Development of a Conceptual Model to Predict Physical Activity Participation in Adults with Brain Injuries

2008 ◽  
Vol 25 (4) ◽  
pp. 289-307 ◽  
Author(s):  
Simon Driver
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Brain Injuries ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Psychosocial Variable ◽  
Fit Indices ◽  
Chi Squared ◽  
Self Worth ◽  
The Relationship

The purpose was to examine psychosocial factors that influence the physical activity behaviors of adults with brain injuries. Two differing models, based on Harter’s model of self-worth, were proposed to examine the relationship between perceived competence, social support, physical self-worth, affect, and motivation. Adults numbering 384 with brain injuries completed a series of questionnaires measuring each psychosocial variable. The structural analysis indicated a nonsignificant chi squared value and good fit indices for model two which included affect as the mediating variable. Findings indicate that affect is critical in shaping the physical activity cognitions and behaviors of adults with brain injuries. Suggestions are made on practical ways to enhance affect and subsequently physical activity participation.

Applying Physical Activity Motivation Theories to People with Brain Injuries

2006 ◽  
Vol 23 (2) ◽  
pp. 148-162 ◽  
Author(s):  
Simon Driver
Keyword(s):  
Physical Activity ◽  
Brain Injuries ◽  
Traumatic Brain Injuries ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Theoretical Frameworks ◽  
Physical Activity Environment ◽  
Physical Activity Interventions ◽  
Self Worth ◽  
Physical Activity Motivation

The purpose of the paper is to provide specialists with theoretical frameworks that can be used to guide the creation of physical activity interventions as well as facilitating participation for people with traumatic brain injuries. Two frameworks for examining the physical activity motivation of people with brain injuries are presented. The theories include Bandura’s (1986) self-efficacy theory and Harter’s (1987) mediational model of self-worth. The constructs within both theories are explained and then applied to people with brain injuries. Suggestions for practitioners are also provided about how to manipulate the physical activity environment to promote physical activity participation.

scholarly journals Social Support and Modelling in Relation to Physical Activity Participation and Outdoor Play in Preschool Children

Children ◽  
2019 ◽  
Vol 6 (10) ◽  
pp. 115
Author(s):  
Reimers ◽  
Boxberger ◽  
Schmidt ◽  
Niessner ◽  
Demetriou ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Preschool Children ◽  
Parental Support ◽  
Outdoor Play ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Sports Clubs ◽  
Domain Specific ◽  
Activity Promotion

Physical activity during early childhood is a prerequisite for healthy development in many cases. The aim of this study was to assess the relationships of social modelling and support from parents, peers, and siblings and domain-specific physical activity participation in a nationwide sample of preschool boys and girls from Germany. 519 preschool children aged 4–6 and one of their parents participated in the ‘MoMo’ Wave 1 Study between 2009 and 2012. Participants and their parents provided self-reported data on social support modelling, and domain-specific physical activity participation (physical activity in sports clubs, physical activity outside of sports clubs, and outdoor play). Parental, peer, and sibling support and modelling were related to domain-specific physical activity: Parental support was particularly relevant for physical activity in sports clubs, and peer support for outdoor play. Parental modelling was only related to physical activity outside of sports clubs: Maternal modelling was a positive correlate in girls and paternal modelling in boys, respectively. Sibling and peer modelling were especially relevant for physical activity in sports clubs. The results were heterogeneous regarding types and providers of support and modelling. Thus, different providers and types of support should be targeted in physical activity promotion programs for preschool children.

‘The world is a happier place’: Celebration in a whole-of-school physical activity initiative

2019 ◽  
Vol 26 (2) ◽  
pp. 337-352
Author(s):  
Déirdre Ní Chróinín ◽  
Jaimie McMullen
Keyword(s):  
Physical Activity ◽  
Primary Schools ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Individual Interviews ◽  
School Based ◽  
School Initiatives ◽  
The World ◽  
The Relationship ◽  
Children’S Physical Activity

Understanding factors that influence children’s participation in sport and physical activity is critical to designing more appealing youth opportunities and programmes. Whole-of-school initiatives offer one way to promote children’s physical activity, but little is understood about how celebration within these initiatives influences children’s physical activity behaviours. Through this study we aimed to answer the question: what are participants’ experiences of physical activity-related celebration within a whole-of-school physical activity initiative? Answering this question helped us to explore the relationship between celebration and school-based physical activity participation. This study was situated within Irish primary schools ( N = 14) who were working towards the award of an ‘Active School Flag’. Data for analysis included each school’s Active School Flag application ( N = 14), individual interviews with Active School Flag coordinator teachers ( N = 14) and focus groups ( N = 13) with children ( N = 62). An inductive approach to analysis using open, axial and selective coding was employed. Celebration was an important part of the Active School Flag process, and the messages children associated with celebration were influential in shaping their understanding of what was important in relation to their physical activity participation. Acknowledgement of the merits of competitive sport beyond the focus on winning led to more inclusive physical activity approaches. Messages indicating that effort and participation were valued alongside excellence and winning were an important source for children to consider when making judgements about physical activity participation. Findings indicate the merit of including physical activity-related celebration within whole-of-school physical activity initiatives.

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