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

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

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Capella university

PSY FPX 6030 Adolescent Psychology

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Date

Introduction

With only a quarter of adolescents meeting the recommended 60 minutes of daily exercise, as suggested by the American Heart Association, the repercussions on adolescent health are extensive. Factors such as location, available resources, and socioeconomic status significantly influence adolescents’ level of physical activity. Public schools can play a pivotal role in addressing this issue by enhancing physical activity initiatives while upholding academic standards through various innovative, cost-effective, and practical approaches. Differentiated strategies and choices should be implemented to engage students who have not thrived with conventional methods or organized sports. By promoting increased physical activity, adolescents from diverse backgrounds stand to benefit not only in terms of physical health but also in fostering autonomy, self-identity, executive function skills, social abilities, self-regulation, and mental well-being.

Negative Impacts on Adolescent Health

The absence of regular exercise during adolescence is associated with a plethora of health concerns, including heightened risks of type 2 diabetes, cardiovascular diseases, elevated cholesterol levels, obesity, and diminished fitness levels. Furthermore, inadequate physical activity correlates negatively with gray matter volume in the brain, potentially leading to cognitive impairments and various other complications (Kokubun et al., 2021). The COVID-19 pandemic exacerbated this issue, with a significant decline in moderate to vigorous physical activity among adolescents aged 10-14 (Nagata et al., 2022).

Addressing Physical Activity Decline in Schools

While elementary schools typically mandate recess and physical education (P.E.) classes, the emphasis diminishes in adolescence, with fewer compulsory recess periods and elective P.E. classes. Shockingly, nearly half of American teenage students do not participate in any P.E. classes per week, and only slightly more than half are active in at least one sports team (Zimlich, 2018). This decline in physical activity is particularly pronounced in low-income communities and among racial and ethnic minorities, underscoring the need for targeted interventions (Fessler et al., 2014; Nagata et al., 2022).

Integrating Academics with Physical Activity

The integration of academics with physical activity presents a promising avenue for addressing the dearth of exercise among adolescents. Regular physical activity not only enhances physical health but also positively impacts mental well-being, reducing symptoms of depression and anxiety while bolstering executive function skills and academic achievement (Jarbin et al., 2021; Hilton et al., 2020). Given the significant amount of time adolescents spend at school, educational institutions serve as ideal settings to promote physical activity while nurturing cognitive and social development.

Conclusion

In conclusion, the majority of adolescents in America fail to meet recommended levels of physical activity, posing significant health risks. Public schools have a vital role to play in reversing this trend by implementing innovative, research-based strategies to increase physical activity while maintaining academic rigor. By integrating physical activity into the school curriculum, educators can foster not only physical health but also cognitive development, social skills, and mental well-being among adolescents.

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. doi: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. doi:10.1016/S2352-4642(19)30323-2

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

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. doi:10.1177/13591045211000782 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. doi:10.1177/0031512519900058 Shimoga, S. V., Erlyana, E., & Rebello, V. (2019). Associations of social media use with physical activity and sleep adequacy among adolescents: Cross-sectional survey. Journal of Medical Internet Research, 21(6), 14290. doi:10.2196/14290 Sibold, J., Edwards, E. M., O’Neil, L., & Close, D. M. (2019). Bullying environment moderates the relationship between exercise and mental health in bullied U.S. children. Journal of School Health, 90(3), 194-199. doi:10.1111/josh.12864 Staiano, A., Kihm, H. S., & Sandoval, P. (2018). The use of competition to elicit vigorous intensity physical activity during children’s exergame play. Journal of Family and Consumer Sciences, 110(3), 39-47. doi:10.14307/JFCS110.3.39

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

Woodforde, J., Alsop, T., Salmon, J., Gomersall, S., & Stylianou, M. (2021). Effects of school based before-school physical activity programmes on children’s physical activity levels, health and learning-related outcomes: a systematic review. British Journal of Sports Medicine. doi:10.1136/bjsports-2021-104470

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSY FPX 6030 Assessment 3 Lack of Physical Activity: The Impact on Adolescent Health

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. PSY FPX 6030 Assessment 3 Lack of Physical Activity: The Impact on Adolescent Health

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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