: Frequency, Intensity and Duration of Muscle Strengthening Activity and Associations with Mental Health

Objectives: Despite growing emphasis on the benefits of physical activity for promoting mental health, inclusion of muscle-strengthening (MS) (e.g., body-weight exercises, resistance machines) activities is limited. Notably, few studies collectively assess MS behavioural frequency, duration, and intensity. To address the gap, the current study examined associations between frequency (days), intensity (rating of perceived exertion in relation to repetitions in reserve [RPE/RIR]), and duration (minutes per typical session) of MS activities on anxiety, depression, and mental well-being.Method: A cross-sectional study of 601 participants (Mean age = 30.92 years [SD =12.70]; 57.7% female) across Ireland was conducted. Participants completed a self-report questionnaire containing MS instruments previously used, or adapted from valid and reliable measures (i.e., International Physical Activity Questionnaire IPAQ, RPE/RIR), alongside, the Generalised Anxiety Disorder-7 (GAD-7), Patient Health Questionnaire-8 (PHQ-8) and the Mental Health Continuum- Short Form (MHC-SF). A multivariate regression model was tested in MPLUS, using dummy coding for MS frequency in relation to no activity (i.e., 0-days) non-adherence (i.e., 1-day), adherence (i.e., 2-days) and enhanced adherence (i.e., &gt;3 days) to the MS public health guidelines, with the mental health variables representing the dependent variables. Intensity and duration were specified in the model as continuous variables; gender and age were included as statistical controls. Results: Three or more days engaged in MS activities was associated with fewer anxiety (β = -.12, p Conclusion: Higher frequency and intensity of MS activities may protect against anxiety and depression symptoms. Doing some MS activities (at least 1-day) is likely more beneficial than none for depression. Evidence-based, MS interventions may help curb mental illness rates, and future longitudinal, intervention-based research could consider inclusion of MS frequency, intensity and duration variables to enhance efforts to identify at-risk groups and trends within physical activity and mental illness surveillance.<br/

The Influence of Athletes’ Psychological Needs on Motivation, Burnout and Well-Being: a Test of Self-Determination Theory

Sport provides a significant role in the lives of athletes, however both positive and negative mental health effects may occur from sporting experiences, including burnout and/or well-being. A cross-sectional survey was conducted including 685 athletes (M age = 23.39, SD = 6.22, 71% = male), testing multiple, complementary, Self-Determination Theory (SDT) hypotheses linked to well-being and burnout. A multi-stage modelling approach encompassing confirmatory factor and path analysis was utilised, with results showing significant variance explained for well-being (R2=.30) and burnout (R2=.35). Several direct effects were found in line with SDT, including between; needs-support and needs satisfaction (β= .48), and needs-control and needs-frustration (β= .44); needs-satisfaction and motivational orientation (β= .25); needs-satisfaction and well-being (β= .37), and needs frustration and burnout (β= .25); motivational orientation and burnout (β= -.27), and motivational orientation and well-being (β= .18). Indirect effects were found for well-being and burnout via coach needs-support, needs satisfaction and motivational orientation in sequence (β=.24 and β=-.22, respectively); in addition to burnout via coach needs-control, needs frustration and motivational orientation in sequence (β=-.12). To conclude, coach-based, sporting mental health interventions that promote the utilisation of needs-supportive behaviours, whilst also highlighting the need to minimise needs-controlling behaviours, are recommended for the prevention of burnout and promotion of well-being in athletes

Barriers and facilitators of physical activity in adolescents with intellectual disabilities: An analysis informed by the COM-B model

BACKGROUND: Adolescents with intellectual disabilities are insufficiently physically active. Where interventions have been developed and delivered, these have had limited effectiveness, and often lack a theoretical underpinning. AIM: Through application of the COM‐B model, our aim is to explore the factors influencing adolescent physical activity within schools. METHODS: A qualitative methodology, using focus groups with students who have mild/moderate intellectual disabilities, their parents'/carers' and teachers'. The COM‐B model provided the lens through which the data were collected and analysed. RESULTS: We identified of a range of individual, interpersonal, and environmental factors influencing physical activity, across all six COM‐B constructs, within the context of the ‘school‐system’. CONCLUSION: This is the first study to use the COM‐B model to explore school‐based physical activity behaviour, for adolescents with intellectual disabilities. Identification of such physical activity behavioural determinants can support the development of effective and sustainable interventions