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Gomwe H, Phiri L, Marange CS. The mediating role of social support in promoting physical activity among children in South Africa. SOUTH AFRICAN JOURNAL OF PHYSIOTHERAPY 2023; 79:1896. [PMID: 37928649 PMCID: PMC10623640 DOI: 10.4102/sajp.v79i1.1896] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Accepted: 08/31/2023] [Indexed: 11/07/2023] Open
Abstract
Background Low physical activity (PA) participation levels and increasing non-communicable diseases in children are concerning in South Africa and globally. Objectives We sought to assess the mediating role of perceived social support factors on the relationship between PA enjoyment and PA levels among rural, peri-urban and urban school children. Method A cross-sectional study was adopted to assess peer, family and teacher encouragement as mediators on the relationship between perceived PA enjoyment and perceived physical activity participation among children, using the Physical Activity Questionnaire for Older Children (PAQ-C). The sample comprised a random sample of primary school learners aged 9-14 years. Results The sample consisted of 870 primary school learners with a mean age of 11.0 ± 1.49 years. Most participants were girls (n = 519; 59.7%). The findings suggest low levels of perceived PA participation (mean = 2.33, standard deviation [s.d.]: 0.43). Peer (β = 0.0187, 95% confidence interval [CI]: 0.0088, 0.0307), family (β = 0.0280, 95% CI: 0.0155, 0.0425) and teacher (β = 0.0242, 95% CI: 0.0127, 0.0378) encouragement partially mediates the relationship between perceived PA enjoyment and perceived PA participation. Family encouragement (β = 0.0158, 95% CI: 0.0017, 0.0311) has the most considerable mediating effect, followed by teacher encouragement (β = 0.0125, 95% CI: 0.0010, 0.0269). Conclusion The findings demonstrated low levels of perceived PA participation in school learners. Therefore, we recommends including social factors as mediators in PA intervention programmes in primary schools. Clinical implications Social support factors as mediators on the relationship between PA enjoyment and PA participation among children may improve children's PA participation levels and help prevent non-communicable diseases in future.
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Affiliation(s)
- Howard Gomwe
- Skills Centre, Faculty of Health Sciences, Sefako Makgatho Health Sciences University, Pretoria, South Africa
| | - Lesego Phiri
- Skills Centre, Faculty of Health Sciences, Sefako Makgatho Health Sciences University, Pretoria, South Africa
| | - Chioneso Show Marange
- Department of Statistics, Faculty of Science, University of Fort Hare, East London, South Africa
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Loureiro N, Marques A, Loureiro V, de Matos MG. Active Transportation to School. Utopia or a Strategy for a Healthy Life in Adolescence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:4503. [PMID: 33922730 PMCID: PMC8123003 DOI: 10.3390/ijerph18094503] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Revised: 04/12/2021] [Accepted: 04/21/2021] [Indexed: 12/18/2022]
Abstract
The way adolescents travel to school can be an important contribution to achieving their daily physical activity recommendations. The main objective of this research is to know which variables are associated with the mode of transportation used to and from school by Portuguese adolescents. The 2018 Health Behaviour in School-aged Children questionnaire was applied to 5695 adolescents with an average age of 15.5 (SD ± 1.8), 53.9% of whom were female. The associations were studied by applying χ2 tests and multivariate logistic regression models. In this study, 36.5% of the participants reported walking or cycling to school. Active transportation to school is associated with age (OR = 1.3; p < 0.05), sufficient physical activity (OR = 1.2; p < 0.05), adequate number of hours of sleep (OR = 1.2; p < 0.05), perception of happiness (OR = 1.2; p < 0.05) and living near the school (OR = 2.4; p < 0.05). The results revealed that adolescents' choice to travel to/from school using an active mode of transportation increased with age, physical activity, hours of sleep, perception of happiness, and living near the school.
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Affiliation(s)
- Nuno Loureiro
- Projeto Aventura Social, Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, 1499-002 Cruz Quebrada, Portugal; (N.L.); (M.G.d.M.)
- Faculdade de Medicina/ISAMB Centro de Investigação Apoiado Pela Universidade de Lisboa, 1649-028 Lisboa, Portugal;
- Instituto Politécnico de Beja, Departamento de Artes, Humanidades e Desporto, 7800-295 Beja, Portugal
| | - Adilson Marques
- Faculdade de Medicina/ISAMB Centro de Investigação Apoiado Pela Universidade de Lisboa, 1649-028 Lisboa, Portugal;
- CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, 1499-002 Cruz Quebrada, Portugal
| | - Vânia Loureiro
- Projeto Aventura Social, Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, 1499-002 Cruz Quebrada, Portugal; (N.L.); (M.G.d.M.)
- Faculdade de Medicina/ISAMB Centro de Investigação Apoiado Pela Universidade de Lisboa, 1649-028 Lisboa, Portugal;
- Instituto Politécnico de Beja, Departamento de Artes, Humanidades e Desporto, 7800-295 Beja, Portugal
| | - Margarida Gaspar de Matos
- Projeto Aventura Social, Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, 1499-002 Cruz Quebrada, Portugal; (N.L.); (M.G.d.M.)
- Faculdade de Medicina/ISAMB Centro de Investigação Apoiado Pela Universidade de Lisboa, 1649-028 Lisboa, Portugal;
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Farmer O, Cahill K, O’Brien W. Gaelic4Girls-The Effectiveness of a 10-Week Multicomponent Community Sports-Based Physical Activity Intervention for 8 to 12-Year-Old Girls. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E6928. [PMID: 32971964 PMCID: PMC7557379 DOI: 10.3390/ijerph17186928] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/10/2020] [Revised: 09/15/2020] [Accepted: 09/16/2020] [Indexed: 12/01/2022]
Abstract
Girls are less active than boys throughout childhood and adolescence, with limited research focusing on female community sports-based programs. This study aims to assess the effectiveness of a multi-component, community sports-based intervention for increasing girl's physical activity (PA) levels, fundamental movement skill (FMS) proficiency, and psychological wellbeing, as relative to a second treatment group (the traditionally delivered national comparative program), and a third control group. One hundred and twenty female-only participants (mean age = 10.75 ± 1.44 years), aged 8 to 12 years old from three Ladies Gaelic Football (LGF) community sports clubs (rural and suburban) were allocated to one of three conditions: (1) Intervention Group 1 (n = 43) received a novel, specifically tailored, research-informed Gaelic4Girls (G4G) intervention; (2) Intervention Group 2 (n = 44) used the traditionally delivered, national G4G program, as run by the Ladies Gaelic Football (LGF) Association of Ireland; and (3) Control Group 3 (n = 33) received no G4G intervention (group 1 or 2) conditions and were expected to carry out their usual LGF community sports activities. Primary outcome measurements (at both pre- and 10-week follow up) examining the effectiveness of the G4G intervention included (1) PA, (2) FMS and (3) Psychological correlates (enjoyment levels, self-efficacy, peer and parental support). Following a two (pre to post) by three (intervention group 1, intervention group 2, and control group 3) mixed-model ANOVA, it was highlighted that intervention group 1 significantly increased in PA (p = 0.003), FMS proficiency (p = 0.005) and several psychological correlates of PA (p ≤ 0.005). The findings demonstrate that the 10-week, specifically tailored, research-informed G4G intervention is a feasible and efficacious program, leading to a positive effect on the physical and psychological wellbeing of pre-adolescent Irish girls, relative to the traditionally delivered national G4G comparative program and control group conditions.
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Affiliation(s)
- Orlagh Farmer
- Sports Studies and Physical Education Program, School of Education, 2 Lucan Place, Western Road, 0000 Cork, Ireland;
| | - Kevin Cahill
- School of Education, Postgraduate Diploma in Special Educational Needs, University College Cork, 0000 Cork, Ireland;
| | - Wesley O’Brien
- Sports Studies and Physical Education Program, School of Education, 2 Lucan Place, Western Road, 0000 Cork, Ireland;
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Budd EL, McQueen A, Eyler AA, Haire-Joshu D, Auslander WF, Brownson RC. The role of physical activity enjoyment in the pathways from the social and physical environments to physical activity of early adolescent girls. Prev Med 2018; 111:6-13. [PMID: 29447926 PMCID: PMC5985153 DOI: 10.1016/j.ypmed.2018.02.015] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/04/2017] [Revised: 02/09/2018] [Accepted: 02/11/2018] [Indexed: 11/25/2022]
Abstract
Most girls experience a notable decline in physical activity (PA) in early adolescence, increasing their risk for harmful health outcomes. Enjoyment for PA (i.e., positive feelings toward PA) is a determinant of PA among girls during adolescence and sustained PA throughout adulthood. Previous studies recommended increasing girls' PA enjoyment in order to increase their PA, but did not include environmental-level strategies for how families, schools, or communities do this. To gain insight on such strategies, this study examines the role of PA enjoyment as a mediator of social and physical environments to moderate-to-vigorous intensity PA of early adolescent girls. Cross-sectional, secondary analyses, using structural equation modeling, were conducted on a U.S. national dataset of 1721 sixth grade girls from the Trial of Activity for Adolescent Girls in 2003. Mediation model fit parameters included χ2 (292, N = 1721) = 947.73 p < 0.001, CFI = 0.95, RMSEA = 0.04 (90% CI = 0.03, 0.04), and SRMR = 0.037 suggesting overall good fit. There were no indirect effects on PA through PA enjoyment from the social or physical environmental factors. To PA, there were significant direct effects only from social support from friends (β = 0.15, CI = 0.09, 0.22). To PA enjoyment, there were significant direct effects from social support from family (β = 0.15, CI = 0.08, 0.23), school climate (teachers β = 0.15, CI = 0.10, 0.21 and boys β = 0.15, CI = 0.09, 0.20), and neighborhood environment (β = 0.10, CI = 0.04, 0.17). The findings of this study identified several direct effects of the social and physical environment on PA enjoyment that can begin to inform environmental-level strategies for increasing PA enjoyment among early adolescent girls.
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Affiliation(s)
- Elizabeth L Budd
- College of Education, University of Oregon, 5251 University of Oregon, HEDCO Building, Eugene, OR 97403, USA.
| | - Amy McQueen
- Brown School, Washington University in St. Louis, One Brookings Dr., Campus Box 1196, St. Louis, MO 63130, USA.
| | - Amy A Eyler
- Brown School, Washington University in St. Louis, One Brookings Dr., Campus Box 1196, St. Louis, MO 63130, USA.
| | - Debra Haire-Joshu
- Brown School, Washington University in St. Louis, One Brookings Dr., Campus Box 1196, St. Louis, MO 63130, USA.
| | - Wendy F Auslander
- Brown School, Washington University in St. Louis, One Brookings Dr., Campus Box 1196, St. Louis, MO 63130, USA.
| | - Ross C Brownson
- Brown School, Washington University in St. Louis, One Brookings Dr., Campus Box 1196, St. Louis, MO 63130, USA; Division of Public Health Sciences and Alvin J. Siteman Cancer Center, Washington University School of Medicine, St. Louis, MO 63130, USA.
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A quasi-experimental examination of how school-based physical activity changes impact secondary school student moderate- to vigorous- intensity physical activity over time in the COMPASS study. Int J Behav Nutr Phys Act 2016; 13:86. [PMID: 27473113 PMCID: PMC4966570 DOI: 10.1186/s12966-016-0411-9] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2016] [Accepted: 07/18/2016] [Indexed: 11/16/2022] Open
Abstract
Background Adolescence is characterized by low moderate- to vigorous- intensity physical activity (MVPA) levels. Targeting the school setting can increase MVPA among a large proportion of adolescents. However, school-based physical activity interventions for adolescents remain largely ineffective. Therefore, the purpose of this study was to examine how naturally-occurring changes to school physical activity policy, recreational programming, public health resources, and the physical environment, impact adolescent MVPA over a 1-year period. Methods Quasi-experimental longitudinal data from 18,777 grade 9–12 students (mean age = 15.1 ± 0.02 years), and 86 principals from 86 schools, participating in year 2 (2013–2014) and year 3 (2014–2015) of the COMPASS study (Ontario and Alberta, Canada) was used. Total MVPA over the previous week was self-reported at both time points using the COMPASS Student Questionnaire and average daily MVPA was calculated. Changes to physical activity policies, recreational programming, public health resources, and the physical environment were self-reported by school principals. Changes to the number and condition of physical activity facilities were objectively measured during school audits using the COMPASS School Environment Application. Multi-level modeling was used to examine change in student MVPA between schools that made changes and schools that did not. Models were adjusted for several student and school level confounders. Results Over the 1-year period, 61 of 86 schools made physical activity related changes. Of these, 9 significantly changed student MVPA. However, only 4 of 9 schools’ changes increased student MVPA, including opening the fitness centre at lunch (β = 17.2, 95 % CI: 2.6–31.7), starting an outdoor club (β = 17.8, 95 % CI:7.4–28.1), adding a bike rack (β–14.9, 95 % CI:0.7–29.1), and adding weightlifting and run/walk clubs, archery, figure skating, increased access to the sports field, and improved condition of the outdoor basketball court (β = 15.5, 95 % CI: 5.2–25.7). Conclusions Changes such as adding or increasing access to facilities, and adding multiple recreational programs, seemed to be effective for increasing student MVPA over the 1-year period. However, given the specificity of results, a one-size fits all approach may not be effective for increasing MVPA. Instead, school principals need to consider the resources within and surrounding their school, and the interests of the students.
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Thomason DL, Feng D. Reliability and Validity of the Physical Education Activities Scale. THE JOURNAL OF SCHOOL HEALTH 2016; 86:424-434. [PMID: 27122142 DOI: 10.1111/josh.12392] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2013] [Revised: 10/04/2015] [Accepted: 01/09/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND Measuring adolescent perceptions of physical education (PE) activities is necessary in understanding determinants of school PE activity participation. This study assessed reliability and validity of the Physical Education Activities Scale (PEAS), a 41-item visual analog scale measuring high school adolescent perceptions of school PE activity participation. METHODS Adolescents (N = 529) from the Pacific Northwest aged 15-19 in grades 9-12 participated in the study. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Measurement invariance across sex groups was tested by multiple-group CFA. Internal consistency reliability was analyzed using Cronbach's alpha. Inter-subscale correlations (Pearson's r) were calculated for latent factors and observed subscale scores. RESULTS Exploratory factor analysis suggested a 3-factor solution explaining 43.4% of the total variance. Confirmatory factor analysis showed the 3-factor model fit the data adequately (comparative fit index [CFI] = 0.90, Tucker-Lewis index [TLI] = 0.89, root mean squared error of approximation [RMSEA] = 0.063). Factorial invariance was supported. Cronbach's alpha of the total PEAS was α = 0.92, and for subscales α ranged from 0.65 to 0.92. Independent t-tests showed significantly higher mean scores for boys than girls on the total scale and all subscales. CONCLUSION Findings provide psychometric support for using the PEAS for examining adolescent's psychosocial and environmental perceptions to participating in PE activities.
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Affiliation(s)
- Diane L Thomason
- School of Nursing, University of Nevada, Las Vegas, PO Box 453018, Las Vegas, NV 89154-3018.
| | - Du Feng
- School of Nursing, University of Nevada, Las Vegas, PO Box 453018, Las Vegas, NV 89154-3018.
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Morton KL, Atkin AJ, Corder K, Suhrcke M, van Sluijs EMF. The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review. Obes Rev 2016; 17:142-58. [PMID: 26680609 PMCID: PMC4914929 DOI: 10.1111/obr.12352] [Citation(s) in RCA: 146] [Impact Index Per Article: 18.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/22/2015] [Revised: 09/04/2015] [Accepted: 10/07/2015] [Indexed: 12/21/2022]
Abstract
There is increasing academic and policy interest in interventions aiming to promote young people's health by ensuring that the school environment supports healthy behaviours. The purpose of this review was to summarize the current evidence on school-based policy, physical and social-environmental influences on adolescent physical activity and sedentary behaviour. Electronic databases were searched to identify studies that (1) involved healthy adolescents (11-18 years old), (2) investigated school-environmental influences and (3) reported a physical activity and/or sedentary behaviour outcome or theme. Findings were synthesized using a non-quantitative synthesis and thematic analysis. Ninety-three papers of mixed methodological quality were included. A range of school-based policy (e.g. break time length), physical (e.g. facilities) and social-environmental (e.g. teacher behaviours) factors were associated with adolescent physical activity, with limited research on sedentary behaviour. The mixed-studies synthesis revealed the importance of specific activity settings (type and location) and intramural sport opportunities for all students. Important physical education-related factors were a mastery-oriented motivational climate and autonomy supportive teaching behaviours. Qualitative evidence highlighted the influence of the wider school climate and shed light on complexities of the associations observed in the quantitative literature. This review identifies future research needs and discusses potential intervention approaches to be considered.
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Affiliation(s)
- K L Morton
- UKCRC Centre for Diet and Activity Research (CEDAR), MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - A J Atkin
- UKCRC Centre for Diet and Activity Research (CEDAR), MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - K Corder
- UKCRC Centre for Diet and Activity Research (CEDAR), MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
| | - M Suhrcke
- Centre for Health Economics, University of York, York, UK
| | - E M F van Sluijs
- UKCRC Centre for Diet and Activity Research (CEDAR), MRC Epidemiology Unit, University of Cambridge, Cambridge, UK
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Morrissey JL, Janz KF, Letuchy EM, Francis SL, Levy SM. The effect of family and friend support on physical activity through adolescence: a longitudinal study. Int J Behav Nutr Phys Act 2015; 12:103. [PMID: 26289232 PMCID: PMC4545918 DOI: 10.1186/s12966-015-0265-6] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2015] [Accepted: 08/13/2015] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND This study examined if family and friend support predicted adolescent physical activity (PA) across a five-year time span. METHODS The Iowa Bone Development Study collected objective measures of physical activity and self-report of physical activity psychosocial factors at ages 13 (n = 306), 15 (n = 356), and 17 yr (n = 317). Total moderate and vigorous-intensity PA (MVPA) and MVPA after 3 pm on weekdays (MVPA-PM Weekday) were measured using ActiGraph accelerometers. Family Support for PA and Friend Support for PA scales were measured using the Choices questionnaire. Models were adjusted for SES (mother's education) and somatic maturity (Mirwald predictive equations for maturity offset). Spearman correlation coefficients examined tracking of scales at ages 13, 15 and 17. Logistic regression estimated the odds ratio for being in the lowest tertile of each scale at age 17 if in the lowest tertile at age 13. Linear mixed regression models investigated associations between these scales and MVPA outcomes over time. RESULTS Two- and five-year intra-variable tracking associations for Family Support and Friend Support scales were moderate (r = 0.32-0.58), except for the comparison between age 13 and age 17 Friend Support for girls, which resulted in a low association (r = 0.26). Boys and girls in the lowest tertile for support at age 13 were more likely to remain in the lowest tertile at age 17 compared to those in the middle and upper tertiles. The regression models indicated that when all other factors were held constant, an increase in family and/or friend support resulted in an increase in both MVPA outcomes CONCLUSIONS From early to late adolescence, support for PA from the family and/or support from friends results in higher levels of total and discretionary MVPA. However, the importance of support in predicting MVPA decreased with age.
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Affiliation(s)
- Joanna L Morrissey
- Kinesiology Department at California State, University-Monterey Bay, University Corp. 117C Seaside, Monterey, 93955, CA, USA.
| | - Kathleen F Janz
- Department of Health and Human Physiology and the Department of Epidemiology at the University of Iowa, 130 Field House, Iowa City, IA 52242, USA.
| | - Elena M Letuchy
- Department of Epidemiology at the University of Iowa, 5205 Westlawn Building, Iowa City, IA 52242, USA.
| | - Shelby L Francis
- Department of Health and Human Physiology at the University of Iowa, E102 Field House, Iowa City, IA 52242, USA.
| | - Steven M Levy
- Department of Preventive and Community Dentistry and Department of Epidemiology at the University of Iowa, N-328 Dental Science, Iowa City, IA 52242, USA.
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Grant EM, Young DR, Wu TT. Predictors for physical activity in adolescent girls using statistical shrinkage techniques for hierarchical longitudinal mixed effects models. PLoS One 2015; 10:e0125431. [PMID: 25928064 PMCID: PMC4416015 DOI: 10.1371/journal.pone.0125431] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2014] [Accepted: 03/17/2015] [Indexed: 11/21/2022] Open
Abstract
We examined associations among longitudinal, multilevel variables and girls' physical activity to determine the important predictors for physical activity change at different adolescent ages. The Trial of Activity for Adolescent Girls 2 study (Maryland) contributed participants from 8th (2009) to 11th grade (2011) (n=561). Questionnaires were used to obtain demographic, and psychosocial information (individual- and social-level variables); height, weight, and triceps skinfold to assess body composition; interviews and surveys for school-level data; and self-report for neighborhood-level variables. Moderate to vigorous physical activity minutes were assessed from accelerometers. A doubly regularized linear mixed effects model was used for the longitudinal multilevel data to identify the most important covariates for physical activity. Three fixed effects at the individual level and one random effect at the school level were chosen from an initial total of 66 variables, consisting of 47 fixed effects and 19 random effects variables, in additional to the time effect. Self-management strategies, perceived barriers, and social support from friends were the three selected fixed effects, and whether intramural or interscholastic programs were offered in middle school was the selected random effect. Psychosocial factors and friend support, plus a school's physical activity environment, affect adolescent girl's moderate to vigorous physical activity longitudinally.
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Affiliation(s)
- Edward M. Grant
- Department of Epidemiology and Biostatistics, School of Public Health, University of Maryland, College Park, MD, United States of America
| | - Deborah Rohm Young
- Department of Research & Evaluation, Kaiser Permanente Southern California, Pasadena, CA, United States of America
| | - Tong Tong Wu
- Department of Epidemiology and Biostatistics, School of Public Health, University of Maryland, College Park, MD, United States of America
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Kobel S, Wirt T, Schreiber A, Kesztyüs D, Kettner S, Erkelenz N, Wartha O, Steinacker JM. Intervention effects of a school-based health promotion programme on obesity related behavioural outcomes. J Obes 2014; 2014:476230. [PMID: 25328688 PMCID: PMC4190828 DOI: 10.1155/2014/476230] [Citation(s) in RCA: 45] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/25/2014] [Revised: 08/20/2014] [Accepted: 08/21/2014] [Indexed: 12/04/2022] Open
Abstract
Studies have shown preventive effects of an active lifestyle during childhood on later life; therefore, health promotion has to start early. The programme "Join the Healthy Boat" promotes a healthy lifestyle in primary school children. In order to evaluate it, children's behaviours in respect of increased physical activity (PA), a decrease in screen media use (SMU), more regular breakfast, and a reduction of the consumption of soft drinks (SDC) were investigated. 1943 children (7.1 ± 0.6 years) participated in the cluster-randomised study and were assessed at baseline and 1736 of them at follow-up. Teachers delivered lessons, which included behavioural contracting and budgeting of SMU and SDC. Daily SMU, PA behaviours, SDC, and breakfast patterns were assessed via parental questionnaire. After one-year intervention, significant effects were found in the intervention group for SMU of girls, children without migration background, and children with parents having a low education level. In the control group, second grade children skipped breakfast significantly more often. Tendencies but no significant differences were found for PA and SDC. This intervention seems to affect groups, which are usually hard to reach, such as children of parents with low education levels, which shows that active parental involvement is vital for successful interventions.
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Affiliation(s)
- Susanne Kobel
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
| | - Tamara Wirt
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
| | - Anja Schreiber
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
| | - Dorothea Kesztyüs
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
| | - Sarah Kettner
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
| | - Nanette Erkelenz
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
| | - Olivia Wartha
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
| | - Jürgen M. Steinacker
- Division of Sports and Rehabilitation, Department of Internal Medicine II, Ulm University Medical Centre, Frauensteige 6, Haus 58/33, 89075 Ulm, Germany
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Gilstad-Hayden K, Carroll-Scott A, Rosenthal L, Peters SM, McCaslin C, Ickovics JR. Positive school climate is associated with lower body mass index percentile among urban preadolescents. THE JOURNAL OF SCHOOL HEALTH 2014; 84:502-6. [PMID: 25040118 PMCID: PMC4378836 DOI: 10.1111/josh.12177] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2012] [Revised: 08/20/2013] [Accepted: 11/11/2013] [Indexed: 06/03/2023]
Abstract
BACKGROUND Schools are an important environmental context in children's lives and are part of the complex web of factors that contribute to childhood obesity. Increasingly, attention has been placed on the importance of school climate (connectedness, academic standards, engagement, and student autonomy) as 1 domain of school environment beyond health policies and education that may have implications for student health outcomes. The purpose of this study is to examine the association of school climate with body mass index (BMI) among urban preadolescents. METHODS Health surveys and physical measures were collected among fifth- and sixth-grade students from 12 randomly selected public schools in a small New England city. School climate surveys were completed district-wide by students and teachers. Hierarchical linear modeling was used to test the association between students' BMI and schools' climate scores. RESULTS After controlling for potentially confounding individual-level characteristics, a 1-unit increase in school climate score (indicating more positive climate) was associated with a 7-point decrease in students' BMI percentile. CONCLUSIONS Positive school climate is associated with lower student BMI percentile. More research is needed to understand the mechanisms behind this relationship and to explore whether interventions promoting positive school climate can effectively prevent and/or reduce obesity.
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Affiliation(s)
- Kathryn Gilstad-Hayden
- Data Manager, CARE: Community Alliance for Research and Engagement, Yale School of Public Health, 135 College Street, Suite 200, New Haven, CT 06510
| | - Amy Carroll-Scott
- Assistant Professor, Department of Community Health and Prevention, School of Public Health, Drexel University, 1505 Race Street, 11th Floor, MS 1139, Philadelphia, PA 19102
| | - Lisa Rosenthal
- Postdoctoral Fellow, Yale University, 135 College Street, Suite 200, New Haven, CT 06510
| | - Susan M. Peters
- Director of School Initiatives, CARE: Community Alliance for Research and Engagement, Yale School of Public Health, 135 College Street, Suite 200, New Haven, CT 06510
| | - Catherine McCaslin
- Director of Department of Research, Assessment, and Student Information, New Haven Public Schools, 54 Meadow Street, New Haven, CT 06519
| | - Jeannette R. Ickovics
- Professor of Epidemiology (Chronic Diseases) and Psychology, Director, Community Alliance for Research & Engagement (CARE), Department of Epidemiology and Public Health, Yale School of Public Health, 60 College Street, Room432, PO Box 208034, New Haven, CT 06520-8034
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Pabayo R, Janosz M, Bisset S, Kawachi I. School social fragmentation, economic deprivation and social cohesion and adolescent physical inactivity: a longitudinal study. PLoS One 2014; 9:e99154. [PMID: 24932679 PMCID: PMC4059627 DOI: 10.1371/journal.pone.0099154] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2013] [Accepted: 05/12/2014] [Indexed: 11/19/2022] Open
Abstract
Objectives To examine the independent influence of school economic deprivation, social fragmentation, and social cohesion on the likelihood of participating in no physical activity among students. Methods Data are from a large-scale longitudinal study of schools based in disadvantaged communities in Quebec, Canada. Questionnaires were administered every year between 2002 and 2008 among n = 14,924 students aged 12 to 18 from a sample of 70 schools. Cross-sectional and longitudinal analyses were conducted. Multilevel modeling was utilized to account for the clustering of students within schools. Schools were categorized as being low, moderate or high economic deprivation, social fragmentation and social cohesion. Those who indicated that they do no participate in any physical activity during the week were identified as being physically inactive. Results In baseline multilevel cross-sectional analyses, adolescents attending schools in the highest (compared to the lowest) levels of socioeconomic deprivation and social fragmentation were more likely to be physically inactive (OR = 1.33, 95% CI = 1.03, 1.72; and OR = 1.24, 95% CI = 0.98, 1.56, respectively). Conversely, students attending schools with the highest cohesion were less likely to be physically inactive (OR = 0.78, 95% CI = 0.61, 0.99). In longitudinal analysis, physically active students who attended schools with the highest social fragmentation were more likely to become physically inactive over two years (OR = 1.65, 95% CI = 1.09, 2.51). Conclusion The school socioeconomic environment appears to be an important contextual influence on participation in no physical activity among adolescents. Following adolescents beyond two years is necessary to determine if these environments have a lasting effect on physical activity behavior.
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Affiliation(s)
- Roman Pabayo
- Department of Social and Behavioral Sciences, Harvard School of Public Health, Boston, Massachusetts, United States of America
- * E-mail:
| | - Michel Janosz
- École de Psychoéducation, Université de Montréal, Montréal, Québec, Canada
- School Environment Research Group (SERG), Université de Montréal, Montréal, Québec, Canada
- Université de Montréal Public Health Research Institute (IRSPUM), Montréal, Québec, Canada
| | - Sherri Bisset
- Plateforme d'évaluation en prévention de l'obésité, Centre de recherche, institut universitaire de cardiologie et de pneumologie de Québec (CRIUCPQ), Université de Laval, Québec City, Québec, Canada
| | - Ichiro Kawachi
- Department of Social and Behavioral Sciences, Harvard School of Public Health, Boston, Massachusetts, United States of America
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Graham DJ, Lucas-Thompson RG, O’Donnell MB. Jump In! An Investigation of School Physical Activity Climate, and a Pilot Study Assessing the Acceptability and Feasibility of a Novel Tool to Increase Activity during Learning. Front Public Health 2014; 2:58. [PMID: 24904919 PMCID: PMC4035734 DOI: 10.3389/fpubh.2014.00058] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2014] [Accepted: 05/16/2014] [Indexed: 11/13/2022] Open
Abstract
Physical activity (PA) benefits children's physical and mental health and enhances academic performance. However, in many nations, PA time in school is decreasing under competing pressures for time during the school day. The present paper argues that PA should not be reduced or seen as incompatible with academic learning. Instead, the authors contend that it is critical to develop tools that incorporate PA into content learning during the school day. To facilitate the development of such tools, the authors conducted 6 focus group discussions with 12 primary school teachers and administrators to better understand the school climate around PA as well as school readiness to embrace PA tools that can be used during academic content learning. In addition, a pilot test of a new health promotion tool, the Jump In! educational response mat, was conducted with 21 second-grade students from one classroom in Northern Colorado in 2013. The results of both studies demonstrated acceptability and feasibility of incorporating PA into classroom learning, and suggested that tools like Jump In! may be effective at overcoming many of the PA barriers at schools. Teachers and administrators valued PA, believed that students were not getting enough PA, and were receptive to the idea of incorporating PA into classroom learning. Students who used Jump In! mats during a math lesson reported more interest in the class material and rated themselves as more alert during the lesson, compared to students who did not use the response mats. In addition, incorporating PA into the lesson did not impair performance on a quiz that assessed learning of the math content. Jump In! mats were successfully integrated into the lesson plan and were well-received by teachers and students. Together, the results of these studies suggest that, given the right tools, incorporating more PA into classroom learning may be beneficial and well-received by students, teachers, and administrators.
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Affiliation(s)
- Dan J. Graham
- Department of Psychology, Colorado State University, Fort Collins, CO, USA
| | - Rachel G. Lucas-Thompson
- Department of Human Development and Family Studies, Colorado State University, Fort Collins CO, USA
| | - Maeve B. O’Donnell
- Department of Psychology, Colorado State University, Fort Collins, CO, USA
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Lucarelli JF, Alaimo K, Mang E, Martin C, Miles R, Bailey D, Kelleher DK, Drzal NB, Liu H. Facilitators to promoting health in schools: is school health climate the key? THE JOURNAL OF SCHOOL HEALTH 2014; 84:133-140. [PMID: 25099428 PMCID: PMC5598759 DOI: 10.1111/josh.12123] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2011] [Revised: 12/24/2012] [Accepted: 01/19/2013] [Indexed: 05/30/2023]
Abstract
BACKGROUND Schools can promote healthy eating in adolescents. This study used a qualitative approach to examine barriers and facilitators to healthy eating in schools. METHODS Case studies were conducted with 8 low-income Michigan middle schools. Interviews were conducted with 1 administrator, the food service director, and 1 member of the coordinated school health team at each school. RESULTS Barriers included budgetary constraints leading to low prioritization of health initiatives; availability of unhealthy competitive foods; and perceptions that students would not eat healthy foods. Schools had made improvements to foods and increased nutrition education. Support from administrators, teamwork among staff, and acknowledging student preferences facilitated positive changes. Schools with a key set of characteristics, (presence of a coordinated school health team, nutrition policies, and a school health champion) made more improvements. CONCLUSIONS The set of key characteristics identified in successful schools may represent a school's health climate. While models of school climate have been utilized in the educational field in relation to academic outcomes, a health-specific model of school climate would be useful in guiding school health practitioners and researchers and may improve the effectiveness of interventions aimed at improving student dietary intake and other health behaviors.
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Affiliation(s)
- Jennifer F Lucarelli
- Assistant Professor, , School of Health Sciences, Oakland University, 2200 N. Squirrel Road, Rochester, MI 48309
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15
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Roman CG, Taylor CJ. A multilevel assessment of school climate, bullying victimization, and physical activity. THE JOURNAL OF SCHOOL HEALTH 2013; 83:400-407. [PMID: 23586884 DOI: 10.1111/josh.12043] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2013] [Accepted: 02/15/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND This study integrated criminological and public health perspectives to examine the influence of bullying victimization and the school environment on physical activity (PA). METHODS We used a weighted sample of 7786 US middle school students surveyed as part of the Health Behavior in School-Aged Children study to conduct a multilevel analysis of bullying victimization as a predictor of self-reported PA and number of days attending physical education (PE) classes. Hierarchical models assessed the contribution of school climate and anti-crime programs. RESULTS Results indicated that bullying victimization was associated with fewer days in PE and lower odds of reporting at least 60 minutes of PA more than once a week. Although one of the school crime prevention policies examined was associated with more days in PE, the school-level factors did not account for a large portion of the variance in the 2-level models for either days in PE or PA. CONCLUSIONS The results suggest that reduced levels of PA can be added to the growing list of health issues associated with bullying victimization and provide support for the importance of bullying prevention efforts in conjunction with health promotion programs targeted to middle school students.
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Affiliation(s)
- Caterina G Roman
- Department of Criminal Justice, Temple University, 1115 Polett Walk, 5th Fl Gladfelter Hall, Philadelphia, PA 19122, USA.
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16
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Multilevel correlates of physical activity for early, mid, and late adolescent girls. J Phys Act Health 2013; 11:950-60. [PMID: 23676305 DOI: 10.1123/jpah.2012-0192] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
BACKGROUND We examined associations among multilevel variables and girls' physical activity to determine whether they vary at different adolescent ages. METHODS All field sites of the Trial of Activity for Adolescent Girls contributed participants from 6th (n = 1576) and 8th grades (n = 3085). The Maryland site contributed an 11th grade sample (n = 589). Questionnaires were used to obtain demographic and psychosocial information (individual- and social-level variables); height, weight, and triceps skinfold to assess body composition; interviews and surveys for school-level data; and geographical information systems and self-report for neighborhood-level variables. Moderate to vigorous physical activity minutes (MVPA) were assessed from accelerometers. Mixed models (13 individual, 5 social, 15 school, 12 neighborhood variables) were used to determine multilevel associations. RESULTS Variables at individual, social, school, and neighborhood levels were associated with MVPA, but differed across grades. Lower percent body fat, higher social support from friends, and lower school math scores were associated with higher MVPA at 6th and 8th grade. Higher physical activity self-efficacy was associated with higher MVPA at 11th grade. Only lower physical activity barriers were associated with higher MVPA at all grades. CONCLUSION MVPA is a complex behavior with fluid, multilevel correlates that differ among girls across middle and high school.
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Abstract
In a sample of 291 adolescents (mean age 13 yr), seven psychosocial factors, including family support, were examined in relation to accelerometry-derived physical activity (PA) measured after school and during the weekend. Gender-specific stepwise linear regression analyses determined which combinations of factors explained the variance in nonschool moderate to vigorous PA and nonschool total PA after adjusting for % BF, age, and maturity (p ≤ 0.05). Being praised by a family member and % BF explained 13% of the variance in female nonschool MVPA, while being praised and maturity explained 13% of the variance in nonschool total PA. Having a family member watch him participate, % BF, and age explained 11.5% of the variance in male nonschool MVPA, while having a family member participate with him explained 6.4% of the variance in nonschool total PA. Despite adolescents' growing independence, family support continues to influence PA levels.
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Jago R, Sebire SJ, Cooper AR, Haase AM, Powell J, Davis L, McNeill J, Montgomery AA. Bristol girls dance project feasibility trial: outcome and process evaluation results. Int J Behav Nutr Phys Act 2012; 9:83. [PMID: 22747608 PMCID: PMC3411449 DOI: 10.1186/1479-5868-9-83] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2011] [Accepted: 07/02/2012] [Indexed: 12/04/2022] Open
Abstract
Background Many adolescent girls do not engage in sufficient physical activity (PA). This study examined the feasibility of conducting a cluster randomized controlled trial (RCT) to evaluate an after-school dance program to increase PA among 11–12 year old girls in Bristol, UK. Methods Three-arm, cluster RCT. Three secondary schools were assigned to intervention arm. Intervention participants received a 9-week dance program with 2, 90-minute dance classes per week. Participants at 2 control schools received incentives for data collection. Participants at 2 additional control schools received incentives and a delayed dance workshop. Accelerometer data were collected at baseline (time 0), during the last week of the dance program (time 1) and 20 weeks after the start of the study (time 2). Weekly attendance, enjoyment and perceived exertion were assessed in intervention participants. Post-study qualitative work was conducted with intervention participants and personnel. Results 40.1% of girls provided consent to be in the study. The mean number of girls attending at least one dance session per week ranged from 15.4 to 25.9. There was greater number of participants for whom accelerometer data were collected in control arms. The mean attendance was 13.3 sessions (maximum = 18). Perceived exertion ratings indicated that the girls did not find the sessions challenging. The dance teachers reported that the program content would benefit from revisions including less creative task time, a broader range of dance genres and improved behavioral management policies. At time 2, the 95% confidence intervals suggest between 5 and 12 minutes more weekday MVPA in the intervention group compared with the control incentives only group, and between 6 minutes fewer and 1 minute more compared with the control incentives plus workshop group. Between 14 and 24 schools would be required to detect a difference of 10 minutes in mean weekday MVPA between intervention and control groups. Conclusions It is possible to recruit 11–12 year old girls to participate in an after-school dance study. An after-school dance intervention has potential to positively affect the PA levels of 11–12 year old girls but an adequately powered RCT is required to test this intervention approach.
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Affiliation(s)
- Russell Jago
- Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, Bristol, UK.
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Bocarro JN, Kanters MA, Cerin E, Floyd MF, Casper JM, Suau LJ, McKenzie TL. School sport policy and school-based physical activity environments and their association with observed physical activity in middle school children. Health Place 2011; 18:31-8. [PMID: 21900034 DOI: 10.1016/j.healthplace.2011.08.007] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/19/2011] [Revised: 07/29/2011] [Accepted: 08/10/2011] [Indexed: 10/17/2022]
Abstract
Empirical research on the effects of school sport policies on children's physical activity is limited. This study examined sport policies (intramural vs. varsity), physical settings within schools, and supervision in relation to physical activity using the System for Observing Play and Leisure in Youth (SOPLAY). Data were collected on physical activity levels of children in four middle schools. Regression analyses assessed the main effects of sport policy, type of physical activity setting, and supervision as well as interactions. Regression models were stratified by gender. Children in intramural schools were more likely to use indoor spaces and be boys. Regression models indicated that varsity sport programs were associated with lower physical activity levels among boys but not girls. Significant associations between type of physical activity settings and physical activity levels were observed only for boys. Adult supervision was not associated with children's physical activity levels. Finally, descriptive results showed athletic facilities were under-utilized in all schools.
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Affiliation(s)
- Jason N Bocarro
- Department of Parks, Recreation, and Tourism Management, North Carolina State University, Box 8004, Raleigh, NC 27695-8004, USA.
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Abstract
Measuring adolescent perceptions of physical education (PE) activities is necessary in understanding determinants of school PE activity participation. The purpose of this study was to test initial estimates of reliability and validity of a new scale assessing high school adolescent perceptions of school PE activity with the Physical Education Activities Scale (PEAS). The 41-item visual analog scale consisted of 6 subscales: Self-Efficacy, PE Enjoyment, Personal Factors Influencing PE Participation, Behavioral Control, Barriers, and Subjective Norms that were tested on a sample (N = 90) interurban high school adolescents Grades 9–12. Cronbach’s alpha coefficient of the total PEAS was α = .89, and for the subscales α ranged from .57–.81. Using known-groups analysis with male vs. female data, initial estimates of construct validity were supported with t tests for the total scale showing boys scoring significantly higher than girls for the total scale (t = −3.26, df = 88, p = .002) and for 5 of the 6 subscales: Self-Efficacy (t = −2.65, df = 88, p = .01); PE Enjoyment (t = −3.05, df = 88, p = .003); Personal Factors Influencing PE Participation (t = −2.66, df = 88, p = .009); Behavioral Control (t = −2.20, df = 88, p = .03), and Barriers (t = −3.41, df = 88, p = .001). There was not a gender difference for the subjective norms subscale. Evidence indicated that the PEAS was sensitive enough to distinguish between female and male perceptions in the expected direction on factors that influence PE activity participation. The PEAS demonstrated acceptable reliability and validity evidence in measuring adolescents’ perception of school PE activities.
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Griew P, Page A, Thomas S, Hillsdon M, Cooper AR. The school effect on children's school time physical activity: the PEACH Project. Prev Med 2010; 51:282-6. [PMID: 20600261 DOI: 10.1016/j.ypmed.2010.06.009] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/29/2010] [Revised: 06/09/2010] [Accepted: 06/11/2010] [Indexed: 11/17/2022]
Abstract
OBJECTIVE The school-setting is a potentially important environment for influencing children's physical activity. However limited research has focused on whether children's school-time physical activity is associated with the school they attend. This paper investigates the school effect on children's physical activity. METHOD Participants were 1307 pupils aged 10-11 years recruited from 23 primary schools in Bristol, UK during 2006-2008. Multilevel modelling (MLM) (MLwin 2.02) was used to asses between school differences in children's physical activity, measured using accelerometry (ActiGraph GT1M), adjusting for both individual and school variables. RESULTS A significant school effect (p=0.001) was found accounting for 14.5% of the total variance in physical activity. Boys were significantly more active than girls (p<0.001), and the school attended accounted for a greater proportion of variance in boys' physical activity than girls' (23.4% vs. 12.2%). Seasonal variation and economic deprivation of the school neighbourhood were both significantly associated with children's school-time activity. CONCLUSION This paper highlights a significant school effect on children's physical activity providing evidence that the school attended should be accounted for in future analysis and supporting the use of MLM in this field. Further investigation is required to explain the differences in physical activity found between schools.
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Affiliation(s)
- Pippa Griew
- Department of Exercise, Nutrition & Health Sciences, Bristol University, Bristol, UK.
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Wenthe PJ, Janz KF, Levy SM. Gender similarities and differences in factors associated with adolescent moderate-vigorous physical activity. Pediatr Exerc Sci 2009; 21:291-304. [PMID: 19827453 PMCID: PMC2895819 DOI: 10.1123/pes.21.3.291] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
This study investigated the relationship between predisposing, reinforcing, and enabling factors conceptualized within the Youth Physical Activity Promotion Model (YPAP) and moderate to vigorous physical activity (MVPA) of adolescent males and females. Specifically, self-efficacy to overcome barriers, enjoyment of physical activity; family support, peer support, perceived school climate, neighborhood safety and access to physical activity were examined. The Physical Activity Questionnaire for Adolescents (PAQ-A) and the Actigraph 7164 were used to obtain three different measures of MVPA in 205 adolescents (102 males, 103 females). Family support emerged as the most significant and consistent factor associated with the MVPA of both adolescent males and females. This relationship was noted even when different methods of measuring MVPA were employed. These findings should increase the confidence of public health officials that family support has the potential to positively alter the physical activity behavior of adolescents.
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Affiliation(s)
| | - Kathleen F Janz
- Department of Health and Sports Studies, University of Iowa, Iowa City, IA
- Department of Epidemiology, University of Iowa, Iowa City, IA
| | - Stephen M. Levy
- Department of Preventive and Community Dentistry, University of Iowa, Iowa City, IA
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Grieser M, Neumark-Sztainer D, Saksvig BI, Lee JS, Felton GM, Kubik MY. Black, Hispanic, and white girls' perceptions of environmental and social support and enjoyment of physical activity. THE JOURNAL OF SCHOOL HEALTH 2008; 78:314-20. [PMID: 18489464 PMCID: PMC2766850 DOI: 10.1111/j.1746-1561.2008.00308.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
BACKGROUND This study examines the differences among black, Hispanic, and white adolescent girls in their perceptions surrounding physical activity (PA), including support within the school climate, friend and family social support, and personal enjoyment. METHODS Participants included 1466 sixth-grade girls from 36 middle schools across the United States. Participants were 20% black, 21% Hispanic, 47% white, and 12% of other or mixed races. Multivariate analyses were performed on each scale, adjusting for body mass index and free and reduced-price lunch status. RESULTS Results showed racial differences on several variables. Black girls, compared with white girls, perceived significantly lower PA enjoyment (p<.001) and teacher support for PA (p=.004). Hispanic girls experienced less PA enjoyment (p=.003) and perceived less support for PA from boys (p=.001) and their families (p=.008) than white girls. Black girls reported significantly higher levels of physical education (PE) enjoyment than did white girls (p=.003). CONCLUSIONS Differences in perceived PA support and enjoyment across race raise questions about why these differences exist and how best to address disparities within interventions.
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Affiliation(s)
- Mira Grieser
- Department of Kinesiology, Health and Human Performance Building, University of Maryland—College Park, College Park, MD 20742
| | - Dianne Neumark-Sztainer
- Division of Epidemiology and Community Health, School of Public Health, University of Minnesota, 1300 S Second St, Suite 300, Minneapolis, MN 55454
| | - Brit I. Saksvig
- Department of Kinesiology, Health and Human Performance Building, University of Maryland—College Park, College Park, MD 20742
| | - Jung-Sun Lee
- Department of Foods and Nutrition, University of Georgia, Dawson Hall, Room 273, Athens, GA 30602
| | - Gwen M. Felton
- William Brice College of Nursing, University of South Carolina, Columbia, SC 29208
| | - Martha Y. Kubik
- School of Nursing, University of Minnesota, 6-101 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455
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JOHNSON CAROLYNC, MURRAY DAVIDM, ELDER JOHNP, JOBE JAREDB, DUNN ANDREAL, KUBIK MARTHA, VOORHEES CAROLYN, SCHACHTER KENNETH. Depressive Symptoms and Physical Activity in Adolescent Girls. Med Sci Sports Exerc 2008; 40:818-26. [DOI: 10.1249/mss.0b013e3181632d49] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Barr-Anderson DJ, Neumark-Sztainer D, Schmitz KH, Ward DS, Conway TL, Pratt C, Baggett CD, Lytle L, Pate RR. But I like PE: factors associated with enjoyment of physical education class in middle school girls. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2008; 79:18-27. [PMID: 18431947 PMCID: PMC2430627 DOI: 10.1080/02701367.2008.10599456] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.
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Spruijt-Metz D, Nguyen-Michel ST, Goran MI, Chou CP, Huang TTK. Reducing sedentary behavior in minority girls via a theory-based, tailored classroom media intervention. INTERNATIONAL JOURNAL OF PEDIATRIC OBESITY : IJPO : AN OFFICIAL JOURNAL OF THE INTERNATIONAL ASSOCIATION FOR THE STUDY OF OBESITY 2008; 3:240-8. [PMID: 19023773 PMCID: PMC2838616 DOI: 10.1080/17477160802113415] [Citation(s) in RCA: 57] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
OBJECTIVE To develop, implement and test an innovative, theory-based classroom media intervention known as Get Moving! to increase physical activity and decrease sedentary behaviors in predominantly Latina middle school girls. RESEARCH METHODS AND PROCEDURES School-based intervention on five to seven consecutive school days in seven schools (four intervention and three control) with high Latino populations (above 60%). Intervention schools were matched to control schools by ethnic makeup and socioeconomic status (SES). Measures conducted 3 months before and 3 months after intervention included height, weight, percentage body fat (bioimpedance analysis), physical activity and psychosocial aspects of activity by questionnaire. Subjects were middle school girls, mean age 12.5 years old, 73% Latina (N=459 girls). RESULTS Get Moving! significantly reduced time spent on sedentary behavior (beta+/- standard error, SE=-0.27+/-0.14, p<0.05) and significantly increased intrinsic motivation (beta+/-SE=0.11+/-0.05, p<0.05). There was a trend for mediation effects of intrinsic motivation, but this did not reach significance. DISCUSSION Get Moving! is a promising school-based approach that specifically targets physical activity and sedentary behavior in Latina girls, a population at high risk for obesity and related diseases.
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Affiliation(s)
- Donna Spruijt-Metz
- Keck School of Medicine, University of Southern California, Alhambra, California 91803, USA.
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Barr-Anderson DJ, Young DR, Sallis JF, Neumark-Sztainer DR, Gittelsohn J, Webber L, Saunders R, Cohen S, Jobe JB. Structured physical activity and psychosocial correlates in middle-school girls. Prev Med 2007; 44:404-9. [PMID: 17363050 DOI: 10.1016/j.ypmed.2007.02.012] [Citation(s) in RCA: 54] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/27/2006] [Revised: 01/30/2007] [Accepted: 02/09/2007] [Indexed: 10/23/2022]
Abstract
OBJECTIVE Little is known about the types of physical activity (PA) in which adolescent girls participate. Understanding this, along with examining specific psychosocial correlates of PA, may help guide the development of effective interventions to prevent the decline in PA in female youth. METHODS 2791 sixth grade girls participating in the Trial of Activity for Adolescent Girls from six geographical locations completed surveys assessing participation in sports teams and activity classes/lessons in and out of school, self-efficacy for PA, PA enjoyment, physical education (PE) enjoyment, and perceived school climate for girls' PA (data collection: January-May 2003). Correlates of girls' participation in structured PA and sociodemographic differences were explored. RESULTS 89.5% of girls participated in structured PA: 39% at school and 86% outside of school. Across race/ethnicity, most reported activities were basketball (44%), cheerleading/dance (41%), and swimming (39%). Controlling for socioeconomic status, geographical location, and race/ethnicity, girls with a higher self-efficacy (OR=3.44, CI=1.72-6.92) and higher enjoyment of PE class (OR=1.97, CI=1.25-3.120) were more likely to participate in structured PA. PA enjoyment and perceived school climate for girls' PA were not associated with participation in structured PA. CONCLUSION Interventions that increase self-efficacy and enjoyment of PE could result in greater participation in structured PA and higher overall PA levels among adolescent girls.
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