The dimensions of teachers' burnout might play different roles in the transmission from teachers to students. Teachers' status of burnout is an important environmental factor associated with students' quality of motivation.

BackgroundBeginning in the elementary school years, there are differences among children on how they perceive their competence in physical activity (PA). Children's competence perceptions may influence their affective reactions to PA. A crucial question is how to motivate children who hold low competence perceptions to enhance their enjoyment and PA involvement. Because parents play critical roles in children's development and socialization, social support from parents can be an important factor to complement teachers' effort to enhance children's enjoyment and PA involvement. In this research we identified the associations among children's beliefs about parental social support, perceived competence, and enjoyment in school PA.MethodsThree hundred and twenty children (9–11 years old) participated in a two-wave study. At the first wave, children completed questionnaires measuring their beliefs about parental social support, perceived competence, and enjoyment in school PA; they reported their enjoyment again 8 months later at the second wave.ResultsBoth concurrent and longitudinal analyses revealed that beliefs about parental social support were important factors associated with children's enjoyment in school PA, especially among girls with low competence perceptions.ConclusionFamily socialization factors should be taken into consideration. The efficacy of individual and community-level strategies should be included and evaluated when designing effective intervention strategies that enhance children's PA in school.

The impact of Comprehensive School Physical Activity Programs (CSPAPs) on urban children’s, educators’, and parents’ physical activity (PA) is relatively unknown. The purpose of this study was to explore overall changes in student, educator, and parent PA after an 8-month CSPAP-based program. This longitudinal, exploratory study implemented a CSPAP in 20 urban elementary schools, with six randomized for research. In-school PA was measured prepost for all fourth grade students using accelerometers. Parent and educator PA was self-reported using the IPAQ. RM-ANOVAs revealed significant prepost increases in minutes of student MVPA (P < .001). Parents significantly increased PA (P < .01) and although educators’ reported change in PA, it was not statistically significant (P = .50). This study provides unique information about the potential influence of one CSPAP on students’ overall PA, PA by individual context within the school, the differential PA patterns by race, and PA changes for educators and parents.

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These findings suggest that weight loss interventions for adolescent females might consider including strategies to elicit or to create and promote social support for healthy eating from peers. Future studies are needed to test this relationship.