@inproceedings{TeichFuehnerGolleetal.2022,
  author    = {Teich, Paula and F{\"u}hner, Thea Heidi and Golle, Kathleen and Kliegl, Reinhold},
  title     = {How did the Sars-CoV-2 Pandemic affect the Physical Fitness of Primary School Children?},
  doi       = {10.25932/publishup-56085},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-560855},
  pages     = {20},
  year      = {2022},
  abstract  = {Throughout the years 2020 and 2021, schools were temporarily closed to slow the spread of SarsCoV-2. For some periods, children were locked out of sports in schools (physical education lessons, school sports working groups) and organized sports in sports clubs which often resulted in physical inactivity. Did these restrictions affect children's physical fitness? The EMOTIKON project (www.uni-potsdam.de/emotikon) annually assesses the physical fitness (cardiorespiratory endurance [6-minute-run test], coordination [star-run test], speed [20-m sprint test], lower [standing long jump test] and upper [ball push test] limbs muscle power, and balance [one-legged stance test]) of all third graders in the Federal State of Brandenburg, Germany. Participation is mandatory for all public primary schools. In the falls from 2016 to 2021, 83,476 keyage children (i.e., school enrollment according to the legal key date, between eight and nine years in third grade) from 512 schools were assessed with the EMOTIKON test battery. We tested the Covid pandemic effect on a composite score of the four highly correlated physical fitness tests assessing cardiorespiratory endurance, coordination, speed and powerLOW and on another composite score of the three running tests (cardiorespiratory endurance, coordination, speed), as well as separately on all six physical fitness components. Secular trends for each of the physical fitness components and differences between schools and children were taken into account in linear mixed models. We found a negative Covid pandemic effect on the two composite physical fitness scores, as well as on cardiorespiratory endurance, coordination, and speed. We found a positive Covid pandemic effect on powerLOW. Coordination was associated with the largest negative Covid pandemic effect, also passing the threshold of smallest meaningful change (SMC, i.e., 0.2 Cohen's d) when accumulated across two years. Given the educational context, Covid pandemic effects were also compared relative to the expected age-related development of the physical fitness components between eight and nine years. The Covid pandemic-related developmental costs/gains ranged from three to seven months relative to a longitudinal age effect, and from five to 17 months relative to a cross-sectional age effect. We propose that a longitudinal assessment yields a more reliable estimate of the developmental (age-related) gain than a cross-sectional one. Therefore, we consider the smaller Covid pandemic-related developmental costs/gains to be more credible. Interestingly, on the school level, „fitter" schools (relatively higher Grand Mean) exhibited larger negative Covid pandemic effects than schools with a lower physical fitness score. Negative Covid pandemic effects for the three run tasks were also found by B{\"a}hr et al. (2022), who tested the physical fitness of 16,496 Thuringian third-graders from 292 schools with the same six physical fitness tests used in EMOTIKON. Our results may be used to prioritize health-related interventions.},
  language  = {en}
}
@misc{FuehnerGranacherGolleetal.2022,
  author    = {F{\"u}hner, Thea Heidi and Granacher, Urs and Golle, Kathleen and Kliegl, Reinhold},
  title     = {Effect of timing of school enrollment on physical fitness in third graders},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {800},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-56693},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-566933},
  pages     = {11},
  year      = {2022},
  abstract  = {Timing of initial school enrollment may vary considerably for various reasons such as early or delayed enrollment, skipped or repeated school classes. Accordingly, the age range within school grades includes older-(OTK) and younger-than-keyage (YTK) children. Hardly any information is available on the impact of timing of school enrollment on physical fitness. There is evidence from a related research topic showing large differences in academic performance between OTK and YTK children versus keyage children. Thus, the aim of this study was to compare physical fitness of OTK (N = 26,540) and YTK (N = 2586) children versus keyage children (N = 108,295) in a representative sample of German third graders. Physical fitness tests comprised cardiorespiratory endurance, coordination, speed, lower, and upper limbs muscle power. Predictions of physical fitness performance for YTK and OTK children were estimated using data from keyage children by taking age, sex, school, and assessment year into account. Data were annually recorded between 2011 and 2019. The difference between observed and predicted z-scores yielded a delta z-score that was used as a dependent variable in the linear mixed models. Findings indicate that OTK children showed poorer performance compared to keyage children, especially in coordination, and that YTK children outperformed keyage children, especially in coordination. Teachers should be aware that OTK children show poorer physical fitness performance compared to keyage children.},
  language  = {en}
}
@article{FuehnerGranacherGolleetal.2022,
  author    = {F{\"u}hner, Thea Heidi and Granacher, Urs and Golle, Kathleen and Kliegl, Reinhold},
  title     = {Effect of timing of school enrollment on physical fitness in third graders},
  series = {Scientific Reports},
  volume    = {12},
  journal   = {Scientific Reports},
  publisher = {Springer Nature},
  address   = {London},
  issn      = {2045-2322},
  doi       = {10.1038/s41598-022-11710-x},
  pages     = {1 -- 11},
  year      = {2022},
  abstract  = {Timing of initial school enrollment may vary considerably for various reasons such as early or delayed enrollment, skipped or repeated school classes. Accordingly, the age range within school grades includes older-(OTK) and younger-than-keyage (YTK) children. Hardly any information is available on the impact of timing of school enrollment on physical fitness. There is evidence from a related research topic showing large differences in academic performance between OTK and YTK children versus keyage children. Thus, the aim of this study was to compare physical fitness of OTK (N = 26,540) and YTK (N = 2586) children versus keyage children (N = 108,295) in a representative sample of German third graders. Physical fitness tests comprised cardiorespiratory endurance, coordination, speed, lower, and upper limbs muscle power. Predictions of physical fitness performance for YTK and OTK children were estimated using data from keyage children by taking age, sex, school, and assessment year into account. Data were annually recorded between 2011 and 2019. The difference between observed and predicted z-scores yielded a delta z-score that was used as a dependent variable in the linear mixed models. Findings indicate that OTK children showed poorer performance compared to keyage children, especially in coordination, and that YTK children outperformed keyage children, especially in coordination. Teachers should be aware that OTK children show poorer physical fitness performance compared to keyage children.},
  language  = {en}
}
@inproceedings{KlieglTeichGranacheretal.2022,
  author    = {Kliegl, Reinhold and Teich, Paula and Granacher, Urs and F{\"u}hner, Thea Heidi},
  title     = {Developmental Gains in Physical Fitness Components of Keyage and Older-than-Keyage Third-Graders},
  doi       = {10.25932/publishup-56087},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-560870},
  pages     = {14},
  year      = {2022},
  abstract  = {Children who were enrolled according to legal enrollment dates (i.e., keyage third-graders aged eight to nine years) exhibit a positive linear physical fitness development (F{\"u}hner et al., 2021). However, children who were enrolled with a delay of one year or who repeated a grade (i.e., older-than-keyage children [OTK] aged nine to ten years in third grade) appear to exhibit a poorer physical fitness relative to what could be expected given their chronological age (F{\"u}hner et al., 2022). However, because F{\"u}hner et al. (2022) compared the performance of OTK children to predicted test scores that were extrapolated based on the data of keyage children, the observed physical fitness of these children could either indicate a delayed physical-fitness development or some physiological or psychological changes occurring during the tenth year of life. We investigate four hypotheses about this effect. (H1) OTK children are biologically younger than keyage children. A formula transforming OTK's chronological age into a proxy for their biological age brings some of the observed cross-sectional age-related development in line with the predicted age-related development based on the data of keyage children, but large negative group differences remain. Hypotheses 2 to 4 were tested with a longitudinal assessment. (H2) Physiological changes due to biological maturation or psychological factors cause a stagnation of physical fitness development in the tenth year of life. H2 predicts a decline of performance from third to fourth grade also for keyage children. (H3) OTK children exhibit an age-related (temporary) developmental delay in the tenth year of life, but later catch up to the performance of age-matched keyage children. H3 predicts a larger developmental gain for OTK than for keyage children from third to fourth grade. (H4) OTK children exhibit a sustained physical fitness deficit and do not catch up over time. H4 predicts a positive development for keyage and OTK children, with no greater development for OTK compared to keyage children. The longitudinal study was based on a subset of children from the EMOTIKON project (www.uni-potsdam.de/emotikon). The physical fitness (cardiorespiratory endurance [6-minute-run test], coordination [star-run test], speed [20-m sprint test], lower [standing long jump test] and upper [ball push test] limbs muscle power, and balance [one-legged stance test]) of 1,274 children (1,030 keyage and 244 OTK children) from 32 different schools was tested in third grade and retested one year later in fourth grade. Results: (a) Both keyage and OTK children exhibit a positive longitudinal development from third to fourth grade in all six physical fitness components. (b) There is no evidence for a different longitudinal development of keyage and OTK children. (c) Keyage children (approximately 9.5 years in fourth grade) outperform age-matched OTK children (approximately 9.5 years in third grade) in all six physical fitness components. The results show that the physical fitness of OTK children is indeed impaired and are in support of a sustained difference in physical fitness between the groups of keyage and OTK children (H4).},
  language  = {en}
}
@misc{PietrekKangasKliegletal.2022,
  author    = {Pietrek, Anou F. and Kangas, Maria and Kliegl, Reinhold and Rapp, Michael Armin and Heinzel, Stephan and Van der Kaap-Deeder, Jolene and Heissel, Andreas},
  title     = {Basic psychological need satisfaction and frustration in major depressive disorder},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Gesundheitswissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Gesundheitswissenschaftliche Reihe},
  number    = {8},
  doi       = {10.25932/publishup-58226},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-582269},
  pages     = {10},
  year      = {2022},
  abstract  = {Basic psychological needs theory postulates that a social environment that satisfies individuals' three basic psychological needs of autonomy, competence, and relatedness leads to optimal growth and well-being. On the other hand, the frustration of these needs is associated with ill-being and depressive symptoms foremost investigated in non-clinical samples; yet, there is a paucity of research on need frustration in clinical samples. Survey data were compared between adult individuals with major depressive disorder (MDD; n = 115; 48.69\% female; 38.46 years, SD = 10.46) with those of a non-depressed comparison sample (n = 201; 53.23\% female; 30.16 years, SD = 12.81). Need profiles were examined with a linear mixed model (LMM). Individuals with depression reported higher levels of frustration and lower levels of satisfaction in relation to the three basic psychological needs when compared to non-depressed adults. The difference between depressed and non-depressed groups was significantly larger for frustration than satisfaction regarding the needs for relatedness and competence. LMM correlation parameters confirmed the expected positive correlation between the three needs. This is the first study showing substantial differences in need-based experiences between depressed and non-depressed adults. The results confirm basic assumptions of the self-determination theory and have preliminary implications in tailoring therapy for depression.},
  language  = {en}
}
@article{PietrekKangasKliegletal.2022,
  author    = {Pietrek, Anou F. and Kangas, Maria and Kliegl, Reinhold and Rapp, Michael Armin and Heinzel, Stephan and Van der Kaap-Deeder, Jolene and Heissel, Andreas},
  title     = {Basic psychological need satisfaction and frustration in major depressive disorder},
  series = {Frontiers in Psychiatry - Mood Disorders},
  journal   = {Frontiers in Psychiatry - Mood Disorders},
  publisher = {Frontiers Media S.A.},
  address   = {Lausanne, Schweiz},
  issn      = {1664-0640},
  doi       = {10.3389/fpsyt.2022.962501},
  pages     = {1 -- 10},
  year      = {2022},
  abstract  = {Basic psychological needs theory postulates that a social environment that satisfies individuals' three basic psychological needs of autonomy, competence, and relatedness leads to optimal growth and well-being. On the other hand, the frustration of these needs is associated with ill-being and depressive symptoms foremost investigated in non-clinical samples; yet, there is a paucity of research on need frustration in clinical samples. Survey data were compared between adult individuals with major depressive disorder (MDD; n = 115; 48.69\% female; 38.46 years, SD = 10.46) with those of a non-depressed comparison sample (n = 201; 53.23\% female; 30.16 years, SD = 12.81). Need profiles were examined with a linear mixed model (LMM). Individuals with depression reported higher levels of frustration and lower levels of satisfaction in relation to the three basic psychological needs when compared to non-depressed adults. The difference between depressed and non-depressed groups was significantly larger for frustration than satisfaction regarding the needs for relatedness and competence. LMM correlation parameters confirmed the expected positive correlation between the three needs. This is the first study showing substantial differences in need-based experiences between depressed and non-depressed adults. The results confirm basic assumptions of the self-determination theory and have preliminary implications in tailoring therapy for depression.},
  language  = {en}
}