scholarly journals Use of Physical Activity Self-Management Strategies by High School Students

2015 ◽  
Vol 27 (1) ◽  
pp. 168-174 ◽  
Author(s):  
Stewart G. Trost ◽  
Jan Hutley
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Self Efficacy ◽  
Management Strategy ◽  
Management Strategies ◽  
Strategy Use ◽  
Self Management ◽  
Use Of Self ◽  
School Students ◽  
Fourfold Increase

Teaching adolescents to use self-management strategies may be an effective approach to promoting lifelong physical activity (PA). However, the extent to which adolescents use self-management strategies and their impact on current PA have not been studied previously. The aims of this study were 1) to describe the prevalence of self-management strategy use in adolescents; and 2) to determine relationships between self-management strategy use, PA self-efficacy, and PA participation. 197 students completed questionnaires measuring use of self-management strategies, self-efficacy, and PA behavior. The most prevalent self-management strategies (>30%) were thinking about the benefits of PA, making PA more enjoyable, choosing activities that are convenient, setting aside time to do PA, and setting goals to do PA. Fewer than 10% reported rewarding oneself for PA, writing planned activities in a book or calendar, and keeping charts of PA. Use of self-management strategies was associated with increased self-efficacy (r = .47, p < .001) and higher levels of PA (r = .34 p < .001). A 1-unit difference in self-management strategy scores was associated with a ~fourfold increase in the probability of being active (OR = 3.7, 95% CI = 1.8-7.4). Although strongly associated with PA, a relatively small percentage of adolescents routinely use self-management strategies.

Use of self-management strategies in a 2-year cognitive-behavioral intervention to promote physical activity

2000 ◽  
Vol 31 (2) ◽  
pp. 365-379 ◽  
Author(s):  
Brian E. Saelens ◽  
Christine A. Gehrman ◽  
James F. Sallis ◽  
Karen J. Calfas ◽  
Julie A. Sarkin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Behavioral Intervention ◽  
Management Strategies ◽  
Cognitive Behavioral ◽  
Self Management ◽  
Use Of Self ◽  
Cognitive Behavioral Intervention

scholarly journals Effectiveness of Self Management in Reducing Truancy Behavior of High School Students in Bandar Lampung

2019 ◽  
Vol 6 (1) ◽  
pp. 43-48
Author(s):  
Hardiyansyah Masya ◽  
Badrul Kamil
Keyword(s):  
High School ◽  
High School Students ◽  
Environmental Factors ◽  
Self Management ◽  
Use Of Self ◽  
Discipline Problems ◽  
Environmental Aspects ◽  
School Students ◽  
Disciplinary Problems ◽  
Management Techniques

The phenomenon of disciplinary problems of the student  is still happen. Discipline behavior is a behavior that demonstrates obedience and compliance which requires students to comply with established regulations. One of the most frequent disciplinary violations is leaving school without permission. Several factors that influence students to break discipline are environmental factors. Therefore, it needs proper handling in overcoming discipline problems of students. one technique that can be used in overcoming disciplinary problems, namely self-management. In the use of self management techniques to overcome undisciplined behavior students are directed to modify environmental aspects that can influence the emergence of undisciplined behavior.

scholarly journals Social Cognitive Theory and Physical Activity Among Korean Male High-School Students

2018 ◽  
Vol 12 (4) ◽  
pp. 973-980 ◽  
Author(s):  
Chung Gun Lee ◽  
Seiyeong Park ◽  
Seung Hwan Lee ◽  
Hyunwoo Kim ◽  
Ji-Won Park
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
School Students ◽  
Physical Activity Interventions ◽  
Male High School

The most critical step in developing and implementing effective physical activity interventions is to understand the determinants and correlates of physical activity, and it is strongly suggested that such effort should be based on theories. The purpose of this study is to test the direct, indirect, and total effect of social cognitive theory constructs on physical activity among Korean male high-school students. Three-hundred and forty-one 10th-grade male students were recruited from a private single-sex high school located in Seoul, South Korea. Structural equation modeling was used to test the expected relationships among the latent variables. The proposed model accounted for 42% of the variance in physical activity. Self-efficacy had the strongest total effect on physical activity. Self-efficacy for being physically active was positively associated with physical activity ( p < .01). Self-efficacy also had positive indirect effects on physical activity through perceived benefits ( p < .05) and goal setting ( p < .01). The results of this study indicated that the social cognitive theory is a useful framework to understand physical activity among Korean male adolescents. Physical activity interventions targeting Korean male high-school students should focus on the major sources of efficacy.

scholarly journals Self-Management Strategies Mediate Self-Efficacy and Physical Activity

2005 ◽  
Vol 29 (1) ◽  
pp. 10-18 ◽  
Author(s):  
Rod K. Dishman ◽  
Robert W. Motl ◽  
James F. Sallis ◽  
Andrea L. Dunn ◽  
Amanda S. Birnbaum ◽  
...  
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Management Strategies ◽  
Self Management

Internal structure of a measure of self-efficacy in physical activity among high school students

1998 ◽  
Vol 46 (9) ◽  
pp. 1175-1182 ◽  
Author(s):  
John J.M. Dwyer ◽  
Kenneth R. Allison ◽  
Susan Makin
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Internal Structure ◽  
Self Efficacy ◽  
School Students

Self-Efficacy and Participation in Vigorous Physical Activity by High School Students

1999 ◽  
Vol 26 (1) ◽  
pp. 12-24 ◽  
Author(s):  
Kenneth R. Allison ◽  
John J. M. Dwyer ◽  
Susan Makin
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Vigorous Physical Activity ◽  
Gender Effects ◽  
Perceived Barriers ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
School Students

The relationship between physical activity self-efficacy and participation in vigorous physical activity by high school students is examined in this article. Self-efficacy is hypothesized to be positively related to participation in three settings (physical education class, other school-related activities, and outside of school). The effects of age, gender, perceived barriers, and actual barriers are also examined. The sample consists of 1,041 grade 9 and 11 students from a large Metropolitan Toronto school board. Factors derived from a previous (factor) analysis were used to examine the effects of self-efficacy, perceived barriers, and life strain (an actual barrier). The results of multiple regression analysis indicate that physical activity self-efficacy, despite external barriers (but not internal barriers), is predictive of physical activity participation in the hypothesized direction. Other results show consistent age and gender effects on physical activity participation and some support for the hypothesized relationship between perceived barriers and participation.

Relations of Perceived Physical Self-Efficacy and Motivational Responses toward Physical Activity by Urban High School Students

2005 ◽  
Vol 101 (2) ◽  
pp. 651-656 ◽  
Author(s):  
Paul M. Wright ◽  
Sheng Ding ◽  
Weidong Li
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Self Efficacy ◽  
School Students ◽  
Physical Ability ◽  
Physically Active ◽  
Self Presentation ◽  
Peer Modeling ◽  
Minority Adolescents ◽  
Urban Minority

To be effective in promoting physical activity among urban, minority adolescents, the factors and psychological processes that motivate them to engage in and maintain a physically active lifestyle should be examined. The relation of physical self-efficacy and motivational responses toward physical activity in 46 urban minority adolescents was explored. As hypothesized, there were significant positive relationships among Percieved Physical Ability, Physical Self-presentation Confidence, Effort, and Enjoyment (coefficients ranged from .29 to .80), suggesting that participants who had higher perceived physical ability were likely to report higher perceptions of self-presentation, more enjoyment of physical activity, and harder work in physical activity. These results indicate specific relationships among Effort, Enjoyment, Perceived Physical Ability, and Physical Self-presentation Confidence in this sample. Physical self-efficacy appears to be a stronger predictor of motivational responses in physical activity. Practical implications for physical educators include incorporating strategies known to develop self-efficacy, such as mastery experiences involving successive trials of increasing difficulty, self-observation, external feedback, peer modeling, and verbal persuasion.

Sign in / Sign up

Export Citation Format

Share Document