An Exploratory Study of Elementary Classroom Teachers’ Physical Activity Promotion From a Social Learning Perspective

2015 ◽  
Vol 34 (3) ◽  
pp. 474-495 ◽  
Author(s):  
Collin A. Webster ◽  
Heather Buchan ◽  
Melanie Perreault ◽  
Rob Doan ◽  
Panayiotis Doutis ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Learning ◽  
Structural Equation ◽  
Physical Activity Promotion ◽  
Equation Modeling ◽  
Classroom Teachers ◽  
Self Perceptions ◽  
Activity Promotion ◽  
K 12

Despite its recommended use, physical activity promotion in the academic classroom (PAPAC) has received little attention in terms of the factors that help to facilitate it. In this study, a social learning perspective was adopted to examine the role of physical activity biographies in generalist classroom teachers’ (CTs) PAPAC. CTs (N = 213) were assessed on their satisfaction with personal K-12 physical education (PE) experiences, perceived physical activity competence, self-reported physical activity, perceived PAPAC competence, and self-reported PAPAC. Structural equation modeling supported the hypothesized relationships between variables. Specifically, PE satisfaction predicted physical activity competence, which in turn predicted physical activity. Subsequently, physical activity predicted PAPAC competence, which predicted PAPAC. The specified model explained 41% of the variance in PAPAC, with PAPAC competence being the largest contributor. This study provides useful information for designing interventions to increase PAPAC, as it stresses the need to identify strategies that improve CTs’ physical activity-related, and PAPAC-related self-perceptions.

Relationships Between Personal Biography and Changes in Preservice Classroom Teachers’ Physical Activity Promotion Competence and Attitudes

2011 ◽  
Vol 30 (4) ◽  
pp. 320-339 ◽  
Author(s):  
Collin Webster
Keyword(s):  
Physical Activity ◽  
Analysis Of Variance ◽  
Sport Participation ◽  
Teaching Experience ◽  
Sports Participation ◽  
Physical Activity Promotion ◽  
Perceived Competence ◽  
Classroom Teachers ◽  
Activity Promotion ◽  
K 12

Personal biography influences preservice classroom teachers’ (PCT) perceptions and attitudes related to school-based physical activity promotion (SPAP). Using an uncontrolled prepost design, this study investigated associations between biographical variables and changes in PCTs’ SPAP attitudes and perceived competence while enrolled in a 16-week SPAP course. PCTs (N = 201) completed baseline measures assessing biographical variables of year in school, sports participation, coaching/teaching experience, BMI, satisfaction with K-12 physical education (PE) and perceived physical activity (PA) competence, and prepost measures assessing SPAP attitudes and perceived competence. One-way repeated measures analysis of variance procedures showed statistically significant, positive changes in PCTs’ scores on all SPAP measures. Mixed-model analysis of variance/covariance techniques indicated sport participation, teaching/coaching experience, PE satisfaction and perceived PA competence were associated with changes in SPAP scores. Results suggest PCTs’ SPAP learning experiences should incorporate strategies for enhancing self-schemas and perceptions related to PE and PA.

scholarly journals The Role of Biographical Characteristics in Preservice Classroom Teachers’ School Physical Activity Promotion Attitudes

2010 ◽  
Vol 29 (4) ◽  
pp. 358-377 ◽  
Author(s):  
Collin Webster ◽  
Eva Monsma ◽  
Heather Erwin
Keyword(s):  
Physical Activity ◽  
Physical Activity Promotion ◽  
Daily Physical Activity ◽  
Classroom Teachers ◽  
Preservice Training ◽  
Significant Relationships ◽  
Perceptions And Attitudes ◽  
Activity Promotion

Recommendations for increasing children’s daily physical activity (PA) call on classroom teachers to assume an activist role at school. This study examined relationships among preservice classroom teachers’ (PCT; n = 247) biographical characteristics, perceptions and attitudes regarding school PA promotion (SPAP). Results indicated participants who completed SPAP-related college coursework and had PA-related teaching/coaching experiences reported higher SPAP competence. Significant relationships were found among BMI, personal PA competence and SPAP competence in the contexts of PE and extracurricular settings. Personal PA competence and SPAP competence at recess and in the classroom predicted 19% of the variance in SPAP attitudes. Experiences in PA settings and preservice training may have important implications for the overall success of efforts to enhance school PA promotion.

Psychosocial Correlates of Physical Activity in Two Cultural Contexts: Different Pathways?

2012 ◽  
Vol 9 (4) ◽  
pp. 581-593 ◽  
Author(s):  
Pedro Silva ◽  
Ryan Lott ◽  
K. A. S. Wickrama ◽  
Jorge Mota ◽  
Greg Welk
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Self Efficacy ◽  
Structural Equation ◽  
Physical Activity Promotion ◽  
Equation Modeling ◽  
Activity Promotion ◽  
Two Samples ◽  
Youth Physical Activity ◽  
Youth Activity

Background:If the Youth Physical Activity Promotion (YPAP) model adequately explains youth physical activity (PA) in 2 different cultures and with 2 different sets of instruments, it would suggest that the model has broad utility for youth activity promotion.Methods:Two samples from different countries were used: sample 1—USA, 159 students (n = 83 girls) mean age 11.52 ± 1.40 years; sample 2—Portugal, 203 students (n = 125 girls) mean age 14.99 ± 1.55 years. PA was assessed by accelerometry. The YPAP model was analyzed through structural equation modeling using AMOS (version 17.0).Results:In sample 1, social-support had a direct association on MVPA (β = .58, P < .001), enjoyment (β = .70, P < .05), and self-efficacy (β = –.66, P < .001). Enjoyment significantly predicted MVPA (β = .60, P < .001) and self-efficacy significantly predicted MVPA (β = .55, P < .001). In sample 2, social-support had a direct effect on MVPA (β = .33, P < .05), significantly predicted enjoyment (β = –.43, P < .001), and significantly predicted self-efficacy (β = .63, P < .001). Self-efficacy was a significant predictor of MVPA (β = .14, P < .001) but enjoyment was not.Conclusions:Differences were noted in the nature of the relationships and the relative importance. Self-efficacy and social support had significant effects on MVPA in both samples—despite differences in the way that they were measured and operationalized.

scholarly journals Walking for Transportation Among Latino Adults in San Diego County: Who Meets Physical Activity Guidelines?

2011 ◽  
Vol 8 (7) ◽  
pp. 898-906 ◽  
Author(s):  
Suzanna M. Martinez ◽  
Elva M. Arredondo ◽  
Scott Roesch ◽  
Kevin Patrick ◽  
Guadalupe X. Ayala ◽  
...  
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
San Diego ◽  
Physical Activity Promotion ◽  
San Diego County ◽  
Equation Modeling ◽  
Mexican Origin ◽  
Racial Groups ◽  
Physical Activity Guidelines ◽  
Activity Promotion

Background:U.S. Latinos engage in nonleisure-time walking (NLTW) more than other ethno-racial groups. Studies are needed to explore factors associated with NLTW to inform interventions for effective physical activity promotion.Purpose:To examine the social-ecological correlates of NLTW among Mexican-origin Latinos.Methods:Individual, social, and environmental level factors and PA were assessed in a telephone survey completed by 672 Mexican-origin adults randomly sampled in San Diego County. Data were collected in 2006 and analyzed in 2009.Results:Participants were mostly female (71%), with an average age of 39 years. Less than one-third met PA guidelines for NLTW (29%). Structural equation modeling showed that NLTW was positively associated with being female, but negatively associated with living in the U.S. ≥ 12 years, and being U.S.-born.Conclusions:In this sample NLTW differed by various indicators of acculturation and gender. These findings might help inform the development of interventions to promote NLTW and thus physical activity in Mexican-origin adults.

Parents’ Perceptions and Engagement Regarding School-Based Physical Activity Promotion

2021 ◽  
pp. 089011712110209
Author(s):  
Collin A. Webster ◽  
Gabriella McLoughlin ◽  
Angie Starrett ◽  
Jillian Papa ◽  
Heather Erwin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
The United States ◽  
Equation Modeling ◽  
After School ◽  
Future Research ◽  
School Based ◽  
Activity Promotion ◽  
Perceived Importance ◽  
K 12

Purpose: This study examined parents’ perceived importance of, and engagement in, school-based physical activity (PA) promotion. Design: A cross-sectional, quantitative survey design was employed. Setting: The survey was conducted in the United States. Subjects: Using a probability-based panel (AmeriSpeak®), a national sample of 3599 parents was randomly recruited to participate in the survey and 1015 participants (28.2%) completed it. Parents or legal guardians of children enrolled in K-12 during the 2017-2018 school year were eligible to participate. Measures: The survey was developed and distributed by a national collaborative for active schools with the support of a national research center. Analysis: Data were analyzed using structural equation modeling and path analysis. Results: The data supported a 6-factor solution encompassing perceived importance of PA before, during, and after school, communication with administrators, and volunteering and participating in school-based PA (CFI = .974, RMSEA = .034, SRMR = .056). Path coefficients from perceived importance of PA before/after school to current (β = .43; 95%CI[.25, .61]) and future communication with administrators (β = .40; 95%CI[.23, .55]) were statistically significant, as were coefficients from perceived importance of PA before/after school to past (β = .60; 95%CI[.35, .83]) and current volunteering/participating in school-based PA (β = .63; 95%CI[.42, .85]). Conclusion: Parents’ perceived importance of school-based PA opportunities before and after school warrants emphasis in future research and advocacy.

Evaluating the Youth Physical Activity Promotion Model Among Portuguese Elementary Schoolchildren

2013 ◽  
Vol 10 (8) ◽  
pp. 1159-1165 ◽  
Author(s):  
Ana C. Seabra ◽  
José Maia ◽  
André F. Seabra ◽  
Greg Welk ◽  
Robert Brustad ◽  
...  
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Indirect Effect ◽  
Structural Equation ◽  
Parental Influence ◽  
Physical Activity Promotion ◽  
Equation Modeling ◽  
Physical Competence ◽  
Activity Promotion ◽  
Youth Physical Activity

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.

scholarly journals Toward a Better Understanding of the Link Between Parent and Child Physical Activity Levels: The Moderating Role of Parental Encouragement

2015 ◽  
Vol 12 (9) ◽  
pp. 1238-1244 ◽  
Author(s):  
Eleanor B. Tate ◽  
Anuja Shah ◽  
Malia Jones ◽  
Mary Ann Pentz ◽  
Yue Liao ◽  
...  
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
Physical Activity Promotion ◽  
Activity Levels ◽  
Linear Regression Models ◽  
Parental Encouragement ◽  
Activity Promotion ◽  
Objectively Measured ◽  
Moderating Role

Background:Research on adolescent physical activity is mixed regarding the role of parent activity. This study tested parent encouragement, direct modeling, and perceived influence as moderators of objectively-measured (accelerometer) parent and child moderate-to-vigorous physical activity (MVPA) associations.Methods:Parent-child dyads (n = 423; mean child age = 11.33 yrs.) wore accelerometers for 7 days; parents completed surveys. Hierarchical linear regression models tested moderation using a product of constituent terms interaction.Results:Parent-reported encouragement moderated the association between parent and child MVPA (β = –.15, P = .01, ΔR2 = .02, P < .01). Among parents with lower MVPA, child MVPA was higher for children receiving high encouragement (mean = 3.06, SE = .17) vs. low (mean = 3.03, SE = .15, P = .02) and moderate encouragement (mean = 3.40, SE = .09) vs. low (P = .04).Conclusions:Physical activity promotion programs may use parent encouragement as a tool to boost child activity, but must consider other child and parent characteristics that could attenuate effects.

Exploring Self-Perceptions and Social Influences as Correlates of Adolescent Leisure-Time Physical Activity

2008 ◽  
Vol 30 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Catherine M. Sabiston ◽  
Peter R.E. Crocker
Keyword(s):  
Physical Activity ◽  
Indirect Effects ◽  
Structural Equation ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Social Influences ◽  
Equation Modeling ◽  
Measurement Models ◽  
Self Perceptions ◽  
Ev Model

This study examined adolescent leisure-time physical activity correlates using the expectancy-value (EV) model. Adolescents (N = 857) completed questionnaires to assess competence and value self-perceptions, social influences, and physical activity. Direct and indirect effects of self-perceptions and parent and best friend influences on physical activity were explored using structural equation modeling. Measurement models were a good ft to the data and gender invariance was supported. The structural mediation model was a reasonable ft to the data, whereby the indirect effects of parents and peers and the direct effects of competence beliefs and values together accounted for 49% of the variance in physical activity. In this model, the pattern of relationships was similar for adolescent males and females. Findings supporting the EV model provide theoretical and practical implications for understanding adolescent physical activity.

scholarly journals Accessing Physical Activity and Health Disparities among Underserved Hispanic Children: The Role of Actual and Perceived Motor Competence

2020 ◽  
Vol 17 (9) ◽  
pp. 3013 ◽  
Author(s):  
Tao Zhang ◽  
Joonyoung Lee ◽  
Tsz Lun (Alan) Chu ◽  
Changzhou Chen ◽  
Xiangli Gu
Keyword(s):  
Physical Activity ◽  
Health Disparities ◽  
Structural Equation ◽  
Randomized Clinical Trials ◽  
Equation Modeling ◽  
Hispanic Children ◽  
Motor Competence ◽  
Health Related ◽  
Fit Index

Promoting physical activity (PA) and eliminating health disparities among underserved minority children is a public health priority. The main purpose of this study was to examine the relationship of actual motor competence (a set of object control skills) and perceived motor competence with PA participation and health-related quality of life (HRQoL) among underserved Hispanic children who were born in the U.S. Guided by Stodden et al.’s conceptual model, we tested the direct and indirect effects (mediational model) of actual motor competence on health-related outcomes (PA and HRQoL) through perceived motor competence. Participants were 215 underserved Hispanic children (Mage = 10.55 years, SD = 0.53 [age range 10–12]; 51.6% boys), recruited from four elementary schools in the southwestern U.S., who completed validated questionnaires assessing their perceived motor competence, PA, and HRQoL. Their actual motor skills were assessed using PE MetricsTM. After examining the associations among the variables, we tested the hypothesized model using structural equation modeling (SEM; AMOS 25). The hypothesized model indicated a good fit (χ²/df = 38.427/24 = 1.60 < 5; non-normed fit index (NFI) = 0.93; comparative fit index (CFI) = 0.968; root mean square error of approximation (RMSEA) = 0.053 [0.016, 0.083]). The effect of actual motor competence on PA and HRQoL was fully mediated by perceived motor competence. The findings demonstrated the mediating role of perceived motor competence between actual motor competence and health-related outcomes (PA and HRQoL) among underserved Hispanic children. The results highlight that actual motor competence significantly predicted underserved Hispanic children’ perceived motor competence, which in turn positively predicted their PA and HRQoL. These findings have significant practical implications for future intervention strategies of randomized clinical trials in schools aimed at promoting PA and HRQoL and eliminating health disparities among underserved Hispanic children.

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