Organized Physical Activity Program Participation, Physical Activity, and Related Psychosocial Factors Among Urban Adolescents

Behavioral Determinants of Physical Activity Among Secondary School Students Aged 14-15 Years in Cambodia

BACKGROUND

There is little known about physical activity (PA) behaviors and its determinants in Cambodian adolescents, particularly with regard to the home and school settings. Therefore, we aimed to investigate these behaviors and determinants on their PA.

METHODS

The samples collected were from 168 high school students, aged 14-15 years. They were requested to complete the self-report PA questionnaire. Time spent in PA during weekday and weekend by school location and gender, and determinants on PA were analyzed. Differences in the mean values of the PA levels (in minutes) during weekday and the weekend between genders, and between school locations were analyzed using independent sample t tests. The percentage of students' perceptions on the determinants were calculated. Chi-squared test was used to compare the differences in prevalence of students' activities during their free time with respect to school location and gender.

RESULTS

The majority of the parents (86.9%-98.2%) demonstrated strong support for their children for academic work. Rural students spent an average time of moderate-to-vigorous PA greater than their counterparts from the urban areas during their weekend days (329.1 vs 239.2 min, respectively). Moderate to vigorous PA was likely to be higher during the weekends compared with weekdays among the boys (387.9 vs 361.4 min, respectively). Girls were more likely to spend their time on moderate to vigorous PA during the weekdays compared with the weekends (205.4 vs 180.5 min, respectively).

CONCLUSION

Consideration should be given to gender, school location, free time, and the environmental setting for the contextualization of more effective PA interventions with Cambodian youths.

Moderate-Vigorous Physical Activity, Family Support, Peer Support, and Screen Time: An Explanatory Model

It is important to investigate how the different factors of physical activity and screen time influence each population group in order to design effective proposals for health promotion. This study aims to: (1) create an explanatory model to establish the relationships between moderate-vigorous physical activity time, screen time, family support, and peer support of adolescents in the region of Soria (Spain); (2) contrast the explanatory structural model according to the intensity of physical activity. A representative sample of 694 adolescents, aged 12-17 years, from the region of Soria was selected. The Four by One-Day Physical Activity Questionnaire, the Parent Support Scale, and the Peer Support Scale were administered. The data were treated according to a structural equation model to demonstrate the relationships between the study variables. The Chi-square p-values and standardised fit indices (CFI, NFI, IFI, TLI, and RMSEA) were appropriate. Moreover, acceptable parameters were obtained in the general equations. The theoretical model is useful to explain the relationships between moderate-vigorous physical activity, family support, peer support, and screen time. In addition, models that differentiate between moderate and vigorous physical activity independently are also useful. Peer support plays a particular role relative to physical activity time, and family support plays a specific role regarding screen time.

Physical Activity, Energy Expenditure, Screen Time and Social Support in Spanish Adolescents-Towards an Explanatory Model about Health Risk Factors

Youth obesity has been a pandemic for decades. One of its causes is a low level of physical activity. It is necessary to know the specific situation of adolescents and the factors that influence it in order to be able to act accordingly. The first aim of the current study is to create an explanatory model to establish the relationships between light physical activity time, light physical activity energy expenditure, screen time and social support. The second aim is to propose a theoretical model specifying the relationships between moderate-vigorous physical activity time, moderate-vigorous physical activity energy expenditure, screen time and social support. The study design was non-experimental (ex post facto), descriptive-correlational and cross-sectional. A total of 694 adolescents from the region of Soria (12-17 years) participated in the study. The instruments administered were the Four by One-Day Physical Activity Questionnaire, Parent Support Scale and Peer Support Scale. Two structural equation models were developed to analyse the relationships between the variables that comprised the explanatory models. The results show that social support had a negative influence on screen time in the proposed model in relation to light physical activity (r = -0.210; p ≤ 0.001) and in the proposed one regarding moderate-vigorous physical activity (r = -0.173; p ≤ 0.05). Social support was negatively related to light physical activity time (r = -0.167; p ≤ 0.05). Family support had a greater influence than did peer support. In conclusion, the models for light and moderate-vigorous physical activity are useful to describe the relationships between time, energy expenditure, screen time and social support.