Please use this identifier to cite or link to this item: http://hdl.handle.net/10790/2980

What Matters When Children Play

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Item Summary

Title: What Matters When Children Play
Other Titles: Influence of Social Cognitive Theory and Perceived Environment on Levels of Physical Activity Among Elementary-Aged Youth
Authors: Long, Camonia
Harmon, Brook E.
Nigg, Claudio R.
Amato, Katie
Anwar, Mahabub-Ul
show 5 moreKutchman, Eve
Anthamatten, Peter
Browning, Raymond C.
Brink, Lois
Hill, James O.

show less
Issue Date: 2014
Publisher: Elsevier
Related To: http://dx.doi.org/10.1016/j.psychsport.2014.02.001
Abstract: Objectives

Social Cognitive Theory (SCT) has often been used as a guide to predict and modify physical activity (PA) behavior. We assessed the ability of commonly investigated SCT variables and perceived school environment variables to predict PA among elementary students. We also examined differences in influences between Hispanic and non-Hispanic students.

Design

This analysis used baseline data collected from eight schools who participated in a four-year study of a combined school-day curriculum and environmental intervention.

Methods

Data were collected from 393 students. A 3-step linear regression was used to measure associations between PA level, SCT variables (self-efficacy, social support, enjoyment), and perceived environment variables (schoolyard structures, condition, equipment/supervision). Logistic regression assessed associations between variables and whether students met PA recommendations.

Results

School and sex explained 6% of the moderate-to-vigorous PA models' variation. SCT variables explained an additional 15% of the models' variation, with much of the model's predictive ability coming from self-efficacy and social support. Sex was more strongly associated with PA level among Hispanic students, while self-efficacy was more strongly associated among non-Hispanic students. Perceived environment variables contributed little to the models.

Conclusions

Our findings add to the literature on the influences of PA among elementary-aged students. The differences seen in the influence of sex and self-efficacy among non-Hispanic and Hispanic students suggests these are areas where PA interventions could be tailored to improve efficacy. Additional research is needed to understand if different measures of perceived environment or perceptions at different ages may better predict PA.
Pages/Duration: 20 pages
URI/DOI: http://hdl.handle.net/10790/2980
DOI: 10.1016/j.psychsport.2014.02.001
Appears in Collections:Graham-Tutt, Camonia



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