PSY FPX 6030 Assessment 3 Lack of Physical Activity: The Impact on Adolescent Health

PSY FPX 6030 Assessment 3 Lack of Physical Activity: The Impact on Adolescent Health

Student Name

Capella University

PSY FPX 6030 Adolescent Psychology

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Date

Introduction

Only 25% of adolescents are achieving the recommended 60 minutes of exercise each day, according to the American Heart Association, which has significant consequences for their health. Factors such as location, resources, and socioeconomic status play a substantial role in determining the level of physical activity among adolescents. Public schools are in a prime position to address this issue by increasing physical activity while maintaining academic standards through innovative, cost-effective, and practical methods. These strategies should provide differentiation and choice, particularly for students who have not found success with traditional methods and organized sports. Increased physical activity not only benefits adolescents physically but also enhances autonomy, self-identity, executive functioning, social skills, self-regulation, and mental well-being.

Negative Impacts on Adolescent Health

Lack of exercise in adolescence can lead to various health problems, including an increased risk of type 2 diabetes, heart disease, high cholesterol, obesity, and decreased physical fitness. Moreover, insufficient exercise is linked to a reduction in brain gray matter, which can negatively affect cognitive functions (Kokubun et al., 2021). During the COVID-19 pandemic, the percentage of adolescents aged 10-14 engaging in moderate to vigorous physical activity dropped from 16.1% to 8.9% (Nagata et al., 2022).

In elementary school, students typically have mandatory recess and physical education (P.E.) classes, but this becomes less structured as students progress into adolescence. The CDC reports that 48.3% of American teenagers do not attend any P.E. classes weekly, and only 54.3% participate in at least one sports team through school or external organizations (Zimlich, 2018). Since many organized sports are seasonal, this contributes to the large number of under-exercised adolescents.

PSY FPX 6030 Assessment 3 Lack of Physical Activity: The Impact on Adolescent Health

Research indicates that low-income communities experience higher rates of obesity, health issues, and inactivity (Fessler, 2014). Racial and ethnic minorities, along with adolescents from lower socioeconomic backgrounds, are less likely to meet physical activity recommendations, particularly during the pandemic (Nagata et al., 2022). The lack of physical activity in these groups may be attributed to limited resources, the cost of organized sports, and family stress. This highlights the importance of providing resources and time for physical activity during the school day, especially for students in these categories. Public schools emphasize inclusivity and reaching every child, but they have not yet successfully implemented physical health interventions, as most students fail to meet physical activity guidelines. Social factors, such as friendships, can serve as motivators for physical activity, as peer influence plays a significant role in shaping attitudes towards exercise.

High school students tend to reduce participation in organized sports as the demands of schoolwork increase, along with other factors like technology, health limitations, and time constraints. Although many of these factors are beyond the control of public schools, elements such as P.E. requirements, equipment, movement breaks, and the integration of physical activity with academics can be influenced by school policies.

Integrating Academics with Physical Activity

The CDC highlights that regular exercise can improve cardiorespiratory fitness, support healthy weight maintenance, strengthen muscles and bones, reduce anxiety and depression, and lower the risk of obesity, heart disease, cancer, type 2 diabetes, high blood pressure, and osteoporosis in adolescents (Zimlich, 2018). Contrary to previous beliefs, supervised aerobic exercise can also aid in faster recovery from concussions in adolescents (Slomski, 2019).

While the physical health benefits of exercise are well-documented, there is an increasing need to explore its impact on mental health. Research has shown that consistent physical activity over one year can significantly reduce and maintain lower depression symptoms (Jarbin et al., 2021). Additionally, regular exercise has been linked to decreased suicidal ideation and attempts (Sibold et al., 2019). Adolescents who participate in physical activity not only carry these habits into adulthood but also exhibit positive self-competence, executive functioning, and academic achievement (Hilton et al., 2020).

Public schools provide an ideal environment for addressing the lack of physical activity due to the significant time students spend there. Adolescents, who are still developing executive functioning and abstract problem-solving skills, can benefit from incorporating structured physical movement into the school day (Phillippo, 2019). Schools already tailor academics to cultural factors, learning styles, and effectiveness, and physical education should follow the same approach. Elementary students learn structured games, but adolescents should be given more autonomy in meeting physical activity goals, which can increase motivation. Autonomy in adolescence enhances confidence and success in various domains (Phillippo, 2019). As schools increasingly focus on mental health, teaching emotional intelligence, self-regulation, and social skills through physical activity could be highly effective (Opstoel et al., 2020).

PSY FPX 6030 Assessment 3 Lack of Physical Activity: The Impact on Adolescent Health

The development of abstract thinking during adolescence also brings a search for identity, and friendships and social dynamics play a crucial role in this process (Phillippo, 2019). Group activities can help adolescents feel more comfortable with physical activity, particularly when peer relationships are involved. Physical activity also provides opportunities for academically shy students to build friendships.

Innovative approaches, such as school-wide step count competitions, can also encourage physical activity. Many students already own smartphones or smartwatches that track steps, and cost-effective options for step counters are available. Technology, often blamed for sedentary behavior, can be leveraged to encourage exercise. For instance, teachers can record lectures that students listen to while walking. Since over half of adolescents own cell phones by age 11 and nearly all by 18 (Shimoga et al., 2019), this strategy could be effective. Exergaming, which involves physical activity through video games, is another option, as it has been shown to raise heart rates and increase engagement, especially in competitive formats (Staiano et al., 2018).

Other strategies, such as post-lunch walks, applying for grants to acquire equipment, mandating additional P.E. classes, and forming activity groups, should be considered. Studies demonstrate that activity groups positively influence muscular fitness and learning readiness (Woodforde et al., 2021). When forming these groups, it is essential to account for different abilities and special needs, offering low-impact or nontraditional activities.This differentiated approach will motivate students who have not succeeded in traditional sports, providing them with opportunities to engage in physical activity. These methods can alleviate some of the financial and time burdens on parents seeking to keep their adolescents active.

Conclusion

The majority of American adolescents are not meeting recommended levels of physical activity. Increasing physical activity within schools presents a promising solution. By implementing a combination of research-based strategies and innovative methods, public schools can foster both physical and mental wellness in students. Integrating physical activity into the school day is a simple and effective way to improve adolescent health outcomes.

References

Fessler, M.M., Selimos, M., Williams, B., & Fessler, K.B. (2014). Barriers to exercise for low-income teens, Journal of Adolescent Health, 54(2), 1-16. https://doi.org/10.1016/j.jadohealth.2013.10.018

Guthold, R., Stevens, G.A., Riley, L.M., & Bull, F.C. (2019). Global trends in insufficient physical activity among adolescents: A pooled analysis of 298 population-based surveys with 1.6 million participants. Lancet Child Adolescence Health, 4(1), 23-35. https://doi.org/10.1016/ S2352-4642(19)30323-2

Hilton, C., Ratcliff, K., Collins, D., & Jones, J. (2020). Physiological and cognitive effects of daily exercise on adolescents with autism spectrum disorders. American Journal of Occupational Therapy, 74(1), 2. https://doi.org/10.5014/ajot.2020.74S1-PO2111

Jarbin, H., Höglund, K., Skarphedinsson, G., & Bremander, A. (2021). Aerobic exercise for adolescent outpatients with persistent major depression: Feasibility and acceptability of moderate to vigorous group exercise in a clinically referred sample. Clinical Child Psychology and Psychiatry, 26(4), 954–967. https://doi.org/10.1177/13591045211000782

Jones, M.E., Allan, R., & Allday, A.G. (2019). Reducing adolescent cell phone usage using an interdependent group contingency. Journal of Applied Behavior Analysis, 52(2), 386-393. https://doi-org.library.capella.edu/10.1002/jaba.538

PSY FPX 6030 Assessment 3 Lack of Physical Activity: The Impact on Adolescent Health

Kokubun, K., Pineda, J. C. D., & Yamakawa, Y. (2021). Unhealthy lifestyles and brain condition: Examining the relations of BMI, living alone, alcohol intake, short sleep, smoking, and lack of exercise with gray matter volume. PLoS One, 16(7) https://doi.org/10.1371/journal.pone.0255285

Lee, K., & Lee, K. (2020). Relationship of friend/parent exercise participation levels and adolescents’ exercise intention/behavior as moderated by action control. Perceptual and Motor Skills, 127(2), 347–366. https://doi.org/10.1177/0031512519900058

Montalva-Valenzuela, F., Andrades-Ramírez, O., & Castillo-Paredes, A. (2022). Effects of physical activity, exercise, and sport on executive function in young people with attention deficit hyperactivity disorder. Investigation in Health Psychology and Education, 12, 61–76. https://doi.org/10.3390/ejihpe