One’s athletic identity, developed and maintained by others as well as the self, is likely important in sustaining long-term physical activity over many years. The 21-item Athletic Identity Questionnaire (AIQ) is presented as a multidimensional measure of the components of athletic identity that reflects an attribute all people possess to varying degrees and encompasses exercise, sports, and physical activity. Confirmatory factor analyses in two samples of young adults (n = 446 and 485) supported a first-order model of four correlated factors: athletic appearance; importance of exercise/ sports/ physical activity; competence; and encouragement from others. A latent factor of physical activity with two indicators—stage of exercise behavior and exercise frequency per week—correlated significantly with the four athletic identity factors in both samples (r = 0.57–0.89 in Sample 1, r = 0.56–0.90 in Sample 2), and this 5-factor measurement model also represented an adequate fit. Results provide support for the reliability and validity of the AIQ.
Cheryl B. Anderson and Karen J. Coleman
This article describes the adaptation of the Athletic Identity Questionnaire (AIQ) for Adolescents for use with children and evaluates its construct validity. Based on a theoretical model supported in adults and adolescents, the AIQ-Child measures the general attribute of athletic, which encompasses exercise, sport, and physical activity and assesses 4 dimensions: appearance, competence, importance of activity, and encouragement from 3 sources (parents, friends, teachers/other adults).
The hypothesized 4-factor model was tested using structural equation modeling in 2 samples of 9- and 10-year-old children that were ethnically diverse (N = 432) and Hispanic (N = 504).
Confirmatory factor analysis using LISREL 8.71 supported the 4-factor structure in a 40- or 38-item version in sample 1 (RMSEA = .039, .041) and sample 2 (RMSEA = .038, .038). As in the adult and adolescent models, there was also support for a higher-order model. The AIQ-Child factors were positively related to physical activity (r = .51 to .68) and fitness (r = .15 to .41) and negatively related to TV/computer use (r = –.28 to –.03) and adiposity (r = –.32 to .04).
Findings support the factorial and construct validity of the AIQ-Child and its use as a self-report instrument in younger children.
Larkin L. Strong, Cheryl B. Anderson, Patricia Y. Miranda, Melissa L. Bondy, Renke Zhou, Carol Etzel, Margaret Spitz and Anna V. Wilkinson
Understanding the factors that contribute to physical activity (PA) in Mexican-origin adolescents is essential to the design of effective efforts to enhance PA participation in this population.
Multivariable logistic regression was used to identify sociodemographic and behavioral correlates of self-reported PA in school and community settings in 1154 Mexican-origin adolescents aged 12–17 years in Houston, TX.
The majority of adolescents were born in the US (74%), approximately half (51%) were overweight or obese, and nearly three-quarters (73%) watched more than 2 hours of weekday television. Similarities and differences by setting and gender were observed in the relationships between sociodemographic and behavioral characteristics and PA. In boys, parental education and attending physical education (PE) were positively associated with PA across multiple PA outcomes. Adolescent linguistic acculturation was inversely associated with participation in community sports, whereas parental linguistic acculturation was positively associated with PA at school. In girls, PA in school and community settings was inversely associated with TV viewing and positively associated with PE participation.
These findings highlight similarities and differences in correlates of PA among boys and girls, and point toward potential sources of opportunities as well as disparities for PA behaviors in Mexican-origin adolescents.