Influences of Social Support, Perceived Barriers, and Negative Meanings of Physical Activity on Physical Activity in Middle School Students

Hsu, Ya-Wen; Chou, Chih-Ping; Nguyen-Rodriguez, Selena T.; McClain, Arianna D.; Belcher, Britni R.; Spruijt‐Metz, Donna

doi:10.1123/jpah.8.2.210

Cited by 45 publications

(43 citation statements)

References 57 publications

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“…There is a lack of studies taking into account support from teachers when investigating the relative importance of family, friends, and teachers on adolescent boys' school-based physical activity. Consistent with the study by Hsu et al [33], the present study identified family support as significantly influencing boys' physical activity, while the effect of friend support was not significant. This finding was explicable based on the substantial reliance of adolescent boys on instrumental or informational and emotional support from family.…”

Section: Discussionsupporting

confidence: 91%

“…Much attention has been paid to comparing the influences of family and friends as sources of social support for adolescent physical activity [11,[29][30][31][32][33]. However, conflicting results were found in previous studies [11,29,30,32,33]. There is a lack of studies taking into account support from teachers when investigating the relative importance of family, friends, and teachers on adolescent boys' school-based physical activity.…”

Section: Discussionmentioning

confidence: 99%

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Direct and indirect effects of multilevel factors on school-based physical activity among Japanese adolescent boys

He¹,

Ishii²,

Shibata³

et al. 2013

Health

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Purpose: Background: Physical activity is a complex behavior which involves the interaction of multilevel factors at the individual, social and environmental level. However, previous studies have largely focused on psychological and/or social environmental factors and the direct impact of such factors on physical activity. There are few studies having examined how multilevel factors may interact to influence activity level. Therefore, the purpose of the present study was to examine both direct and indirect effects of multilevel factors on school-based physical activity in Japanese adolescent boys. Methods: In this cross-sectional survey of the Japanese adolescent lifestyles, 379 junior high school boys were invited to complete self-report measures of age, grade, weight, height, self-efficacy, social support (family, friends and teachers), school physical environment (equipment, facilities and safety) and average minutes per week of physical activity during lunch time and after-school hours occurring at school. Structural equation modeling analyses controlling for age were utilized to examine the effects of body mass index (BMI), self-efficacy, social support and school physical environmental variables on lunchtime and after-school physical activity. Results: During lunch time, self-efficacy exhibited direct positive effects on physical activity. BMI, facilities, and safety were indirectly associated with lunchtime physical activity through self-efficacy. However, there were no significant relationships of equipment and social support with lunchtime physical activity. During after-school hours, family support and facilities directly affected physical activity. Self-efficacy was indirectly related with physical activity through family support. BMI, equipment, and safety indirectly affected physical activity through self-efficacy and/or family support. Conclusion: Effects of multilevel factor on physical activity among adolescent boys differed according to context, which implies that interventions to promote physical activity should be context-specific. Findings encourage the development of future effective interventions to promote physical activity through self-efficacy during lunch time as well as family support during after-school hours.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Direct and indirect effects of multilevel factors on school-based physical activity among Japanese adolescent boys

He¹,

Ishii²,

Shibata³

et al. 2013

Health

View full text Add to dashboard Cite

show abstract

“…contribute to the accumulation of validity evidence for the more general classification of perceived barriers into internal and external factors (21). Finally, the findings showed evidence of subscale score reliability, and thus show promise for researchers using this self-report PB-MVPA scale to understand which types of perceived barriers hinder MVPA.…”

Section: Discussionmentioning

confidence: 68%

“…Others have categorized barriers into two categories representing individual and environmental dimensions (35) or representing negative personal emotions and personal sense of immobilization (33). Investigators have also categorized perceived barriers into either internal or external dimensions (3,12,21). In this case, perceived internal barriers encompass a variety of inner emotions and thoughts that people identify as reasons that interfere with their physical activity participation.…”

Section: Introductionmentioning

confidence: 99%

Measuring Perceived Barriers to Physical Activity in Adolescents

Gunnell

Brunet

Wing

et al. 2015

Pediatric Exercise Science

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“…From the social ecological perspective, physical activity behavior is determined by an interaction of multilevel influences across personal, social and environmental factors, although previous studies mainly examine psychological and/or social environmental factors [6][7][8][9][10][11][12]. Few studies have examined physical environmental influences on physical activity, which are recognized as having long-term effects on population-based health behaviors.…”

Section: Introductionmentioning

confidence: 99%

Mediation effects of social support on relationships of perceived environment and self-efficacy with school-based physical activity: A structural equation model tailored for Japanese adolescent girls

He¹,

Ishii²,

Shibata³

et al. 2013

OJPM

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Background: Identifying correlates of physical activity that can be targeted as potential mediators is important for developing interventions to promote physical activity in adolescent girls. However, the mediated effects of multilevel correlates of physical activity remain poorly understood. Therefore, the present study aimed to examine direct and mediated effects of personal, social and perceived school physical environmental factors on school-based physical activity of Japanese adolescent girls. Methods: In this cross-sectional survey of the Japanese adolescent lifestyles, 344 junior high school girls were invited to complete self-report measures of age, grade, weight, height, self-efficacy, social support (family, friends and teachers), perceived school physical environment (equipment, facilities and safety) and physical activity at school (min per week during lunch time and after-school hours). Structural equation modeling analysis controlling for age was performed to examine the effects of body mass index (BMI), self-efficacy, social support and school physical environmental variables on lunchtime and after-hours physical activity. Results: The final structural model demonstrated an acceptable fit for each context-specific physical activity. During lunch recess, perceived equipment and friend support exhibited direct effects on physical activity; perceived facilities, safety, and selfefficacy were indirectly associated with physical activity through friend support. During afterschool hours, both family and friend support directly affected physical activity at school; perceived safety, facilities and self-efficacy exhibited indirect effects on physical activity through family or friend support. However, there were no significant associations between equipment and after-school-hours physical activity. Regardless of contexts, BMI had neither direct nor indirect effects on physical activity. Conclusion: Social support from family and friends was identified as factors mediating the effects of perceived environment and self-efficacy on school-based physical activity among Japanese adolescent girls. This finding encourages the future development of effective interventions to promote physical activity through family and friend support in the future.

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Influences of Social Support, Perceived Barriers, and Negative Meanings of Physical Activity on Physical Activity in Middle School Students

Cited by 45 publications

References 57 publications

Direct and indirect effects of multilevel factors on school-based physical activity among Japanese adolescent boys

Direct and indirect effects of multilevel factors on school-based physical activity among Japanese adolescent boys

Measuring Perceived Barriers to Physical Activity in Adolescents

Mediation effects of social support on relationships of perceived environment and self-efficacy with school-based physical activity: A structural equation model tailored for Japanese adolescent girls

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