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Jill A. Nolan, Christa L. Lilly, Janie M. Leary, Wesley Meeteer, Hugh D. Campbell, Geri A. Dino and Leslie Cotrell

Background:

Parent support for child physical activity is a consistent predictor of increased childhood activity. Little is known about factors that prevent or facilitate support. The purpose of this research was to identify barriers to parent support for child physical activity in Appalachian parents.

Methods:

A cross-sectional study assessed parents whose children participated in Coronary Artery Risk Detection in Appalachian Communities (CARDIAC) screenings in a rural Appalachian state. Barriers to parental support for physical activity, demographics, geographic location, and parental support for activity were measured.

Results:

A total of 475 parents completed surveys. The majority were mothers (86.7%), parents of kindergarteners (49.5%), white (89.3%), and living in a nonrural area (70.5%). Community-level factors were most frequently cited as barriers, particularly those related to the built environment. Rural and low-income parents reported significantly higher barriers. Community, interpersonal, and intrapersonal barriers were negatively correlated with parent support for child physical activity. Parents of girls reported a higher percentage of barriers related to safety.

Conclusions:

Reported barriers in this sample differed from those reported elsewhere (Davison, 2009). Specific groups such as low-income and rural parents should be targeted in intervention efforts. Future research should explore gender differences in reported barriers to determine the influence of cultural stereotypes.

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Krista Schroeder, Martha Y. Kubik, Jiwoo Lee, John R. Sirard and Jayne A. Fulkerson

studied. The aim of this study was to simultaneously compare the association of self-efficacy for PA, parent support for PA, and peer support for PA with moderate-to-vigorous PA (MVPA) and sedentary time among 8- to 12-year-old children with a BMI ≥75th percentile. Children in the top quartile of the

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Camilla J. Knight

al. ( 2017 ) that sought to examine the impact of a full (seminar and sport-parent guide) and partial (just the sport-parent guide) intervention on parentssupport, warmth, pressure, and conflict and subsequent psychosocial outcomes for children. Parents from youth soccer teams in the United States

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Simon J. Sebire, Anne M. Haase, Alan A. Montgomery, Jade McNeill and Russ Jago

Background:

The current study investigated cross-sectional associations between maternal and paternal logistic and modeling physical activity support and the self-efficacy, self-esteem, and physical activity intentions of 11- to 12-year-old girls.

Methods:

210 girls reported perceptions of maternal and paternal logistic and modeling support and their self-efficacy, self-esteem and intention to be physically active. Data were analyzed using multivariable regression models.

Results:

Maternal logistic support was positively associated with participants’ self-esteem, physical activity self-efficacy, and intention to be active. Maternal modeling was positively associated with self-efficacy. Paternal modeling was positively associated with self-esteem and selfefficacy but there was no evidence that paternal logistic support was associated with the psychosocial variables.

Conclusions:

Activity-related parenting practices were associated with psychosocial correlates of physical activity among adolescent girls. Logistic support from mothers, rather than modeling support or paternal support may be a particularly important target when designing interventions aimed at preventing the age-related decline in physical activity among girls.

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Samantha McDonald, Marsha Dowda, Natalie Colabianchi, Dwayne Porter, Rod K. Dishman and Russell R. Pate

Previous research suggests the neighborhood environment may be an important influence on children’s physical activity (PA) behaviors; however, findings are inconsistent. The purpose of this study was to further understand the relationship between perceptions of the neighborhood environment and children’s afterschool moderate-to-vigorous PA. Utilizing a structural equation modeling technique, we tested a conceptual model linking parent and child perceptions of the neighborhood environment, parent support for PA, and child outdoor PA with children’s afterschool moderate-to vigorous PA. We found that child perception of the neighborhood environment and outdoor PA were positively associated with afterschool moderate-to-vigorous PA. In addition, parent support for PA positively influenced children’s outdoor PA. The neighborhood environment and outdoor activity appear to play an influential role on children’s afterschool PA behaviors.

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Noe C. Crespo, Kirsten Corder, Simon Marshall, Gregory J. Norman, Kevin Patrick, James F. Sallis and John P. Elder

Background:

Girls are less physically active than boys, yet no single study has examined the factors that may explain gender differences in children’s physical activity (PA).

Methods:

This study was a cross-sectional analysis of data from 116 caregivers and their children aged 5–8 years who participated in the MOVE study. Caregivers reported various factors that may relate to children’s PA (eg, encouragement for child PA and PA equipment at home). Child PA was measured by 7-day accelerometry. Linear regression tested for the variance in moderate-to-vigorous physical activity (MVPA) explained by gender and several variables. Gender and ethnicity interactions were examined.

Results:

Caregivers were mostly female (97%), mean age 38 ± 6 years, mean BMI 28 ± 6 (kg/m2). Child’s mean age was 8.1 ± 0.7, 54% were female and 40% were overweight/obese. Girls were less physically active than boys (54.1 ± 19.7 vs. 65.2 ± 28.0 daily minutes of MVPA, respectively). Among girls, more days of PE/week was associated with greater MVPA. Among boys, greater parent support for PA, greater parent modeling for PA, and greater number of PA equipment in the home were associated with greater MVPA.

Conclusions:

This study supports that boys and girls have different correlates for MVPA, which may partly explain gender differences in PA.

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Meredith Rocchi and Luc G. Pelletier

, work–life conflict), and the remaining factors should be examined from a positive perspective (i.e., parent support, professional development opportunities). Finally, to determine which factors were the most important to coaches, the coaches were asked to select five factors that were the most relevant

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Yang Liu, Yan Tang, Zhen-Bo Cao, Jie Zhuang, Zheng Zhu, Xue-Ping Wu, Li-Juan Wang, Yu-Jun Cai, Jia-Lin Zhang and Pei-Jie Chen

children (aged 9-17 years) Responded ‘very often’ for at least two items for parentssupport, and responded ‘very right’ for at least two items for friends support for PA. School D+ 37.5% of responses met the benchmark regarding schools: 1) the principal’s concern about PA, exercise and physical education

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Alice M. Buchanan, Benjamin Miedema and Georgia C. Frey

support is a primary determinant of PA in youth without ASD ( Trost et al., 2003 ), this has not been substantiated in those with ASD ( Pan & Frey, 2006 ). Pan and Frey found that parent support neither was associated with nor explained the variance in PA in youth with ASD. The authors suggested that this

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Rebecca E. Hasson

opportunities for parents to volunteer and learn about physical activity programming available at their child’s school ( Donnelly & Springer, 2015 ). Hence, significant changes in total daily physical activity are unlikely to occur without parentssupport and school involvement. The exosystem refers to other