What Keeps Them Physically Active? Predicting Physical Activity, Motor Competence, Health-Related Fitness, and Perceived Competence in Irish Adolescents after the Transition from Primary to Second-Level School

Abstract

Physical activity (PA) decreases with age. The school transition is noted for significant changes in PA behaviour. Motor competence (MC), health-related fitness (HRF), and perceived competence (PC) are generally positively associated with PA. The aim of this study was to examine longitudinal cross-lagged relationships between PA, MC, HRF, and PC across the school transition from final year of primary school to first year of second-level school in Irish youth. PA (accelerometery), object-control and locomotor MC (TGMD-III), PC (perceived athletic competence subscale of the Self-Perception Profile for Adolescents), and HRF (20 m shuttle run, horizontal jump, vertical jump, push-ups, curl-ups) were measured in final year of primary school (6th class) and first year of second-level school (1st year). In the sixth class, 261 participants (53% female; mean age 12.22 ± 0.48 years) were tested. In first year, 291 participants (48% female; mean age: 13.20 ± 0.39 years) were tested. In total, 220 participants were involved in the study at both timepoints. Cross-lagged regression in AMOS23, using full information maximum likelihood estimation, was conducted to test reciprocal and predictive pathways between variables. The full cross-lagged model showed acceptable fit (χ2 = 69.12, df = 8, p < 0.01, NFI = 0.93, CFI = 0.94). HRF was the strongest predictor of future PA (β = 0.353), and also predicted PC (β = 0.336) and MC (β = 0.163). Object-control MC predicted future PA (β = 0.192). Reciprocal relationships existed between object-control MC and PA, and between object-control MC and PC. HRF was the strongest predictor of PA. Object-control MC also predicted PA. PA promotion strategies should target the development of HRF and object-control MC in primary school to reduce the decline in PA frequently observed after the school transition.

Individual and Environmental Factors Associated with Participation in Physical Activity as Adolescents Transition to Secondary School: A Qualitative Inquiry

“…Understanding the environmental factors that influence adolescents’ levels of PA during the transition from elementary to secondary school is complex as this study identified a number of intrapersonal and environmental factors that changed during this period. Given our understanding of the environmental factors that influence adolescents’ PA [ 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 54 , 55 , 56 ], it was not surprising that changes in the school, social, and household environments were highlighted as influencing adolescents’ PA during transition. Studies that examine factors associated with youth PA during the transition from elementary school to secondary school are relatively rare, and this paper addresses an important gap in the literature.…”

“…An agreed understanding of how the transition period from elementary to secondary school affects PA remains sparse, as the environments (school, family, peer, intrapersonal) adolescents experience vary drastically around the world [ 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 ]. In a previous qualitative study, girls’ participation in PA during the transition was related to the change in PA opportunities, decreased social support from friends and families to be active, increased pressure to be skilled in order to participate in PA, and competing priorities that took them away from PA [ 16 ]; however, changes like this are not as prevalent when regular MVPA is mandated in the school’s curriculum [ 18 , 19 , 20 , 21 ].…”

“…In the school setting, these changes include a new PA/Physical Education (PE) school environment [ 11 , 12 , 13 , 14 , 19 ]; a new range of school-based policies surrounding PA, PE, and the physical school setting that could affect the adolescents PA (i.e., availability of equipment) [ 15 , 17 , 18 , 19 , 20 ]; and differing expectations surrounding individual development and growth [ 21 , 22 , 23 , 24 ]. Changes in the household environment that have been identified to potentially modify PA during the transition are parental expectations for more responsibilities and independence [ 19 , 21 , 22 , 24 , 25 , 26 , 27 ]; and changes in the family’s role as a gate-keeper to adolescents PA [ 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 ]. Noted changes experienced in the adolescents’ dynamic social environment include the desire to develop new friendships, increased peer influence on the adolescent’s lifestyle [ 13 , 16 , 23 , 25 , 27 , 33 , 34 , 35 ], and the need for social support [ 25 , 26 , 27 , 28 , 29 , 34 , 35 , 36 , 37 , …”

“…Changes in the household environment that have been identified to potentially modify PA during the transition are parental expectations for more responsibilities and independence [ 19 , 21 , 22 , 24 , 25 , 26 , 27 ]; and changes in the family’s role as a gate-keeper to adolescents PA [ 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 ]. Noted changes experienced in the adolescents’ dynamic social environment include the desire to develop new friendships, increased peer influence on the adolescent’s lifestyle [ 13 , 16 , 23 , 25 , 27 , 33 , 34 , 35 ], and the need for social support [ 25 , 26 , 27 , 28 , 29 , 34 , 35 , 36 , 37 , 38 , 39 , 40 ]. Finally, when reviewing our current understanding of adolescents’ experiences in changing PA during the transition from elementary school to secondary school, we see that during this time, adolescents increasingly desire to establish their personality and independence [ 41 , 42 , 43 , 44 ] including self-identifying if they enjoy PA [ 45 ], or if they feel it is important to their quality of life [ 42 ].…”

Relationships among Actual Motor Competence, Perceived Motor Competence, and Health-Related Fitness in College-Aged Males

“…A considerable amount of research has confirmed the various hypotheses generated in Stodden's model [9] at early [3,[10][11][12][13], middle [3,5,13,14], and late childhood [3,10,13,[15][16][17], and to a limited extent, into adolescence [18][19][20]. In general, research in adolescent populations suggests that their physical activity levels are significantly influenced by HRF and PMC; specifically, higher physical activity levels are achieved in adolescence when individuals are highly fit and have high perception of motor competence in childhood [18,20]. MC and HRF are also significantly associated in adolescence, further creating a need to explore these interrelationships in older populations [19].…”