Conference Agenda
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
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Daily Overview |
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WR1_2_2: Abstract presentations: Whole-School Approaches to Physical Activity and Health Location: White room 1 Session Chair: Josef Mitáš | |
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12:21pm - 12:24pm
Scottish girls’ and young women’s experiences of being physically activity across the menstrual cycle University of Edinburgh, United Kingdom Introduction Evidence is limited on experiences of being active across the menstrual cycle in girls and young women, creating a substantial barrier to providing support. This abstract presents qualitative data on girls’ and young women’s experiences of being active throughout the menstrual cycle. Methods Interviews and focus groups (12-15yrs (n-4), 16-18yrs (n=4), 19-24yrs (n=5)) were structured around barriers and enablers to physical activity (PA) across the menstrual cycle; how PA influences wellbeing; educational support; and what could be done better. A thematic analysis was undertaken to identify the role of Capability, Opportunity and Motivation on Behaviour (COM-B). Results Physical capability was negatively impacted by premenstrual and menstrual symptoms, but participants were aware at post menses/ovulation of increased energy. Psychological capability was suppressed by premenstrual mood changes, not being prepared, and lack of knowledge; while having plans and adjusting PA facilitated activity. Easy access to bathrooms with appropriate period products enhanced physical opportunities, while open conversations and supportive coaches/teaching staff created a supportive social environment. Although participants believed PA would help them feel physically and mentally better, motivation was suppressed by a range of factors (e.g. fear of leaking). Participants wanted to learn more about the menstrual cycle, with access to educational resources that would build knowledge through school and beyond. Conclusion Further research is needed to develop accessible resources that are tailored to support PA across the menstrual cycle for girls and young women. Funding Source: The study was funded by Scottish Action for Mental Health and Public Health Scotland. | |
