Purpose

To investigate the effects of two school-based physical activity interventions on mental health in Norwegian adolescents.

Methods

Students from 29 lower secondary schools in Norway (n = 2084; 14–15 years; 49% female) were cluster-randomized into either a control group or one of two intervention groups (M1 and M2). Two interventions based on different theoretical frameworks aimed to increase physical activity in school by approximately 120 min per week, throughout a 29-week intervention period. M1 consisted of 30 min physically active learning, 30 min physical activity and one 60 min physical education lesson. M2 consisted of one physical education lesson and one physical activity lesson, both focusing on facilitating students’ interest, responsibility and social relationships. The self-report version of the Strengths and Difficulties Questionnaire was used to assess mental health. Physical activity was measured by accelerometry. Linear mixed effects models were used to examine the effects of the interventions.

Results

No effects were found for the overall study population. Interaction effects warranted subgroup analyses: M1 showed favorable results in the subgroup with the highest levels of psychological difficulties at baseline (b = −2.9; −5.73 to −0.07; p = .045) and in the immigrant subgroup (b = −1.6; −3.53 to 0.27; p = .093). M2 showed favorable results in the immigrant subgroup (b = −2.1; −4.36 to 0.21; p = .075).

Conclusions

The two interventions did not improve mental health in the full study population. However, results indicated beneficial effects among immigrants and those with poor mental health at baseline. More research is needed due to missing values and the results should therefore be interpreted with caution.

中文翻译：

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基于学校的体育锻炼干预措施对青少年心理健康的影响：“运动中的学校”集群随机对照试验

目的

调查两种基于学校的体育锻炼干预对挪威青少年心理健康的影响。

方法

来自挪威29所初中的学生（n = 2084； 14–15岁； 49％的女性）被随机分为对照组或两个干预组（M1和M2）之一。两种基于不同理论框架的干预措施旨在在整个29周的干预期内，每周增加大约120分钟的学校体育锻炼时间。M1包括30分钟的体育锻炼学习，30分钟的体育锻炼和一堂60分钟的体育课。M2包括一门体育课和一门体育活动课，均着眼于促进学生的兴趣，责任感和社会关系。自我报告版本的“长处和困难问卷”用于评估心理健康。通过加速度计测量身体活动。

结果

没有发现对整个研究人群的影响。相互作用效应值得进行亚组分析：在基线时心理障碍水平最高的亚组（b = -2.9； -5.73至-0.07； p = .045）和移民亚组（b = -1.6； M = 1； M = 1）中，M1表现良好。 -3.53至0.27； p = .093）。M2在移民亚组中显示出良好的结果（b = -2.1； -4.36至0.21； p = .075）。

结论

两种干预措施并未改善整个研究人群的心理健康。但是，结果表明，在移民和基线时心理健康较差的移民中有有益的影响。由于缺少值，需要进行更多的研究，因此应谨慎解释结果。