scholarly journals Adolescent Expectancy-Value Motivation, Achievement in Physical Education, and Physical Activity Participation

2013 ◽  
Vol 32 (3) ◽  
pp. 287-304 ◽  
Author(s):  
Xihe Zhu ◽  
Ang Chen
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
A Priori ◽  
Physical Activity Participation ◽  
Equation Modeling ◽  
Activity Participation ◽  
After School ◽  
Psychomotor Skill ◽  
Expectancy Value ◽  
Health Related

This study examined the relation between adolescent expectancy-value motivation, achievements, and after-school physical activity participation. Adolescents (N = 854) from 12 middle schools completed an expectancy-value motivation questionnaire, pre and posttests in psychomotor skill and health-related fitness knowledge tests, and a three-day after-school Physical Activity Recall. Data were analyzed using structural equation modeling to test an a priori model. Results revealed that expectancy belief significantly predicted adolescent psychomotor achievement, and that psychomotor achievement was the only direct significant predictor for physical activity participation (p < .05). Expectancy belief and task values were not significantly directly associated with adolescent physical activity participation (p > .05). The findings suggested the relation between adolescent expectancy-value motivation and physical activity participation is likely to be mediated by their psychomotor skill achievement.

scholarly journals The Association between Health-Related Fitness and Physical Activity during Weekdays: Do Fit Students Exercise More after School?

2019 ◽  
Vol 11 (15) ◽  
pp. 4127 ◽  
Author(s):  
Dehong Yang ◽  
Xihe Zhu ◽  
Justin A. Haegele ◽  
Patrick B. Wilson ◽  
Xueping Wu
Keyword(s):  
Physical Activity ◽  
Physical Fitness ◽  
Test Performance ◽  
Vigorous Physical Activity ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
After School ◽  
Sedentary Behaviors ◽  
Health Related ◽  
Health Related Fitness

Physically active students are more likely to be fit and learn better in school than sedentary ones. For school-aged children, it is unclear whether physical fitness level is an important determinant for student’s activity afterschool. This study examined the association between health-related physical fitness test performance and afterschool physical activity during weekdays. Participants (n = 97, 11–13 years old) completed health-related fitness tests. They wore Actigraph GT3X accelerometers for five consecutive days, recording physical activity participation during after school hours. Descriptive statistics for both afterschool physical activity and health-related fitness were summarized. Regression analyses were conducted to determine the association between variables. Participants spent most of their afterschool hours participating in sedentary behaviors (274.27 ± 66.89 min) and light physical activity (73.68 ± 51.66 min), and only 11.35 ± 16.92 min of moderate-to-vigorous physical activity (MVPA), accumulating approximately 2058.52 ± 1690.56 steps each day afterschool. The regression model explained 22.8% of the variance in afterschool MVPA, and Progressive Aerobic Cardiovascular Endurance Run (PACER) scores were the only statistically significant predictor (β = 0.47, p < 0.01). Fit students do tend to exercise more after school. Promoting physical fitness in school is an important factor for students’ afterschool physical activity participation during weekdays.

Issues of Health-Related Physical Fitness of the Adult Learner

2021 ◽  
pp. 1515-1536
Author(s):  
Donatus Udochukwu Chukwudo
Keyword(s):  
Physical Activity ◽  
Adult Learners ◽  
Physical Fitness ◽  
Adult Learner ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Health Related

This chapter discussed the importance of physical fitness concerning adult learners' readiness to participate meaningfully in academia. Despite the importance of health-related physical fitness, not many adults seem to have given the issue (physical fitness) the needed attention. The chapter focused on the issues associated with a reduced level of physical activity participation, and the changing modes of transportation, and how the issues could interfere with learning if not addressed — suggestions on how to improve physical fitness while learning constitutes parts of the discussion.

Predisposing, Reinforcing and Enabling Predictors of Middle School Children's After-school Physical Activity Participation

2011 ◽  
Vol 42 (3) ◽  
pp. 142-153 ◽  
Author(s):  
Kristi M. King ◽  
Roberta J. Ogletree ◽  
Joyce V. Fetro ◽  
Stephen L. Brown ◽  
Julie A. Partridge
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
After School

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.

Issues of Health-Related Physical Fitness of the Adult Learner

2020 ◽  
pp. 199-220
Author(s):  
Donatus Udochukwu Chukwudo
Keyword(s):  
Physical Activity ◽  
Adult Learners ◽  
Physical Fitness ◽  
Adult Learner ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Health Related

This chapter discussed the importance of physical fitness concerning adult learners' readiness to participate meaningfully in academia. Despite the importance of health-related physical fitness, not many adults seem to have given the issue (physical fitness) the needed attention. The chapter focused on the issues associated with a reduced level of physical activity participation, and the changing modes of transportation, and how the issues could interfere with learning if not addressed — suggestions on how to improve physical fitness while learning constitutes parts of the discussion.

Parental Influence on Children’s Moderate to Vigorous Physical Activity Participation: An Expectancy-Value Approach

1993 ◽  
Vol 5 (2) ◽  
pp. 151-167 ◽  
Author(s):  
Jill M. Dempsey ◽  
Jay C. Kimiecik ◽  
Thelma S. Horn
Keyword(s):  
Physical Activity ◽  
Parental Influence ◽  
Belief Systems ◽  
Vigorous Physical Activity ◽  
Physical Activity Behavior ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Task Orientation ◽  
Expectancy Value ◽  
Activity Behavior

This investigation examined parental influence on children’s moderate to vigorous physical activity (MVPA) participation via an expectancy-value model that included parents’ behavior, parents’ beliefs about their children’s MVPA, and children’s beliefs about their MVPA. The influence of parents on their children’s MVPA was investigated via questionnaires tapping the belief systems of fourth- and fifth-grade children (n=71) and their parents (n=69). Self-reported MVPA was assessed for parents and children. Correlational analyses demonstrated a number of significant relationships between parents’ belief systems and children’s MVPA behavior and children’s belief systems and their physical activity participation. Based on hierarchical regression analyses, there was no evidence of a positive relationship between parents’ physical activity behavior (role modeling) and children’s physical activity behavior. Parents’ perceptions of their children’s MVPA competence was the only parent belief system variable related to children’s MVPA participation. In addition, children’s task orientation and expectancies significantly predicted their MVPA participation.

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