and improve their overall health has become a key focus of current research. Small-sided soccer games（SSGs）, as a team-based physical activity, has been shown to improve children's physical fitness. However, empirical research on its impact on mental health remains limited. This study hypothesizes that regular participation in SSGs positively influences children's mental health by enhancing executive function, strengths and difficulties. METHODS: A pre- and post-test quasi-experimental design was employed, with 60 children aged 10–11 randomly assigned to an experimental group and a control group. The experimental group received a 16-week intervention consisting of three 40-minute sessions per week of SSGs (3v3 to 7v7), while the control group maintained routine physical education classes. Changes in mental health were assessed before and after the intervention using the Strengths and Difficulties Questionnaire (Teacher Version) and executive function tasks. RESULTS: 1) The experimental group demonstrated significant improvements in Go/No-Go task accuracy (P<0.001, d=1.12) and reaction time (P<0.05, d=-0.37), 2-b task accuracy (P<0.05, d=0.50) and reaction time (P<0.05, d=-0.46), More-Odd shifting task accuracy (P<0.05, d=0.45) and reaction time (P<0.001, d=-1.04), emotional symptom scores (P=0.001, d=-0.65), peer interaction problem scores (P=0.007, d=-0.53), total problem behavior scores (P<0.05, d =-0.41), and prosocial behavior scores (P<0.001, d = 1.50) were significantly higher at post-test than at pre-test. 2) The experimental group showed significantly higher post-test scores than pre-test scores compared to the control group in: Go/No-Go task accuracy (P<0.05, d=0.66) and reaction time (P<0.05, d=-0.58), 2-b task accuracy (P<0.05, d=0.67), More-odd shifting task accuracy (P<0.05, d=0.56), and reaction time (P<0.05, d=-0.58). More-odd shifting task accuracy (P<0.05, d=0.56) and reaction time (P<0.05, d=-0.64), emotional symptom scores (P=0.008, d=-0.70), peer interaction problem scores (P<0.001, d=-1.12), total problem behavior scores (P<0.05, d =-0.67), and prosocial behavior scores (P<0.05, d=0.63). CONCLUSION: SSGs significantly promote children's mental health by: 1) enhancing executive function; 2) reducing emotional symptoms, peer relationship difficulties, and challenging behaviors; 3) fostering prosocial behaviors. Therefore, SSGs serve as an effective intervention strategy to improve school-aged children's mental health. Future research should explore its long-term benefits and applicability across diverse child populations.
Read CV Jianwei ZhouECSS Paris 2023: OP-MH43