Application of the Transtheoretical Model of Behavior Change to Preadolescents’ Physical Activity and Exercise Behavior

Abstract

The Transtheoreticai Model of behavior change was applied to a sample of 669 preadolescents (M age = 8.2) to determine whether stages of exercise could be observed. Associations between stage of exercise classification and demographic, fitness, and cognitive variables were examined. Stage of exercise classifications, on the basis of the Children’s Stage of Exercise Algorithm, were as follows: maintenance (50.8%), action (36.5%), preparation (3.1%), contemplation (4.9%), and precontemplation (4.6%). Stage of exercise was significantly related to gender, age, and grade level. Controlling for these differences, the relationship between exercise beliefs and stage of exercise was significant.

Children’s Understanding of the Concept of Physical Activity

“…A key issue which remains inadequately explored is whether or not elementary school-aged children adequately understand the concept of physical activity (6,7). That is, in addition to traditional sports and recreational activities, do young children think of walking or bicycling to school and household chores such as sweeping the floor as physical activity?…”

Relations of Transtheoretical Model Stage, Self-Efficacy, and Voluntary Physical Activity in African American Preadolescents

“…Thus, findings may benefit theory-based physical activity interventions in children through the suggested convergence of tenets from the TTM and self-efficacy theory. The validity of the TTM for children, which has sometimes been questioned (Cardinal et al, 1998), was also indirectly supported. Notably, the distribution of TTM stages in the present sample was considerably different from research with White children of approximately the same ages (Cardinal et al, 1998).…”

“…The validity of the TTM for children, which has sometimes been questioned (Cardinal et al, 1998), was also indirectly supported. Notably, the distribution of TTM stages in the present sample was considerably different from research with White children of approximately the same ages (Cardinal et al, 1998). In that study, 87% of the sample was classified in the action or maintenance stages, compared to only 47% in the present sample.…”

“…Physical activity interventions based on the TTM might focus on (a) education related to the effect of physical activity/inactivity on health risks for the precontemplation and contemplation stages (in which physical activity has not yet begun) and (b) training in how to manage situations to maximize consistency for the preparation and action stages (in which exercise has begun but is not yet habitual). The goal is to ultimately reach the maintenance stage of sustained regular exercise (Cardinal, Engels, & Zhu, 1998;Walton et al, 1999).…”

Increasing Children's Physical Activity

“…On this basis, children may be classified into one of several "stages of change" (Cardinal, Engels, & Zhu, 1998;Nigg & Courneya, 1998). It further suggests strategies that teachers within the physical education domain may use to guide the work they do.…”