Training teachers to implement physical activity: Applying social cognitive theory

2019 ◽  
Vol 78 (4) ◽  
pp. 464-475 ◽  
Author(s):  
Elizabeth A Hivner ◽  
Alicia M Hoke ◽  
Erica B Francis ◽  
Erik B Lehman ◽  
Grace W Hwang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Teacher Training ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
School Classroom ◽  
Teacher Self Efficacy ◽  
The Impact

Objective: To evaluate the impact of three types of social cognitive theory (SCT)-based elementary school classroom physical activity (PA) training on teachers’ implementation rates, attitudes, knowledge and behaviour. Design: Key stakeholder focus groups informed development of phase II which took the form of a randomised controlled trial of three different intensities of teacher training to conduct classroom-based PA sessions. Setting: The study was conducted over one school year (2016–2017), across four elementary schools in the USA. Methods: Researchers delivered professional development to teachers, focusing on effective methods for PA use in the classroom through three formats: webinar, in-person training and in-person with personalised assistance. Training content was built on SCT constructs. This study examined the impact of the PA training on SCT construct outcomes among elementary school classroom teachers ( n = 41). Study outcome measures included reciprocal determinism, behavioural capability, outcome expectations and self-efficacy. Over the 12-week period following the training, teachers completed surveys to measure SCT construct outcomes. Results: Results of the intervention demonstrated an increase in teacher self-efficacy and knowledge ( p < .01 and p < .01). There was a significant increase of teachers who started using PA in the classroom who indicated no use at baseline (from 21% to 6% not using). Conclusion: The use of SCT to provide a teacher training is an effective method to increase classroom PA, while improving teacher self-efficacy and knowledge concerning PA implementation.

Impact of After School Programming on Physical Activity Among Adolescents With Visual Impairments

2013 ◽  
Vol 30 (2) ◽  
pp. 127-146 ◽  
Author(s):  
Carlos M. Cervantes ◽  
David L. Porretta
Keyword(s):  
Physical Activity ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Visual Impairments ◽  
After School ◽  
Single Subject ◽  
The Impact

The purpose of this study was to examine the impact of an after school physical activity intervention on adolescents with visual impairments within the context of Social Cognitive Theory. Four adolescents with visual impairments (1 female, 3 males) between 14 and 19 years of age from a residential school for the blind served as participants. We used a range-bound changing criterion single-subject design. Physical activity was measured using ActiGraph accelerometers. Questionnaires were used to obtain information on selected social cognitive theory constructs. Results show that the intervention exerted functional control over the target behaviors (e.g., leisure-time physical activity) during intervention phases. Similarly, changes in scores for selected social cognitive constructs, in particular for outcome expectancy value, suggest a positive relationship between those constructs and physical activity behavior. No maintenance effects were observed.

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 Social Cognitive Theory and Physical Activity in Older Adults with Multiple Sclerosis

2020 ◽  
pp. 0000-0000
Author(s):  
Jessica F. Baird ◽  
Stephanie L. Silveira ◽  
Robert W. Motl
Keyword(s):  
Physical Activity ◽  
Multiple Sclerosis ◽  
Older Adults ◽  
Social Cognitive Theory ◽  
Goal Setting ◽  
Self Efficacy ◽  
Behavioral Interventions ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Bivariate Correlation

Abstract Background: The expanding population of older adults with multiple sclerosis (MS) likely experience many of the same benefits of physical activity as younger and middle-aged adults with MS. However, participation in physical activity is exceedingly low in this particular segment of the MS population. This study examined variables from social cognitive theory (SCT) as correlates of physical activity in older adults with MS, as this might inform the subsequent development of behavioral interventions. Methods: Older adults with MS (≥60 years, N = 180) completed an online survey including demographics and clinical characteristics, SCT variables (exercise self-efficacy, exercise goal setting, social support, and outcome expectations), and physical activity (total physical activity (PA) and moderate-to-vigorous physical activity (MVPA)). Results: Bivariate correlation analyses indicated that all SCT variables were significantly associated with both PA and MVPA (all P values ≤ .001). Hierarchical linear regression analyses indicated that disability status was a significant correlate of PA (β = −0.48; R2 = 0.23) and MVPA (β = −0.44; R2 = 0.19) in Step 1; disability and self-efficacy were significant correlates of PA (disability β = −0.20; self-efficacy β = 0.59; R2 = 0.50) and MVPA (disability β = −0.16; self-efficacy β = 0.60; R2 = 0.47) in Step 2; and disability, self-efficacy, and exercise goal setting were significant correlates of PA (disability β = −0.21; self-efficacy β = 0.50; exercise goal setting β = 0.14; R2 = 0.55) and MVPA (disability β = −0.17; self-efficacy β = 0.51; exercise goal setting β = 0.15; R2 = 0.51) in Step 3. Conclusions: Our results suggest that behavioral interventions targeting self-efficacy and exercise goal setting as targets from SCT may be appropriate for increasing physical activity in older adults with MS.

scholarly journals A Test of Social Cognitive Theory to Explain Men’s Physical Activity During a Gender-Tailored Weight Loss Program

2016 ◽  
Vol 10 (6) ◽  
pp. NP176-NP187 ◽  
Author(s):  
Myles D. Young ◽  
Ronald C. Plotnikoff ◽  
Clare E. Collins ◽  
Robin Callister ◽  
Philip J. Morgan
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
Weight Loss ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Weight Loss Program ◽  
Medium Effect

Physical inactivity is a leading contributor to the burden of disease in men. Social–cognitive theories may improve physical activity (PA) interventions by identifying which variables to target to maximize intervention impact. This study tested the utility of Bandura’s social cognitive theory (SCT) to explain men’s PA during a 3-month weight loss program. Participants were 204 overweight/obese men ( M [ SD] age = 46.6 [11.3] years; body mass index = 33.1 [3.5] kg/m2). A longitudinal, latent variable structural equation model tested the associations between SCT constructs (i.e., self-efficacy, outcome expectations, intention, and social support) and self-reported moderate-to-vigorous PA (MVPA) and examined the total PA variance explained by SCT. After controlling for Time 1 cognitions and behavior, the model fit the data well (χ2 = 73.9, degrees of freedom = 39, p < .001; normed χ2 = 1.9; comparative fit index = 0.96; standardized root mean residual = 0.059) and explained 65% of the variance in MVPA at Time 2. At Time 2, self-efficacy demonstrated the largest direct and total effects on MVPA (βdirect = .45, p < .001; βtotal = .67, p = .002). A small-to-medium effect was observed from intention to MVPA, but not from outcome expectations or social support. This study provides some evidence supporting the tenets of SCT when examining PA behavior in overweight and obese men. Future PA and weight loss interventions for men may benefit by targeting self-efficacy and intention, but the utility of targeting social support and outcome expectations requires further examination.

scholarly journals Examining Multilevel Environmental Correlates of Physical Activity Among Older Adults With Multiple Sclerosis

2020 ◽  
pp. 1-8
Author(s):  
Stephanie L. Silveira ◽  
Jessica F. Baird ◽  
Robert W. Motl
Keyword(s):  
Physical Activity ◽  
Multiple Sclerosis ◽  
Older Adults ◽  
Built Environment ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Health Behavior Change

Three hundred and sixty-three older adults with multiple sclerosis completed a cross-sectional study examining hierarchical correlates of physical activity using a social cognitive theory perspective within a social ecological model (i.e., built environment, social environment, and individual social cognitive theory variables). Hierarchical linear regression analyses were conducted, wherein significant associations were noted for built environment (i.e., land-use mix diversity and aesthetics) and physical activity in Step 1 (R2 = .09). Social and built environment were significant correlates in Step 2 (R2 = .15). Finally in Step 3, individual social cognitive theory variables (i.e., self-efficacy and outcome expectations) were the only significant correlates of total physical activity (R2 = .38). Results were comparable for health-promoting physical activity; however, self-efficacy was the only significant correlate in Step 3 (R2 = .36). This study provides guidance for researchers and practitioners on relevant targets for tailoring interventions for older adults with multiple sclerosis and supports an emphasis on self-efficacy as a primary predictor of health behavior change.

scholarly journals Social Cognitive Theory Correlates of Physical Activity in Inactive Adults with Multiple Sclerosis

2018 ◽  
Vol 20 (3) ◽  
pp. 129-135 ◽  
Author(s):  
Marcin Kacper Uszynski ◽  
Blathin Casey ◽  
Sara Hayes ◽  
Stephen Gallagher ◽  
Helen Purtill ◽  
...  
Keyword(s):  
Physical Activity ◽  
Multiple Sclerosis ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Controlled Trial ◽  
Linear Regression Analysis ◽  
Significant Variable ◽  
Bivariate Correlation

Background: There is a growing body of evidence that physical activity (PA) improves symptoms of multiple sclerosis (MS). Despite the benefits of PA, people with MS are relatively inactive compared with their healthy counterparts. This study investigated associations between social cognitive theory (SCT) constructs and energy expenditure (EE) as an objective measure of PA in a sample of inactive people with MS. Methods: Participants (n = 65) completed several questionnaires and were assessed using standardized outcome measures as part of a cross-sectional analysis of baseline data from a randomized controlled trial (Step it Up). Results: The bivariate correlation analysis indicated that of all SCT constructs, only exercise self-efficacy was significantly correlated with EE (r = 0.297, P = .022). Multiple linear regression analysis found that exercise self-efficacy independently explained 9% of the variance in EE (R2 = 0.088). A model including exercise self-efficacy, exercise goal setting, exercise planning, and exercise benefits explained 17% of the variance in EE (F4,54 = 2.741, P = .038, R2 = 0.169). In this model, only exercise self-efficacy was significantly associated with EE scores (Exercise Self-Efficacy Scale β = .320, P = .016). Conclusions: The constructs of SCT explained little of the variance of objectively measured PA in a sample of inactive people with MS who volunteered for an exercise trial. The only significant variable was exercise self-efficacy, which confirms the importance of enhancing it through PA interventions.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

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