Increasing Children’s Voluntary Physical Activity Outside of School Hours Through Targeting Social Cognitive Theory Variables

Annesi, James J.; Walsh, Stephanie; Greenwood, Brittney L.

doi:10.1177/2150131916656177

Cited by 12 publications

(15 citation statements)

References 41 publications

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“…In recent decades, physical inactivity has been identified as an important public health problem globally [1,2]. A number of initiatives aimed at encouraging more physical activity have emerged in an effort to tackle this issue [3][4][5]. Physical education plays an important role in promoting physical activity and healthy lifestyle behaviours.…”

Section: Introductionmentioning

confidence: 99%

“…Henriksen et al [2] highlight the significance of this fact for developing psychosocial factors in order to avoid aggressive behaviour between peers. Annesi et al [3] targeted social cognitive theory constructs to increase children's voluntary physical activity in school. In addition, Smith & Petosa [19] developed a peer-mentoring approach to encourage positive motivation, leading to enhanced healthy habits relating to sport practice.…”

Section: Introductionmentioning

confidence: 99%

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Analysis of the Psychometric Properties of Perceived Motivational Climate in Sport Questionnaire and Its Relationship to Physical Activity and Gender Using Structural Equation Modelling

et al. 2018

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(1) Background: Different authors have established that each type of motivation to sports can favor healthy habits in men and women, being important to promote more self-determined motivations. (2) Methods: The present study was designed to assess selected psychometric properties of the Perceived Motivational Climate in Sport Questionnaire and study the relationship between motivational climate, physical activity and gender in adolescents. Research was conducted with a sample of 2134 Spanish children (12.5 ± 1.4 years). (3) Results: The final scale was formed of two factors. The fit of factor 1 (ego climate) was 0.867, the fit for factor 2 was 0.851 (task climate) and the overall fit was 0.765. Structural equation modelling identified a negative relationship between ego climate and task climate. This relationship was strong in women. A direct relationship was found between the ego climate and task climate in relation to physical activity in men and women. Nevertheless, this positive relationship was stronger in men. (4) Conclusions: PMCSQ-2 test is a good instrument to measure the motivation towards sports practice. Moreover, it is important to promote adaptive types of motivation in physical education classes in order to generate pleasure for learning and long-term physical activity engagement.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analysis of the Psychometric Properties of Perceived Motivational Climate in Sport Questionnaire and Its Relationship to Physical Activity and Gender Using Structural Equation Modelling

et al. 2018

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“…However, different types of after-school activities may result in different impacts on student mental health. Previous studies demonstrated that students participating in after-school programs of yoga or sports had better well-being and self-efficacy [ 209 ], and decreased levels of anxiety [ 210 ] and negative mood [ 211 ], while another study showed that the after-school yoga program induced no significant changes in levels of depression, anxiety and stress among students [ 212 ]. Inconsistent findings on the effects of participation in art activities on student mental health were also reported [ 213 , 214 ].…”

Section: Resultsmentioning

confidence: 99%

School educational models and child mental health among K-12 students: a scoping review

Jiang

et al. 2022

Child Adolesc Psychiatry Ment Health

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Background The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies. Methods This scoping review followed the framework of Arksey and O’Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases. Results/findings After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development. Conclusions The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.

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“…Youth Fit 4 Life 14 Increase in moderate to intense physical activity outside of school (p <.001), self-regulation for physical activity (p <.001), self-efficacy for exercise (p = 0.015) and negative mood (p = 0.001). Physical activity mediated both changes in self-regulation and changes in self-regulation mediated physical activity (p <0.001), revealing reciprocity.…”

Section: Highmentioning

confidence: 99%

“…The duration of intervention varied between a single session 20 and 20 months 10 , with the most common being 8 weeks 9,12,18,23 . Intervention sessions took place over 3 times a week in most studies 13,14,16,18 . In 6 studies 10,12,19,[21][22][23] the weekly frequency was not controlled because the intervention program was applied by teachers in the school routine.…”

Section: Undefinedmentioning

confidence: 99%

Sources of self-efficacy for motor learning in children: systematic literature review in clinical trials

Oliveira

Manzini

Figueiredo

et al. 2020

Rev. bras. cineantropom. desempenho hum.

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This study aimed to verify the effects of intervention models on the motor activity of children elaborated from the self-efficacy theory. The systematic review of randomized controlled clinical trials with the PRISMA strategy was used. Sixteen studies were descriptively analyzed and revealed that knowledge based on the self-efficacy theory related to motor activity has been more frequently integrated into broad intervention programs in the school environment, collectively applied, stimulating aspects related to children's health and prevention of childhood obesity. Important results were obtained in the development of self-efficacy and motor activity stimulation; however, results are not conclusive regarding the mediation among these variables. Contributions for intervention programs are detailed in this manuscript, allowing the visualization of strategies to build a mastery context, favoring the establishment of an adequate concept of motor self-efficacy in children and the development of self-regulation skills.

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Increasing Children’s Voluntary Physical Activity Outside of School Hours Through Targeting Social Cognitive Theory Variables

Abstract: Targeting theory-based psychosocial changes within a structured after-school care physical activity program was associated with increases in children's overall time being physically active. After replication, large scale application will be warranted.

Cited by 12 publications

References 41 publications

Analysis of the Psychometric Properties of Perceived Motivational Climate in Sport Questionnaire and Its Relationship to Physical Activity and Gender Using Structural Equation Modelling

Analysis of the Psychometric Properties of Perceived Motivational Climate in Sport Questionnaire and Its Relationship to Physical Activity and Gender Using Structural Equation Modelling

School educational models and child mental health among K-12 students: a scoping review

Sources of self-efficacy for motor learning in children: systematic literature review in clinical trials

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