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Does Activity-Related Social Support Differ by Characteristics of the Adolescent?

Charlotte Louise Edwardson, Trish Gorely, Hayley Musson, Rebecca Duncombe, and Rachel Sandford

Background:

Previous research has shown a positive relationship between activity-related social support provided by parents and peers and adolescents’ physical activity. However, more information is needed on whether activity-related social support differs by sociodemographic characteristics. The purpose of this study was to investigate differences in activity-related social support in a sample of adolescents, by characteristics such as age, gender, socioeconomic status (SES), ethnicity, and physical activity level and to determine which characteristics are the most important predictors of activity-related social support.

Methods:

Information was provided by 578 boys and 588 girls (11–14 years) on demographic factors, physical activity, and activity-related support. ANOVA, correlations, and multiple regression were performed to address the purposes of the study.

Results:

Boys, White British, younger, more physically active, and high-SES adolescents perceived more support for physical activity. Age predicted all types of support excluding peer support; ethnicity predicted mother logistic support and sibling support; gender predicted peer support, father explicit modeling, and father logistic support; and SES predicted mother and father logistic support.

Conclusions:

Families and peers of adolescents who are female, from Black and minority ethnic groups, older, of low-SES, and less active should be targeted for intervention.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 11 (2014): Issue 3 (Mar 2014)

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Source and Size of Emotional and Financial-Related Social Support Network on Physical Activity Behavior Among Older Adults

Paul D. Loprinzi and Chelsea Joyner

Objective:

To examine the association of source of emotional- and financial-related social support and size of social support network on physical activity behavior among older adults.

Methods:

Data from the 1999–2006 NHANES were used (N = 5616; 60 to 85 yrs). Physical activity and emotional- and financial-related social support were assessed via self-report.

Results:

Older adults with perceived having emotional social support had a 41% increased odds of meeting physical activity guidelines (OR = 1.41; 95% CI: 1.01–1.97). The only specific sources of social support that were associated with meeting physical activity guidelines was friend emotional support (OR = 1.19; 95% CI: 1.01–1.41) and financial support (OR = 1.28; 95% CI: 1.09–1.49). With regard to size of social support network, a dose-response relationship was observed. Compared with those with 0 close friends, those with 1 to 2, 3 to 4, 5, and 6+ close friends, respectively, had a 1.70-, 2.38-, 2.57-, and 2.71-fold increased odds of meeting physical activity guidelines. There was some evidence of gender- and age-specific associations between social support and physical activity.

Conclusions:

Emotional- and financial-related social support and size of social support network are associated with higher odds of meeting physical activity guidelines among older adults.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 13 (2016): Issue 7 (Jul 2016)

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Facilitating Sports and University Study: The Case of a Dual Career Development Environment in Sweden

Lukas Linnér, Natalia Stambulova, Louise Kamuk Storm, Andreas Kuettel, and Kristoffer Henriksen

interact with directly (e.g., DC-support team, study program, and teams, clubs, or high-performance centers with staff). The macrolevel refers to social settings that do not contain the student-athletes but affect them indirectly through relevant sports and educational systems and cultures. To illustrate

Cover Case Studies in Sport and Exercise Psychology

In Case Studies in Sport and Exercise Psychology Volume 4 (2020): Issue 1 (Jan 2020)

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Physical Educators’ Perceptions and Experiences of Teaching Students With Mobility Disabilities

Jacob Benzinger, Jeff R. Crane, Angela M. Coppola, and David J. Hancock

equipment available, a lack of teacher training, scarce general opportunities to be active and social (e.g., recess time), and physically inaccessible environments ( Wingo et al., 2020 ). To support these statements, substantial evidence suggests general PE teachers do not feel adequately prepared or

Cover Adapted Physical Activity Quarterly

In Adapted Physical Activity Quarterly Volume 40 (2023): Issue 2 (Apr 2023)

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Administrative Strategies for Delivering High-Quality Instruction in a University-Based Physical Activity and Wellness Program

Sheri J. Brock, Jared A. Russell, Brenna Cosgrove, and Jessica Richards

applied limited inquiry into identifying promising practices and models for supporting the instructional and professional development of PAWP instructors, particularly graduate teaching assistants (GTAs; Kim, Cardinal, & Yun, 2015 ; Melton & Burdette, 2011 ; Russell, 2009 , 2011 ). A priority for

Cover Kinesiology Review

In Kinesiology Review Volume 7 (2018): Issue 4 (Nov 2018)

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An Investigation Into Former High School Athletes’ Experiences of a Multidisciplinary Approach to Sport Injury Rehabilitation

Damien Clement and Monna Arvinen-Barrow

multidisciplinary model of care for sport injury rehabilitation, research with athletic trainers 6 and sport psychology consultants 7 has provided support for the distinction between primary and secondary teams, and highlighted that athletic trainers and sport psychology consultants have experiences working in a

Cover Journal of Sport Rehabilitation

In Journal of Sport Rehabilitation Volume 30 (2021): Issue 4 (May 2021)

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A Constant Balancing Act: Delivering Sustainable University Instructional Physical Activity Programs

Sheri J. Brock, Christina Beaudoin, Mark G. Urtel, Lisa L. Hicks, and Jared A. Russell

develop, and advocate for their IPAPs. First, a narrative of each institution is provided, followed by a collective discussion of challenges experienced in delivery of IPAPs. Additionally, strategies incorporated to support instructional effectiveness are presented, as well as suggestions for future

Cover Kinesiology Review

In Kinesiology Review Volume 9 (2020): Issue 4 (Nov 2020): 2020 American Kinesiology Association Leadership Workshop: Promoting Physical Activity Through Kinesiology Teaching and Outreach–An Eye Toward the Future

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Providing Social Support to Female Olympic Athletes

Zoë A. Poucher, Katherine A. Tamminen, and Gretchen Kerr

Within sport, social support has been identified as important for athletes to manage stress ( Gould, Finch, & Jackson, 1993; Rees & Freeman, 2011 ), and researchers have documented how social support is associated with a number of positive outcomes for athletes ( Cranmer & Sollitto, 2015

Cover Journal of Sport and Exercise Psychology

In Journal of Sport and Exercise Psychology Volume 40 (2018): Issue 4 (Jan 2018)

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Perfectionism and Attitudes Toward Sport Psychology Support and Mental Health Support in Athletes

Dean R. Watson, Andrew P. Hill, and Daniel J. Madigan

Athletes require help from many professionals to support their participation and efforts to fulfill their potential. The support can be related to their performance, but also related to their mental health. However, because sport is characterized by a culture that celebrates mental toughness and

Cover Journal of Clinical Sport Psychology

In Journal of Clinical Sport Psychology Volume 17 (2023): Issue 1 (Mar 2023)

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Novice Physical Education Teachers Learning to Teach

Dominique Banville

Support, or lack thereof, is often cited as the main reason for teachers to leave the profession early on (Ingersoll, 2003). Feiman-Nemser (2001) identifies five Central Tasks associated with Learning to Teach (CTLT) that could focus the support novice teachers need during their induction years: learning the teaching context (TC), designing responsive instructional program (IP), creating a classroom learning community (CC), enacting a beginning repertoire (BR) and developing their professional identity (PI). The purpose of the study is to examine the CTLT that novice physical education teachers use in their first and second years of their teaching career. Twenty-one physical education teachers accepted the study parameters to be observed and interviewed during their first year of teaching, and 15 teachers continued the data collection into their second year. Interviews revealed that these teachers focused mainly on BR and TC. Little focus was given to IP, CC, and PI. Results indicate the need for effective mentoring and continuous support through their induction years on BR and TC, but also expand novice teachers’ focus to address the additional categories.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 34 (2015): Issue 2 (Jan 2015)