***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: PURPOSE The purpose of this investigation was to examine selected psychobiological responses to acute bouts of resistance exercise ( RE ) of different intensities . METHODS Eighty-four participants were classified as experienced or inexperienced and then r and omly assigned to three conditions : 1 ) 50 % of one repetition maximum(1RM ) , 2 ) 80 % 1RM , or 3 ) control condition . RE consisted of performing three sets of four exercises between 12 to 20 reps in the 50 % 1RM condition and four to eight reps in the 80 % 1RM condition . Dependent variables consisted of state anxiety ( SA ) , mood states ( POMS ) , systolic BP ( SBP ) , diastolic BP ( DBP ) , and heart rate ( HR ) . These variables were assessed before as well as 1 , 20 , 60 , 120 , and 180-min following the conditions . Data were analyzed with a 2 ( experience ) x 3 ( conditions ) x 6 ( trials ) mixed model ANOVA and Tukey post-hoc tests . RESULTS Results indicated that SA decreased significantly ( P < 0.05 ) 180 min following the 50 % 1RM condition . A significant decrease ( P < 0.05 ) in vigor occurred immediately following the 50 % IRM condition and persisted for 20 min . SBP increased significantly ( P < 0.05 ) immediately following the 80 % 1RM condition . HR increased significantly ( P < 0.05 ) following both RE conditions . No significant differences were found between the experienced or inexperienced participants . CONCLUSIONS An acute bout of RE at 50 % 1RM is associated with an immediate reduction in vigor followed by a significant decrease in SA that emerged 180 min following exercise This study compared the physical and psychological effects of running to those of the normal physical education program of activities among 154 fourth , fifth , and sixth grade rs who were r and omly assigned to conditions within a true experimental design . The running program consisted of three 30-min sessions per week for 12 weeks in lieu of attendance in regular physical education classes . Findings showed that although boys tended to run faster than girls overall and that older children run faster than younger children , running-program participants performed better on an 800-m run , had lower pulse rates , and performed better on a test of creativity than did regular physical education participants . Running boys had less body fat , and running girls had more creative involvement in class . No differences were found on 50-m dash performance or perceptual skill . On total behavior , girls were more self-controlled than boys , and self-concept tended to become less positive with increased grade level .  Running performance  for 800 m persisted for 5 months among boys in the treatment , but not among girls . Running was judged effective for enhancing the cardiorespiratory health and creativity of school children Use of adventure as an intervention in traditional counseling was explored with 84 adolescent clients from two community-based counseling agencies and residents from two boys ' homes . The adolescents were assigned to conditions of counseling plus adventure experiences , counseling only , adventure only , or a control . Analysis indicated limited support for increasing self-esteem and social skills by adding adventure experiences to on-going counseling To determine whether participating in physical activity affects psychological well-being in an adolescent population , 147 adolescents completed self-reports of exercise and psychological stress and well-being . Analysis revealed that those who reported greater physical activity also reported less stress and lower levels of depression . Adolescents who experienced a higher incidence of life events also demonstrated a strong association between stress and anxiety/depression/hostility . To investigate the effects of exercise training on psychological well-being , adolescents were assigned to either high or moderate intensity aerobic training , flexibility training or a control group . The training groups met twice per week for 25 - 30 min . Aerobic fitness levels , heart rate , blood pressure and self-report of stress and well-being were measured prior to and following 10 weeks of training . Post-training fitness measures confirmed the effectiveness of the high intensity aerobic exercise and between groups differences for physiological and some psychological measures were found . Subjects undergoing high intensity exercise reported significantly less stress than subjects in the remaining three groups . The relationship between stress and anxiety/depression/hostility for the high intensity group was considerably weakened at the end of the training period . For the remaining subjects , however , this relationship was , if anything , strengthened . This experiment provides evidence to suggest that in an adolescent population , high intensity aerobic exercise has positive effects on well-being Aerobic exercise which result ed in a significant improvement in cardiovascular functioning had no more effect on psychological mood states than did the placebo control of participation in nonaerobic recreational games or no exercise and sport at all  ( N = 430 college students ) . Beta-endorphin levels with the 41 depressed subjects were not a biochemical link that might explain the possible influence of physical activity on depression Abstract This study was design ed to assess the effects of a specifically design ed perceptual-motor training program on the level of perceptual-motor development , self-concept , and academic ability of kindergarten children . Subjects for the study were 40 kindergarten children r and omly assigned to 1 of 2 groups . Each group received the same kindergarten program with one exception , the experimental group was exposed to a specifically design ed perceptual-motor program 30 min daily for 5 mo , while the control group received a free play period for 30 min daily . Results of the study indicated that the data tended to support the specificity of training concept . The variables showing the greatest change were the perceptual-motor tests which measured changes on specific aspects of the training program . There appeared to be some immediate transfer to academic abilities but this was not pronounced enough to suggest that perceptual-motor training was of real benefit in developing academic abilities for normal kinderga The purpose of this study was to examine self-esteem changes in school aged children enrolled in weight management programs .  The study group was comprised of 54 obese children ages 10 - 15 enrolled in a weight management program .  The control group was comprised of 60 obese children who had never been enrolled in a weight management program .  Each child was measured for body mass index ( BMI ) and weight . All the children filled out the Pier-Harris Children 's Self-Concept Scale at the beginning of the study and 12 weeks later following the study group 's completion of the weight management program . The groups were similar in average age , weight , BMI , and self-concept score at the beginning of the study . At the end of the 12 weeks , there was no significant change in the average weight or BMI in either the study or control group . There was a significant decrease in the self-concept score in the study group but not in the control group . The greatest score changes came from the physical appearance subscale . Participation in weight management programs may put children at risk for lower self-esteem ( self-concept ) while producing limited weight loss results OBJECTIVE This study examines the effect of an interactive , school-based , self-esteem education program on the body image and eating attitudes and behaviors of young male and female adolescents following the program and after 12 months . METHOD All 470 eligible students ( 63 % female ) aged 11 - 14 years volunteered to participate . The intervention group students participated in the program , whereas the control group students received their scheduled personal development and health class . RESULTS The program significantly improved the body satisfaction of the intervention students and significantly changed aspects of their self-esteem ; social acceptance , physical appearance , and athletic ability became less important for the intervention students and more important for control students . Female intervention students rated their physical appearance as perceived by others significantly higher than control students and allowed their body weight to increase appropriately by preventing the age increase in weight-losing behaviors of the control students . One year after the intervention , body image and attitude changes were still present . These findings also held for the 116 students ( 63 % females ) with low self-esteem and higher anxiety , who were considered at risk for the development of eating disorders . These students also had significantly lower drive for thinness and greater body satisfaction following the intervention and the decreased importance of physical appearance to their self-esteem was present at 12 months . Control at-risk students significantly decreased their body weight , whereas the weight of the intervention at-risk students significantly increased . The intervention program was effective , safe , having no effect on measures of students ' anxiety or depression , and was rated highly by students . DISCUSSION This is the first controlled educational intervention to successfully improve body image and to produce long-term changes in the attitudes and self-image of young adolescents . This new approach to prevent the development of eating disorders by improving self-esteem may be effective , particularly if reinforced by teachers and family Summary The purpose of this study was to investigate the effects of a cardiovascular fitness program on the self-concept and peer approval of seventh grade boys . Thirty-seven low self-esteem Ss were r and omly divided into a control group ( participated in no formal physical education activity ) and an experimental group ( participated in a special running training program ) . At the end of an 18 week training program the two groups were significantly different in cardiovascular endurance , indicating the efficacy of the experimental treatment . There was an increase in self-concept from pretest to posttest for the experimental group only . Neither group had a significant change in peer approval 36 boys and 36 girls in 4 fourth grade s were exposed to basketball movement conditions which included the skills of dribble , chest pass , lay-up , pivot , guarding , and two-h and set shot . Eight 1/2-hr . treatment periods were spread evenly over 4 wk . and took place within the regularly assigned school physical education period . Two class groups , which included 9 boys and 9 girls each , were r and omly assigned by class to an experimental group which received treatment while two class groups were assigned by class to the control group . No differences between changes in self-concept as estimated by the Piers-Harris scale for treatment and control conditions were significant Aerobic exercise has been associated with improvements in psychological status and physical fitness in adults , but its effects on children are less clear . The purpose of this study was to evaluate the effects of an aerobic exercise program on the self-concept , academic achievement , motor proficiency , and cardiovascular fitness of boys with learning disabilities . Fifty-four boys were r and omly assigned to one of two exercise programs lasting 20 weeks . One program emphasized aerobic exercise and the other consisted of similar but less vigorous activities . The self-concept , academic achievement , motor proficiency , and physical fitness of each subject was assessed before and after the exercise programs . The results from group comparisons demonstrated an association between the aerobic exercise program and improvement of self-concept and physical fitness . No effect on academic achievement or motor proficiency could be attributed to the aerobic exercise program . J Dev Behav Pediatr 8:274–277 , 1987 . Index terms : aerobic exercise , learning disabilities , sports , self-concept This study investigated a possible relationship between exercise intensity and mood alteration that commonly is associated with physical activity . 91 college students completed the Profile of Mood States before and after 20 min . of jogging at three intensities : 55 % , 75 % , and 79 % of age-adjusted maximum heart rate on different occasions . Exercisers also completed a  demographic inventory , a Lie Scale  , and the State-Trait Anxiety Inventory .  Contrary to our expectations , the interaction between exercise intensity and pre-post mood benefits was not significant . Supporting the manipulation of exercise intensity , the univariate interaction between exercise intensity and pre-post exercise scores on Fatigue was significant . Joggers reported short-term mood benefits on the combined subscales of the Profile of Mood States , and each subscale contributed to the benefits . Thus , regardless of the low- or moderate-intensity , participants reported that they “ felt better ” after exercising The article examines whether participation in an aerobic exercise program ( AE ) , as compared with a traditional physical education class ( PE ) , significantly increased  children 's perceived athletic competence , physical appearance , social acceptance , behavioral conduct , and global self-worth ; increased their figural creativity ; and improved aerobic power as measured by an 800-meter run around a track . Further research on the effects of different types of AE is discussed , as well as the need for aerobic conditioning in the elementary school This study investigated the relationship between improvement in Total Positive Self-concept scores and increase in sports skills before and after training of 10 weeks for 45 minutes daily by 12- to 14-yr.-old junior high school and 16- to 18-yr.-old senior high school boys and girls . The 288 subjects were selected using a stratified ( intact class ) r and om technique . Subjects were r and omly assigned to different sports , 96 to field-hockey and 96 to athletics ( 32 to discuss , 32 to long jump , and 32 to sprints ) . 96 control subjects were  r and omly selected from one class of each age bracket . Analysis of covariance showed that the trained subjects scored significantly higher in total positive self . A positive correlation between gain in sports skill and increase in self-concept scores was noted for both boys and girls within each age group . Age and sex had no effect on this pattern . The result supports inclusion of success-oriented sports in the high school curriculum Aerobic exercise has been associated with improved psychological status and physical fitness in adults , but its effects in adolescents have been less clear . This study evaluated the effects of aerobic exercise on the self-concept , depression level , and physical fitness of juvenile delinquents . Ninety-eight incarcerated youths who volunteered to participate were assigned in a blind fashion to one of two exercise programs lasting three months . Sixty-nine completed all phases of the study and are the subjects of this report . One exercise program ( 32 subjects ) emphasized aerobic exercise ; the other ( 37 subjects ) , limited exertion . Before and after participating , each subject underwent measurement of self-concept , mood , and physical fitness . While the aerobic and comparison groups were initially similar , the data demonstrated an association between participation in the aerobic exercise program and improved self-concept , 
    Output:
    
REVIEW ER 'S CONCLUSIONS The results indicate that exercise has positive short-term effects on self-esteem in children and young people .
Since there are no known negative effects of exercise and many positive effects on physical health , exercise may be an important measure in improving  children 's self-esteem .