Psychosocial and demographic correlates of objectively measured physical activity in structured and unstructured after-school recreation sessions

Rosenkranz, Richard R.; Welk, Gregory J.; Hastmann, Tanis J.; Dzewaltowski, David A.

doi:10.1016/j.jsams.2011.01.005

Cited by 20 publications

(21 citation statements)

References 16 publications

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“…This finding reinforces previous findings about the importance of sex and SCT variables in predicting children's physical activity (Rosenkranz, Welk, Hastmann, & Dzewaltowski, 2011; van der Horst et al, 2007). While previous work has looked at specific types of social support (e.g., classmate, peer, family) (Bean, Miller, Mazzeo, & Fries, 2012; Brown et al, 2013; Martin, McCaughtry, Flory, Murphy, & Wisdom, 2011), our measure used a global definition of social support that included family, neighborhood friends, and school friends.…”

Section: Discussionsupporting

confidence: 91%

What matters when children play: Influence of Social Cognitive Theory and perceived environment on levels of physical activity among elementary-aged youth

Harmon¹,

Nigg²,

Long³

et al. 2014

Psychology of Sport and Exercise

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Objectives Social Cognitive Theory (SCT) has often been used as a guide to predict and modify physical activity (PA) behavior. We assessed the ability of commonly investigated SCT variables and perceived school environment variables to predict PA among elementary students. We also examined differences in influences between Hispanic and non-Hispanic students. Design This analysis used baseline data collected from eight schools who participated in a four-year study of a combined school-day curriculum and environmental intervention. Methods Data were collected from 393 students. A 3-step linear regression was used to measure associations between PA level, SCT variables (self-efficacy, social support, enjoyment), and perceived environment variables (schoolyard structures, condition, equipment/supervision). Logistic regression assessed associations between variables and whether students met PA recommendations. Results School and sex explained 6% of the moderate-to-vigorous PA models' variation. SCT variables explained an additional 15% of the models' variation, with much of the model's predictive ability coming from self-efficacy and social support. Sex was more strongly associated with PA level among Hispanic students, while self-efficacy was more strongly associated among non-Hispanic students. Perceived environment variables contributed little to the models. Conclusions Our findings add to the literature on the influences of PA among elementary-aged students. The differences seen in the influence of sex and self-efficacy among non-Hispanic and Hispanic students suggests these are areas where PA interventions could be tailored to improve efficacy. Additional research is needed to understand if different measures of perceived environment or perceptions at different ages may better predict PA.

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Section: Discussionsupporting

confidence: 91%

What matters when children play: Influence of Social Cognitive Theory and perceived environment on levels of physical activity among elementary-aged youth

Harmon¹,

Nigg²,

Long³

et al. 2014

Psychology of Sport and Exercise

View full text Add to dashboard Cite

show abstract

“…To date, a limited number of studies have evaluated the association between such ASP contextual program characteristics and children’s physical activity and sedentary behaviors. Findings from these studies suggest that children spend significantly more time in MVPA when engaged in outdoor free-play (Coleman et al, 2008; Rosenkranz et al, 2011). Additional examination of these associations can assist in identifying modifiable leverage points within the ASP setting that can be targeted in interventions to increase children’s MVPA (Beets et al, 2013b).…”

Section: Introductionmentioning

confidence: 99%

Association of environment and policy characteristics on children's moderate-to-vigorous physical activity and time spent sedentary in afterschool programs

Ajja

Clennin

Weaver

et al. 2014

Preventive Medicine

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Background Afterschool programs (ASPs) are an important setting in which to promote children’s physical activity. This study examines the association of environmental and policy characteristics on the moderate-to-vigorous physical activity (MVPA) and sedentary behavior of children attending ASPs. Methods A total of 1,302 children attending 20 ASPs across South Carolina wore accelerometers (ActiGraph GT3X+) for up to 4 non-consecutive days. Policy-level characteristics were evaluated using the Healthy Afterschool Program Index-Physical Activity (HAPI-PA) scale. Physical activity space was measured using a measuring wheel (indoor, ft2) and GIS (outdoor, acres). The structure (free-play or organized) of activity opportunities, was evaluated via direct observation. Time spent in MVPA and sedentary, both indoors and outdoors, was estimated using accelerometry. Results For every 5000ft2 of utilized indoor activity space an additional 2.4 and 3.3 minutes/day of sedentary behavior was observed among boys and girls, respectively. A higher ratio of free-play to organized play was associated with higher indoor sedentary behavior among boys and girls (3.9 minutes/day and 10.0 minutes/day, respectively). For every one acre of outdoor activity space used, an additional 2.7 minutes/day of MVPA was observed for boys. A higher free-play to organized play ratio was associated with higher outdoor MVPA for boys and girls (4.4 and 3.4 minutes/day increase, respectively). Policy characteristics were unrelated to MVPA levels and time spent sedentary. Conclusion Findings indicate that policies and the size of activity space had limited influence on MVPA and sedentary behavior, suggesting that programmatic structure may be a more effective option to improve MVPA levels of children attending ASPs.

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“…Boys tend to be more physically active than girls (Andersen et al 2008;Cardon et al 2008;Grontved et al 2009;Nielsen, Pfister, and Bo Andersen 2011;Rosenkranz et al 2011) and they engage 2 V.A. Temple et al in more moderate and vigorous physical activity than girls (Pate et al 2004;Sääkslahti et al 2004;Dessing et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Recreational activities and motor skills of children in kindergarten

Temple

Crane

Brown

et al. 2014

Physical Education and Sport Pedagogy

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Background: Developmental theorists suggest that physical activity during early childhood promotes fundamental motor skill (FMS) proficiency; and that differences in FMS proficiency are largely related to children's experiences. Aim: To examine associations between participation in different types of recreation/ leisure and FMS proficiency of boys and girls in their first year of school. We hypothesized that there would be positive associations between FMS proficiency and participation in organized sport, physical activities, and active physical recreation; but not for other types of recreation/leisure. Method: Participants (n ¼ 74) were kindergarten children (Mage ¼ 5y11 m; boys ¼ 55%). Parents completed the diversity dimension of the Children's Assessment of Participation and Enjoyment (CAPE) survey. The CAPE measures children's participation in everyday activities outside of mandated school activities in the past four months in five types of formal and informal activities, specifically: Recreational activities, Physical activities, Social activities, Skill-Based activities, and SelfImprovement activities. Two categories of activities were also reported: Organized Sport and Active Physical Recreation. Locomotor and object control skills were assessed using the Test of Gross Motor Development-2 and static balance was assessed using a stork stand. Sex-based differences in motor skills and participation were examined using chi-squared analyses. Correlation coefficients were used to examine relationships between motor skills and CAPE sub-domains and categories. Linear regression was used to examine whether the type of activity predicted motor skill proficiency and the reverse. Results: There were no sex-based differences in locomotor skills; whereas boys' object control skill scores were significantly higher than girls, and girls' stork stand scores were higher than boys'. Although there were no sex-based differences in the more active categories of recreational pastimes; girls participated in significantly more formal and informal dance and the prevalence of participation in team sports was significantly higher for boys. For boys, participation in physical activities predicted both locomotor and object control skill scores, organized sport predicted object control skills, and active recreation predicted stork stand times and object control skill scores. These relationships were not evident among the girls. Conclusions: These findings illustrate that young children participate in a narrower array of physically active recreational pursuits compared with less active pursuits. There were notable sex-based differences in the relationships between participation and motor skill proficiency. For girls, none of the associations between recreational pastimes and motor skill proficiency were significant. This suggests that the motor proficiency of girls, as assessed in this study, is neither a precursor to, nor an outcome of, participation in active recreational pastimes. Contrastingly, the findings for boys support theory t...

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Psychosocial and demographic correlates of objectively measured physical activity in structured and unstructured after-school recreation sessions

Cited by 20 publications

References 16 publications

What matters when children play: Influence of Social Cognitive Theory and perceived environment on levels of physical activity among elementary-aged youth

What matters when children play: Influence of Social Cognitive Theory and perceived environment on levels of physical activity among elementary-aged youth

Association of environment and policy characteristics on children's moderate-to-vigorous physical activity and time spent sedentary in afterschool programs

Recreational activities and motor skills of children in kindergarten

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