Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

Martin, Jeffrey J.; McCaughtry, Nate; Flory, Sara B.; Murphy, Anne; Wisdom, Kimberlydawn

doi:10.1080/02701367.2011.10599752

Cited by 41 publications

(34 citation statements)

References 32 publications

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“…Social support for PA can arise from modeling a behavior, encouraging participation, and attending and/or providing transportation to and from sporting or activity events. High levels of peer support for PA have been related to both initiating and maintaining PA [ 33 , 34 ]. In a review of the literature on this topic, Beets et al (2010) found consistent reports that both peer and parent support for PA had mainly positive effects on children’s PA levels [ 34 ].…”

Section: Discussionmentioning

confidence: 99%

Regional Variations in Physical Fitness and Activity in Healthy and Overweight Ecuadorian Adolescents

et al. 2018

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Background: Insufficient physical activity (PA) and excessive sedentary behavior (SB) are the main contributors to adolescent obesity. However, it is uncertain whether recent economic growth and urbanization in Ecuador are contributing to an obesogenic environment. This study assessed the relationships among fitness, PA, SB, and perceived social support for PA in adolescents from urban (Quito) and rural (Loja) Ecuador. Methods: Fitness was estimated using 3-min step test and PA and SB participation and social support for PA were self-reported in 407 adolescents. T-tests and analysis of variance assessed differences by sex, obesity status, and region of Ecuador. Pearson correlations assessed relationships among PA, SB, fitness, and social support. Results: Males and rural adolescents (48.3 ± 9.4 and 47.1 ± 9.6 mL/kg/min) were more fit than females and urban adolescents (41.1 ± 7.5 and 39.7 ± 6.1 mL/kg/min). Fitness was negatively correlated with obesity only in rural Ecuador. Few adolescents reported ≥60 min/day of PA (8.4%) or ≤2 h/day of SB (30.2%), with greater SB participation in rural Ecuador. Weak correlations were observed among fitness, PA, SB, and parental/peer support for PA (r = −0.18 to 0.19; p < 0.05). Conclusion: While fitness varied by sex, weight status, and region, SB participation and parent/peer support for PA, not PA participation itself, predicted fitness in rural Ecuadorean adolescents.

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Section: Discussionmentioning

confidence: 99%

Regional Variations in Physical Fitness and Activity in Healthy and Overweight Ecuadorian Adolescents

et al. 2018

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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. While some subsets of a child's support system may be more influential than others, our findings suggest children who feel supported in multiple settings are more likely to engage in more strenuous types of PA.…”

Section: Discussionmentioning

confidence: 99%

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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“…Furthermore, after‐school and intramural programs are extra‐curricular activities that many inner city schools cannot support due to a lack of funding. Finally, families living in poverty are also limited in their ability to pay for non‐school sport opportunities that serve to increase PA. Social cognitive, cultural, ecological, and personality theories have been employed to understand PA antecedents among underserved minority (e.g., African‐American) adolescents (Boyington et al., ; Garn, McCaughtry, Shen, Martin, & Fahlman, ; Martin & McCaughtry, ; Martin, McCaughtry, Flory, Murphy, & Wisdom, ; Martin et al., ). For instance, in a cultural focused qualitative study, Boyington and colleagues reported that African‐American girls cited a “beauty cost” associated with PA such as getting messy hair, sweating, and potential broken fingernails as examples.…”

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confidence: 99%

Multidimensional Physical Self‐Concept in Underserved Urban High School Students: Predicting Physical Activity

Martin

Garn

Ferry

et al. 2016

J Appl Biobehavioral Res

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The purpose of this study was to predict physical activity (PA) using multidimensional physical self‐concept theory with underserved urban inner city youth. Eight‐hundred and sixty‐five, mostly African‐American, high school students from a large Midwest inner city participated in the current study. Using structural equation modeling, we found support for multidimensional self‐concept theory. We argue against one‐dimensional models of self‐esteem as two discrete physical self‐concepts accounted for significant variance in PA. Endurance and sport self‐concepts both contributed to predicting unique variance (15%) in PA.

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Using Social Cognitive Theory to Predict Physical Activity and Fitness in Underserved Middle School Children

Cited by 41 publications

References 32 publications

Regional Variations in Physical Fitness and Activity in Healthy and Overweight Ecuadorian Adolescents

Regional Variations in Physical Fitness and Activity in Healthy and Overweight Ecuadorian Adolescents

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

Multidimensional Physical Self‐Concept in Underserved Urban High School Students: Predicting Physical Activity

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