Article

Associations Between Selected Demographic, Biological, School Environmental and Physical Education Based Correlates, and Adolescent Physical Activity

REACH Group, Faculty of Education, Community, and Leisure, Liverpool John Moores University, Liverpool, UK.
Pediatric exercise science (Impact Factor: 1.45). 02/2011; 23(1):61-71.
Source: PubMed

ABSTRACT

The study investigated associations between selected physical activity correlates among 299 adolescents (90 boys, age 12-14 years) from 3 English schools. Physical activity was assessed by self-report and accelerometry. Correlates represented biological, predisposing, and demographic factors as described in the Youth Physical Activity Promotion Model. Boys engaged in more self-reported (p < .01) and accelerometer assessed physical activity than girls (p = .02). Positive associations between sex (male), BMI, Perceived PE Ability, Perceived PE Worth, number of enrolled students, and physical activity outcomes were evident (p < .05). School-based physical activity promotion should emphasize sex-specific enhancement of students' perceived PE competence and enjoyment.

Download full-text

Full-text

Available from: Stuart J Fairclough
  • Source
    • "Por tanto, el docente de EF, como antecedente social de la TAD, puede ser una detonante clave a la hora de adherir al alumnado a la práctica de AF, apoyando sus necesidades psicológicas básicas, para conseguir que perciba que la EF merece la pena (Belton, Wesley, Meegan, Woods & Issartel, 2014). Este hecho es especialmente relevante ya que el desarrollo de una mayor actitud afectiva y cognitiva hacia la AF se considera una tarea prioritaria para favorecer estilos de vidas más activos en el alumnado (Hilland, Ridgers, Stratton & Fairclough, 2011). De este modo, tomando como sustento la TAD (Ryan & Deci, 2007) y el modelo de promoción de la AF (Welk, 1999), y ante la ausencia de investigaciones que muestren la sinergia entre la percepción de apoyo a las necesidades psicológicas básicas (i.e., autonomía, competencia y relaciones sociales) y la predisposición hacia el contenido del alumnado (i.e., actitud cognitiva y afectiva) a nivel situacional, se estableció como objetivo principal analizar la asociación entre estas dos variables de estudio, en diferentes unidades didácticas (UD). "
    [Show abstract] [Hide abstract]
    ABSTRACT: Resumen: Siguiendo la teoría de la autodeterminación, el objetivo de este estudio fue analizar la asociación entre la percepción de apoyo a las necesidades psicológicas básicas (i.e., autonomía, competencia y relaciones sociales) y la predisposición hacia el contenido (i.e., actitud cognitiva y afectiva) que tiene el alumnado. El estudio fue desarrollado en tres unidades didácticas de Educación Física, donde participaron 77 alumnos en el contenido de fútbol sala, 75 en acrosport y 78 en rugby, pertenecientes a 4º de Educación Secundaria Obligatoria. Los resultados de los análisis de correlación y los análisis predictivos señalan una relación positiva entre la percepción del apoyo de las tres necesidades psicológicas y la predisposición hacia el contenido que tienen los alumnos, adquiriendo uno u otro mediador más importancia en función del contenido curricular impartido. En base a ello, se destaca la importancia de apoyar las tres necesidades psicológicas básicas mediante estrategias de intervención que deben ser diseñadas y adaptadas para cada contenido curricular. Todo ello puede redundar en una mayor predisposición del alumnado hacia cada uno de los contenidos curriculares que integran la Educación Física, suponiendo una mayor adherencia hacia la práctica de actividad física. Palabras clave: actitud cognitiva; actitud afectiva; teoría de la autodeterminación; adolescentes. Abstract: Grounded in the self-determination theory, the aim of the study was to analyze the association between perceived support of basic psychological needs (i.e., autonomy, competence and relatedness) and predisposition toward the content (i.e., cognitive and affective attitude). The study was developed in three Physical Education teaching units. The sample was comprised of 77 football, 75 acrosport and 78 rugby 4 th-year compulsory Secondary Education students. The results of the correlation and predictive analysis indicate a positive relationship between perceived support of the three psychological needs and predisposition to the content. The importance of each psychological need was different depending on the teaching unit. The usefulness of supporting the three basic psychological needs through intervention strategies was highlighted. These strategies should be designed and adapted for any curricular content. This can result in a greater predisposition of students to each of the units that integrate Physical Education. It can also lead to greater adherence to participation in physical activity.
    Full-text · Article · Jan 2016
    • "En relación a la diversión, existen estudios longitudinales que señalan un disminución de los niveles de disfrute en EF a lo largo de la adolescencia (e.g., Yli-Piipari, Wang, Jaakkola, y Liukkonen, 2012), especialmente entre las chicas (Cairney y col., 2012). Este hecho es especialmente significativo debido a la transferencia que existe, tal y como indica el Modelo de Promoción de la AF propuesto por Welk (1999) en jóvenes, entre determinadas variables (e.g., diversión, competencia percibida, actitud cognitiva, actitud afectiva) y consecuencias como la adherencia a la práctica de AF, dentro y fuera de las clases de EF (Hilland, Ridgers, Stratton, y Fairclough, 2011; Van den Berghe y col., 2013). Algunos autores como Pieron, Castro, y González (2006) señalan la actitud del alumnado ante la EF como una variable que puede atribuirse a una mayor valoración de la asignatura. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Many recent studies have reported that physical activity levels decrease during adolescence, being more pronounced among females. Therefore, based on the self-determination theory (Ryan & Deci, 2007), the aim of the current study was to analyze the influence of gender on motivational variables and cognitive and affective consequences along different Physical Education didactic units. In this study, 66 students (30 males and 36 females), aged from 15 to 17 years, (M age = 15.29, SD = 0.71), were involved. At the end of the three didactic units different situational motivational variables were measured: basic psychological needs by BPNES, self-determined motivation through the EMSI, affective consequences like enjoyment and boredom using the SSI-EF and predisposition toward the practice of content by PEPS. The results show that girls have a lower perceived competence than boys in soccer (p<.001). However, girls perceive a higher self-determined motivation, enjoyment and a greater cognitive attitude towards acrosport (p<.001). The intra-group analysis shows higher values in soccer content compared to the contents of acrosport in boys (p<.05). On the contrary, girls perceived motivational variables related to acrosport in a positive way compared to the other two contents related to cooperation-opposition sports (p<.05). Therefore, guidelines are proposed to reorient the teaching-learning process in these didactic units, by developing and implementing specific strategies to influence motivational processes based on gender. © 2015, Revista Internacional de Ciencias del Deporte. All rights reserved.
    No preview · Article · Jul 2015 · RICYDE. Revista internacional de ciencias del deporte
  • Source
    • "The majority of these studies have used observations or selfreported measurements when studying the association between schoolyard characteristics and children's movement patterns (Hilland et al., 2011; Ridgers et al., 2010; Taylor et al., 2011). Only few studies used objective measures (Global positioning systems (GPS) in combination with heart rate monitor), in assessing the movement patterns and PA levels of children aged 6 and 14 years old in one recess (Fjortoft et al., 2009, 2010). "
    [Show abstract] [Hide abstract]
    ABSTRACT: Physical activity (PA) in childhood is related to a multitude of short- and long-term health consequences. School recess can contribute with up to 40% of the recommended 60 min of daily moderate-to-vigorous physical activity (MVPA). This paper aims to investigate how schoolchildren use different schoolyard areas during recess and whether these areas are associated with different levels of PA. Time spent by 316 students (grade 5–8) in five types of schoolyard area was measured during at least two days and four separate recess period per person (in total 1784 recess periods), using global positioning system (GPS) and the level of activity was measured using accelerometers. Total time spent and proportions of time spent sedentary and in MVPA were calculated per area type. Significant differences in PA levels were found. Grass and playground areas had the highest proportion of time in MVPA and solid surface areas had the highest proportion of time spent sedentary. Boys and children spent a higher proportion of time in MVPA. Girls accumulated more sedentary time in all area types compared to boys. This finding emphasizes the importance of investigating various settings and features in schoolyards in promoting PA. Grass and playground areas may play an important role in promoting PA in schoolyards, while a high proportion of time in solid surface areas is spent sedentary. In future, more detailed studies of the exact schoolyard setting using a combination of GPS, accelerometer and direct observation would be beneficial.
    Full-text · Article · Feb 2015 · Landscape and Urban Planning
Show more