IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v19y2022i23p15846-d986772.html
   My bibliography  Save this article

Self-Esteem, Meaningful Experiences and the Rocky Road—Contexts of Physical Activity That Impact Mental Health in Adolescents

Author

Listed:
  • John Murphy

    (School of Arts, Education and Movement, Dublin City University Institute of Education, D09 Y590 Dublin, Ireland)

  • Bronagh McGrane

    (Student Services Department, Dundalk Institute of Technology, A91 K584 Dundalk, Ireland)

  • Rhiannon Lee White

    (School of Health Science, Western Sydney University, Penrith, NSW 2751, Australia)

  • Mary Rose Sweeney

    (School of Nursing, Psychotherapy and Community Health, Dublin City University, D09 NRT0 Dublin, Ireland)

Abstract

Abundant evidence shows that physical activity benefits adolescents’ mental health and wellbeing. Quantitative evidence has shown that adolescents engaging in leisure time physical activity, a number of sports, and team sport, display better mental health outcomes than their peers. The specific contextual factors that contribute to increased mental health and wellbeing through physical activity are, as yet, unconfirmed. The purpose of this study was to identify the contexts of physical activity and sport that positively impact mental health and wellbeing as perceived by adolescents. A sample of 58 adolescents participated in 13 focus groups discussing various factors related to physical activity, sport and mental health. Participants brought an object that represented physical activity and an image that represented wellbeing to each focus group to aid in the discussion and representation of both. An inductive thematic analysis was conducted on transcripts of the focus groups using a six-phase approach. Five key themes were identified: (1) achievements and improvements leading to increased self-esteem; (2) the importance of meaningful experiences, a sense of belonging and contributions to identity; (3) development of resilience and responding to setbacks; (4) social connectedness and relatedness, and (5) an opportunity to experience mindfulness, distraction and flow-states. In order to enhance and support wellbeing through physical activity, adolescents should be encouraged and provided with opportunities to engage in enjoyable activities with people with whom they experience a sense of belonging, where there is an opportunity to experience mastery and improvement and that includes an element of autonomy or choice.

Suggested Citation

  • John Murphy & Bronagh McGrane & Rhiannon Lee White & Mary Rose Sweeney, 2022. "Self-Esteem, Meaningful Experiences and the Rocky Road—Contexts of Physical Activity That Impact Mental Health in Adolescents," IJERPH, MDPI, vol. 19(23), pages 1-16, November.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:15846-:d:986772
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/19/23/15846/pdf
    Download Restriction: no

    File URL: https://www.mdpi.com/1660-4601/19/23/15846/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. George A. Akerlof & Rachel E. Kranton, 2002. "Identity and Schooling: Some Lessons for the Economics of Education," Journal of Economic Literature, American Economic Association, vol. 40(4), pages 1167-1201, December.
    2. Thomas S. Dee, 2014. "Stereotype Threat And The Student-Athlete," Economic Inquiry, Western Economic Association International, vol. 52(1), pages 173-182, January.
    3. Oliver W. A. Wilson & Chris Whatman & Simon Walters & Sierra Keung & Dion Enari & Alex Chiet & Sarah-Kate Millar & Lesley Ferkins & Erica Hinckson & Jeremy Hapeta & Michael Sam & Justin Richards, 2022. "“Balance Is Better”: The Wellbeing Benefits of Participating in a Breadth of Sports across a Variety of Settings during Adolescence," IJERPH, MDPI, vol. 19(14), pages 1-10, July.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Damgaard, Mette Trier & Nielsen, Helena Skyt, 2018. "Nudging in education," Economics of Education Review, Elsevier, vol. 64(C), pages 313-342.
    2. Nina Guyon & Elise Huillery, 2021. "Biased Aspirations and Social Inequality at School: Evidence from French Teenagers," The Economic Journal, Royal Economic Society, vol. 131(634), pages 745-796.
    3. repec:spo:wpmain:info:hdl:2441/5s1u9dkni69dhpmrq7tgclekrh is not listed on IDEAS
    4. Nina Guyon & Elise Huillery, 2016. "Biased Aspirations and Social Inequality at School: Evidence from French Teenagers," SciencePo Working papers hal-03393216, HAL.
    5. repec:hal:spmain:info:hdl:2441/5s1u9dkni69dhpmrq7tgclekrh is not listed on IDEAS
    6. Pugatch, Todd & Wilson, Nicholas, 2018. "Nudging study habits: A field experiment on peer tutoring in higher education," Economics of Education Review, Elsevier, vol. 62(C), pages 151-161.
    7. Steven N. Durlauf & Yannis M. Ioannides, 2010. "Social Interactions," Annual Review of Economics, Annual Reviews, vol. 2(1), pages 451-478, September.
    8. Mechtel, Mario & Hett, Florian & Kröll, Markus, 2014. "Endogenous Social Identity and Group Choice," VfS Annual Conference 2014 (Hamburg): Evidence-based Economic Policy 100307, Verein für Socialpolitik / German Economic Association.
    9. Thomas S. Dee & Emily K. Penner, 2021. "My Brother's Keeper? The Impact of Targeted Educational Supports," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 40(4), pages 1171-1196, September.
    10. Takao Kato & Yang Song, 2022. "Advising, gender, and performance: Evidence from a university with exogenous adviser–student gender match," Economic Inquiry, Western Economic Association International, vol. 60(1), pages 121-141, January.
    11. Aksoy, Billur & Chadd, Ian & Koh, Boon Han, 2023. "Sexual identity, gender, and anticipated discrimination in prosocial behavior," European Economic Review, Elsevier, vol. 154(C).
    12. Feng, Qiang & Wang, Xiaojun, 2018. "The psychological effects of academic labeling: The case of class tracks," Journal of Comparative Economics, Elsevier, vol. 46(2), pages 568-581.
    13. Maria K. Humlum & Kristin J. Kleinjans & Helena S. Nielsen, 2012. "An Economic Analysis Of Identity And Career Choice," Economic Inquiry, Western Economic Association International, vol. 50(1), pages 39-61, January.
    14. Michela Carlana, 2019. "Implicit Stereotypes: Evidence from Teachers’ Gender Bias," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 134(3), pages 1163-1224.
    15. Roland G. Fryer, Jr. & Paul Torelli, 2005. "An Empirical Analysis of 'Acting White'," NBER Working Papers 11334, National Bureau of Economic Research, Inc.
    16. Vani Borooah & Sriya Iyer, 2005. "Vidya, Veda, and Varna: The influence of religion and caste on education in rural India," Journal of Development Studies, Taylor & Francis Journals, vol. 41(8), pages 1369-1404.
    17. Zenou, Yves & Patacchini, Eleonora, 2006. "Racial Identity and Education," CEPR Discussion Papers 5607, C.E.P.R. Discussion Papers.
    18. Philip Oreopoulos & Ryan Dunn, 2013. "Information and College Access: Evidence from a Randomized Field Experiment," Scandinavian Journal of Economics, Wiley Blackwell, vol. 115(1), pages 3-26, January.
    19. Adriaan R Soetevent & Peter Kooreman, 2005. "Social Ties within School Classes: The Roles of Gender, Ethnicity, and Having Older Siblings," Oxford Review of Economic Policy, Oxford University Press and Oxford Review of Economic Policy Limited, vol. 21(3), pages 373-391, Autumn.
    20. John, Katrin & Thomsen, Stephan L., 2015. "School-track environment or endowment: What determines different other-regarding behavior across peer groups?," Games and Economic Behavior, Elsevier, vol. 94(C), pages 122-141.
    21. John P. Papay & Richard J. Murnane & John B. Willett, 2011. "How Performance Information Affects Human-Capital Investment Decisions: The Impact of Test-Score Labels on Educational Outcomes," NBER Working Papers 17120, National Bureau of Economic Research, Inc.
    22. Adnan, Wifag & Arin, K. Peren & Charness, Gary & Lacomba, Juan A. & Lagos, Francisco, 2022. "Which social categories matter to people: An experiment," Journal of Economic Behavior & Organization, Elsevier, vol. 193(C), pages 125-145.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:15846-:d:986772. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.