relevant for children and adolescents, because it excludes youth-specific contextual factors (eg, school setting). Accordingly, a new framework that identifies the timing, how, and setting of youth physical activity is needed in order to better inform physical activity surveillance, research, and program
Search Results
Jacob Szeszulski, Kevin Lanza, Erin E. Dooley, Ashleigh M. Johnson, Gregory Knell, Timothy J. Walker, Derek W. Craig, Michael C. Robertson, Deborah Salvo, and Harold W. Kohl III
Tiffany J. Chen, Kathleen B. Watson, Shannon L. Michael, Jessica J. Minnaert, Janet E. Fulton, and Susan A. Carlson
) for PA-06, 4 allowing the continued assessment of both longer aerobic trends over time, as well as the full youth physical activity guidelines that include muscle-strengthening activity. Since <1% of YRBS data are comprised of high school students aged 13 years or younger, 7 , 8 there was a gap in
Maureen R. Weiss
, followed by a fourth section on motor development research on motor and perceived competence and physical activity. The fifth section is devoted to a social-psychological lens on youth physical activity—competence-based theories and research on intrapersonal (e.g., perceived competence) and
Lindsay E. Kipp
Two articles that contribute to the literature on psychosocial predictors of youths’ physical activity motivation and behavior were chosen for commentary. The first article by Fenner and colleagues showed that a family-based intervention was effective at increasing overweight adolescents’ self-determined motivation for physical activity and healthy eating and their quality of life. Significant study contributions include a multidisciplinary team of researchers, multiple pre and post intervention assessments, and a longitudinal test of mechanisms of change. Findings contribute to understanding how to provide overweight adolescents with support and choices at a critical developmental period to ultimately foster lifelong healthy behaviors. The second article by Garn and colleagues examined longitudinal relationships between physical self-perceptions and physical activity among children. Important study contributions include use of accelerometers to assess physical activity and tests of bidirectional relationships. The sample of young children aged 8–11 years also contributes to the literature. Results highlight body acceptance as an important mechanism of focus to foster children’s physical activity behavior. Overall, the highlighted studies show that parental support and positive self-perceptions are important to consider in supporting youths’ active lifestyles.
Rachel A. Millstein, Joe Strobel, Jacqueline Kerr, James F. Sallis, Gregory J. Norman, Nefertiti Durant, Sion Harris, and Brian E. Saelens
This study examined the contributions of home, school, and neighborhood factors related to youth physical activity (PA). Adolescents (ages 12–18; N = 137) and parents of younger children (ages 5–11; N = 104) from three US metropolitan areas completed surveys. Youth PA was estimated from six items assessing overall physical activity. Bivariate analyses between environment factors and PA
Nisha Botchwey, Myron F. Floyd, Keshia Pollack Porter, Carmen L. Cutter, Chad Spoon, Tom L. Schmid, Terry L. Conway, J. Aaron Hipp, Anna J. Kim, M. Renee Umstattd Meyer, Amanda L. Walker, Tina J. Kauh, and Jim F. Sallis
Background: The Physical Activity Research Center developed a research agenda that addresses youth physical activity (PA) and healthy weight, and aligns with the Robert Wood Johnson Foundation’s Culture of Health. This paper summarizes prioritized research studies with a focus on youth at higher risk for inactive lifestyles and childhood obesity in urban and rural communities. Methods: Systematic literature reviews, a survey, and discussions with practitioners and researchers provided guidance on research questions to build evidence and inform effective strategies to promote healthy weight and PA in youth across race, cultural, and economic groups. Results: The research team developed a matrix of potential research questions, identified priority questions, and designed targeted studies to address some of the priority questions and inform advocacy efforts. The studies selected examine strategies advocating for activity-friendly communities, Play Streets, park use, and PA of youth in the summer. A broader set of research priorities for youth PA is proposed. Conclusion: Establishing the Physical Activity Research Center research agenda identified important initial and future research studies to promote and ensure healthy weight and healthy levels of PA for at-risk youth. Results will be disseminated with the goal of promoting equitable access to PA for youth.
Pedro Silva, Ryan Lott, Jorge Mota, and Greg Welk
Social support (SS) from parents and peers are key reinforcing factors in the Youth Physical Activity Promotion (YPAP) model. This study aims to identify the relative contribution of parental and peer SS on youth participation in moderate to vigorous physical activity (MVPA). Participants included 203 high school students (n = 125 girls; mean age 14.99 ± 1.55 years). MVPA was assessed by accelerometry. SS influences were evaluated using a well-established scale. Structural equation modeling measured (AMOS, Version 19) the relative fit of the YPAP models using both parental and peer SS. Parental SS had significant associations with both predisposing factors, enjoyment (β = .62, p < .01), and self-efficacy (β= .32, p < .01), as well a direct effect on MVPA (β = .30, p < .01). Peer SS had direct effect on MVPA (β = .33, p < .05), also significantly influenced levels of enjoyment (β = .47, p < .01) and self-efficacy (β = .67, p < .01). In both models self-efficacy mediated the influence on MVPA. The direct effects for parents and peers were similar. This demonstrates that both parental and peer social support exert a strong influence on adolescent MVPA.
Risto Telama, Lauri Laakso, Heimo Nupponen, Arja Rimpelä, and Lasse Pere
The aim of this study was to investigate the relationship between youth physical activity and family socioeconomic status (FSES) over 28 years. As a part of the Finnish Adolescent Health and Lifestyle Survey a random sample of 12-, 15- and 18-year-old boys and girls participated in a nation-wide survey by answering questions every second year, from 1977 to 2005, on, among other things, leisure time physical activity and sport participation. Father’s education represented FSES. The results showed that there were no significant or only small differences between the high and low FSES groups in unorganised physical activity during the study period. Participation in physical activities organized by the school was not associated with FSES. Participation in youth sport organized by sport clubs was strongly associated with FSES in both sexes. The young people in the high FSES groups participated more than those in the low FSES groups. It was concluded that considerable inequality exists in youth sport participation, that this inequality has been growing during the last decade, and that it is bigger among girls than among boys.
MinKyoung Song, Dianna D. Carroll, Sarah M. Lee, and Janet E. Fulton
Background:
The 2008 Physical Activity Guidelines recommend youth participate in a variety of physical activities; however, few nationally representative studies describe the types and variety of youth activity. This study assessed the most frequently reported types and variety of activities among U.S. high school students, and examined the association between variety and meeting the 2008 Guidelines for aerobic activity (aerobic guideline).
Methods:
We analyzed data on 8628 U.S. high school students in grades 9–12 from the 2010 National Youth Physical Activity and Nutrition Survey. Types of physical activity were assessed by identifying which activities each student reported in the past 7 days. Variety was assessed by the total number of different activities each student reported. Percentage (95% CI) of students who reported engaging in each activity was assessed. Logistic regression was used to examine the association between variety and meeting the aerobic guideline.
Results:
Walking was the most frequently reported activity among U.S. high school students. On average, students reported participating in 6 different activities. Variety was positively associated with meeting the aerobic guideline.
Conclusions:
These findings support encouraging youth to participate in many physical activities and may be useful for developing interventions that focus on the most prevalent activities.
Ana C. Seabra, José Maia, André F. Seabra, Greg Welk, Robert Brustad, and António M. Fonseca
Background:
The Youth Physical Activity Promotion (YPAP) model provides an integrated approach to understanding the predisposing, enabling, and reinforcing factors influencing physical activity (PA) behavior. The purpose of this study was to evaluate an adapted version of the YPAP model for explaining PA among Portuguese schoolchildren.
Methods:
A random cross-sectional sample of 683 children (8–10 years of age) attending elementary public schools in the north of Portugal completed a detailed survey assessing attraction to PA, perceived physical competence, parental influences and leisure time PA. Structural equation modeling techniques were conducted (EQS6.1).
Results:
Attraction to PA was directly associated with children’s PA participation (β = 0.271, P < .05). Perceived physical competence imposed an indirect effect on children’s PA through children’s attraction to PA (β = 0.253, P < .05). Parental influence had an indirect effect on children’s PA through perceived physical competence and attraction to PA (β = 0.318 and 0.662, respectively, P < .05). Perceived physical competence and parental influence were not directly associated with children’s PA (β = 0.069 and 0.180, respectively, P > .05).
Conclusions:
The adapted version of YPAP model was useful in explaining PA participation in elementary Portuguese schoolchildren. Intervention programs intended to enhance attraction to PA, perceived physical competence and favorable parental influence should be developed to promote children’s PA participation.
