Mediators of behavior change in two tailored physical activity interventions for adolescent girls

Abstract

Participation in regular physical activity is associated with a variety of positive outcomes for young people (Strong et al., 2005). Although many of the physiological benefits of physical activity are difficult to establish during youth (Cavill, Biddle, & Sallis, 2001; Riddoch, 1998), longitudinal studies have consistently demonstrated a positive link between an active lifestyle and a number of favorable outcomes during this period (Boreham et al., 2004; Epstein, Paluch, Gordy, & Dorn, 2000; McMurray et al., 2002). Despite the many benefits of an active lifestyle, physical activity levels decline during adolescence (Sallis, 2000). This decline is more pronounced among adolescent girls, who often opt out of compulsory physical activity at the first opportunity (Caspersen, Pereira, & Curran, 2000; U.S. Department of Health & Human Services, 1996). Adolescent Iranian girls are at a particularly high risk for adopting sedentary behavior due to specific cultural barriers, such as restrictions regarding exercising in public. A recent study of adolescent Iranian girls found that only 36% of individuals were in the adoption stages of physical activity (Taymoori, Niknami, Ghofranipour, & Kazemnejad, 2006). Schools have been identified as key institutions for the promotion of physical activity

Development of a Chinese Emotional Intelligence Inventory and Its Association with Physical Activity

“…However, the prevalence of inactivity among Taiwan college students has increased for the last decade; there are only 10.7% who exercise regularly enough to the recommended level that can reap the health benefits (Lin et al 2006), thus, those inactive may lead to adverse health consequences early in life (Racette et al 2007). While Taymoori and Lubans (2008) suggested that the lack of knowledge regarding the mechanisms responsible for behavior change may explain the low levels of effectiveness in PA interventions among individuals, Dishman (2004) indicated that emotional changes related to exercise are an important part of exercise adherence. Thus, hypothesizing EI as a key component for the development of regular exercise behavior seems rationale.…”

Physical Activity Interventions in Middle School and High School Girls A Review

“…The majority of time that adolescent females are engaged in PA is during school and during the weekdays (Mota, Santos, Guerra, Ribeiro, & Duarte, 2003). PE class is effective at increasing moderate to vigorous activity among students and is an important avenue to provide adolescents with skills, knowledge, and capabilities to participate in PA for increased health benefits (Shen, McCaughtry, & Martin, 2007;Taymoori & Lubans, 2008). Not only do students learn the skills and knowledge to be healthy and active, they also learn how to live healthy lifestyles, as they become adults.…”

“…Many psychological benefits have been linked to PA including self-efficacy, self-esteem, and confidence. A study by Taymoori and Lubans (2008) found that adolescent girls who participated in a PA intervention had higher levels of self-efficacy and high levels of perceived benefits of PA when compared to girls who were not participating in the intervention. They also found that girls in the intervention group reported fewer barriers to being physically active.…”

Bristol Girls Dance Project: a cluster randomised controlled trial of an after-school dance programme to increase physical activity among 11- to 12-year-old girls

“…Taymoori and Lubans 16 used theoretical constructs to aid the development of educational and counselling sessions for girls in order to identify potential mediators of PA behaviour change. Both interventions showed an intervention effect on self-reported PA.…”