Running Head: PHYSICAL: ACTIVITY AND STRESS

PPE 310: Health Literacy for Schools

Introduction

PHYSICAL ACTIVITY AND STRESS

The following paper will study the relationship between physical activity and stress. This
topic was chosen to focus on the student age of middle school students. Middle school is a time
in everyone's lives where they first start to experience stress in school and with meeting
deadlines. They experience stress as they transition from an elementary setting to a middle
school workload. Schoolwork, appearance/ social acceptance, home life, and clubs can all
contribute to the stress of a middle school student. Some of the outcomes that stress can cause
among students are depression, anxiety, and weight loss or gain. This is a plan to introduce
physical activity to students as a way to reduce and deal with stress in a healthy way. This plan
will also introduce healthy ways to eat and help relieve stress other than experimenting with
substance abuse. With this activity plan, teachers, parents, and students will appreciate the
guidance in helping middle school students with coping with stress.
Literacy Review
"During the few years from early to middle adolescence, levels of depressive symptoms
rise sharply, particularly among girls," (Sund, Larsson, Witchstrom, 2010). A study of the
correlation between adolescent students and the depression symptoms rate was studied in two
locations, Norway, and North Trondelag. For the purpose of this study, depression and stress can
be used simultaneously. Stress is not an easy emotion to measure; therefore, the study will focus
on depression symptoms. The study only focused on the depression and activity correlation in
adolescent boys. They claimed that "girls had significantly higher mean total levels of depressive
symptoms than boys," so the results only focused on boys to keep the changes true (Sund,
Larsson, Witchstrom, 2010). The students were first given a depression symptoms questionaire to
set a base level. The students then participated in physical activities regularly and were readministered the depression symptoms questioner. The results were in favor of activity for

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adolescents. "Vigorous exercise was associated with a greater reduction in depressive symptoms
when levels of stressful events were high. Thus, vigorous exercise had a possible buffering effect
on stress" (Sund, Larsson, Witchstrom, 2010). The results prove that physical activity can be a
positive coping mechanism to combat stress not only as an adolescent but also as a human in
general.
A great number of studies suggest that exercise training may reduce depressive symptoms
in non-and experimental populations (Strhle, 2008). This is a journal that summarizes the
findings from many different studies to show a relationship between depression and physical
activity. This journal suggests the studies performed that physical activity is a component of a
complex system of factors that can influence the presence of depression or stressful symptoms.
Once the people in the study began to exercise, it set off a chain reaction of improvements that
contribute to depression. "Such a preventive effect may be especially relevant for individuals at
high risk for these disorders either encoded genetically, acquired during premorbid life or as a
scar imprinted by previous disease episodes or traumatic events" (Strhle, 2008). This
information is very important for the general public, teachers, and parents. This shows a
relationship between preventing depression symptoms and physical activity.
Multiple studies have indicated that physical activity improves mood and reduces
symptoms of depression and anxiety (Kiluk, Weden, Culotta, 2008). This study noticed that little
research has been conducted to show the effects of physical activity in children that may suffer
from ADHD, stress, or depression. This is a study of children that have been diagnosed with
ADHD and how his or her activity levels affect their symptoms. The group ranged in age
between 6-14 years old and a mixture of boy and girl subjects. The students results were
categorized based off of his or her activity level, 0, 1, 2 or 3 activities per week. "The main

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finding in this study suggested that children with ADHD who played 3 or more sports displayed
fewer symptoms of anxiety or depression than did those who played fewer than 3 sports" (Kiluk,
Weden, Culotta, 2008). Even though this study focused on children with ADHD, the results can
still apply to middle school students who may be experiencing the stress of depression
symptoms.
"Early adolescence is a time when a transition away from sport and physical activity
participation is at its highest level among female youth" (Schinke, Mcgannon, 2012). Perhaps a
reason for this decline can be caused by a larger workload and more stress as they transition from
elementary school to middle and high school. This journal shows through research that "girls
expressed looking good for others (i.e., wearing make-up) and being physically active as
incompatible" (Schinke, Mcgannon, 2012). Whatever the reason may be, this journal highlights
the fact that adolescent girls are participating less in physical activities. Being without a friend,
difficulty, and peer pressure or acceptance are some of the reasons they pointed out that kept
adolescent females from participating in physical activates. However, the research did report that
girls who did participate in physical activities "identified as a good feeling both physically and
emotionally (Schinke, Mcgannon, 2012). Understanding female adolescents concerns and fears
is a step needed to get the girls engaged in physical activities.
This study takes a look at how mental health problems such as depression or stress
develop by beginning with adolescents. "The onset of adolescence typically between 9 and 12
years of age has been recognized as a critical inflection point for the emergence of depression
and other symptoms of distress" (Pachucki, Ozer, Barrat, Cattuto, 2015). The study focused on
the habits of students between the ages of 10-12 years old. The researchers questioned the
student's health, eating, physical activity, and social interaction. This article argued that physical

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activity habits were not confirmed or denied to affect the mental health of students. The
researchers argue in the conclusion that exercise "do not seem to be as relevant to distressed
mental health among this age group." Yet this study was done to come to the conclusion of
factors of an adolescent's life that may contribute to one's overall mental health.
Synthesis of Information
For the purpose of this research and synthesis, the words "stress" and "depression" will be
used interchangeably. It is widely recognized that stress is a feeling that is hard to quantitatively
measure, therefore, depression symptoms will be used as a way to measure "stress" in
adolescents. Most of the data collected from the resources provided show a correlation between
fewer depression symptoms and physical activity. The results are communicating that if
someone, such as a middle school student, were to participate in regular physical activity
hobbies, then they will experience less depressing symptoms or stress. Activities that incorporate
movement can be used as a healthy way to combat stress. The results also surprisingly showed
that middle school aged girls are drastically not participating in physical activities " (Schinke,
Mcgannon, 2012). This was a noteworthy study to find, especially should be noted for middle
school teachers. If physical activity has proven to combat stress levels in a healthy manner, then
how can teachers get their female students to utilize this form of holistic coping? That is exactly
what this school assessment will undertake; to get middle school students, especially girls, to
combat stress using physical activity.
While researching stress and physical activity studies, there was one study that differed
from the others. This study was looking at the causes of mental illnesses, this is understandably a
tad bit off from what the topic was, but it was an interesting study that could've applied. This
study was searching for any causes to mental illnesses such as depression in students between

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ages 10-12 years old. The results showed that the physical activity level of the students does not
matter in terms of long-term mental illness. In other words, an active student throughout middle
and high school still might suffer from a mental illness just as much as a student who was not
active in middle and high school. While these results are very interesting, they do not affect the
overall goal of this school assessment. This school assessment is searching for healthy ways that
students can combat stress in a short-term prominence, this assessment is not looking to prevent
long-term mental illness. Also, the other studies researched showed a direct relationship between
physical activity and lowered stress levels.
These findings can be utilized in every school across the world. Clearly, middle school
students are experiencing stress; teachers can use this information to help their students diminish
their stress levels. Rather than student finding a harmful way to cope by experimenting with
harmful substances, unhealthy eating habits, or inactivity, teachers can start implementing
activity as a stress reliever. By showing students that they can feel better after they exercise is a
powerful tool these students can utilize the rest of their lives. Also, the research conducted shows
that teachers need to spend more time on female students to get them involved in activities.
Overall, it is hard to deny the numerous benefits to a healthy physical lifestyle.
Practical Implications
The first implication that will benefit the female middle school students will be a "Girls
Club." The research shows that when girls enter middle school they drastically stop participating
in physical activities or sports. Female students are experiencing large amounts of stress as they
transition from elementary to middle school. They also are more aware of their social status,
changing bodies, and acceptance of others. It is easy to see why they may feel uncomfortable
with participating in physical activities. The Girls Club will be an after school club only for

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middle school girls where they may come and participate in activities such as yoga, Zumba, step,
and healthy cooking. These activities are multileveled and are fun for girls to participate in.
Multileveled meaning that no matter if the student is a beginner or advanced student, they will all
be able to participate. They will be with each other without the watchful and competitive nature
of middle school boys. The instructors will be fellow female teachers to lead the activities and
classes. The club should meet every week in order to be effective in combating stress for the
students.
Staff professional development will need to be discussed with all teachers at school. This
professional development will give a brief overview of the research found that correlates activity
as a way to combat stress. This development will benefit all teachers, not just middle school
teachers. Any teacher, whether it is a special education teacher or just a regular classroom
teacher, will learn the ways stress can impact all students, including those in ADHD. One "study
suggested that children with ADHD who played 3 or more sports displayed fewer symptoms of
anxiety or depression than did those who played fewer than 3 sports" (Kiluk, Weden, Culotta,
2008). Even though that study focused on students with ADHD, the findings can be applied to all
students. The teachers will also receive training in ways that they can incorporate activity into
their lessons and classrooms. For example, the teachers will get an introduction and tutorial on
the popular classroom website "Go Noodle" that offers brain breaks in the form of activity for all
the students. All the activities on "Go Noodle" can be easily adjusted to meet the needs of
students with special circumstances. That will need to be addressed on a student-by-student
basis. The teacher will also learn techniques to incorporate movement into their lessons to not
only enhance the content but to also improve the student's level of stress. A class set of exercise
balls for seating rather than a chair is an easy switch. Awarding recess time rather than food for a

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classroom incentive, and having the students create movement pieces to help them remember
new vocabulary. All teachers will receive the professional development and will be evaluated
with a walk-thru on how they are implementing the activity.
Lastly, a whole school morning exercises can be implemented in the morning a few
times a week during morning announcements. Whoever does the morning announcements,
whether they are done over a television or overhead, can lead the entire school into a set of easy
workouts. The workout will have to be simple, in order to meet the needs of all students. The
teacher can act a model to demonstrate to the students how to perform the activity. Some of the
morning activities may include light calisthenics such as squats, knee highs, jumping jacks, arm
circles, etc. This will be a great way to the school in general to start the day and to wake the
students up. These small exercises may even benefit students who have a stressful home life and
come to school for refuge.
Conclusion
It is clear from research and experience that high levels of stress affect students in middle
school. They are making a difficult transition from elementary school to the workload of middle
school. To add to the new workload, these students are also worried about their place in life and
their level of social acceptance. Research shows that female students are experiencing stress
more than their male classmates. Yet, no matter what age, grade, or gender, it has been proven by
study after study that physical activity can be a healthy way to cope with stress. Although
activity is not a long-term solution, it is beneficial for students to utilize its effectiveness. By
incorporating an all girls club for activities and lessons, a professional development training for
teachers, and a school-wide morning exercise routine, teachers can take their part in showing
students how to handle their stress in a healthy manner.

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References

Y., Schinke, H. E., Mcgannon, R. J., & R., K. (2012, March 1). Views of adolescent female
youth on physical activity during early adolescence. Journal of Sports Science and
Medicine.
Pachucki, M. C., Ozer, E. J., Barrat, A., & Cattuto, C. (2015). Mental health and social networks
in early adolescence: A dynamic study of objectively-measured social interaction
behaviors. Social Science & Medicine, 125, 40-50.
Kiluk, B. D., Weden, S., & Culotta, V. P. (2008). Sport Participation and Anxiety in Children
with ADHD. Journal of Attention Disorders, 12(6), 499-506. Retrieved February 13,
2016.
Strhle, A. (2008). Physical activity, exercise, depression and anxiety disorders. Journal of
Neural Transmission J Neural Transm, 116(6), 777-784.
Sund,A.M.,Larsson,B.,&Wichstrm,L.(2010).Roleofphysicalandsedentaryactivitiesin
thedevelopmentofdepressivesymptomsinearlyadolescence.SocialPsychiatryand
PsychiatricEpidemiologySocPsychiatryPsychiatrEpidemiol,46(5),431441.Retrieved
February12,2016.