1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of...

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Title

Alternative High School Students’ Physical Activity: Role of Self-efficacy

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Importance of PA

• is a main protective factor against health problems.

• PA: biological, psychological, social/cultural, physical environmental factors.

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• researchers and practitioners are particularly interested in identifying which factors are the most to intervention?modifiable and responsive

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High risk youth

• Girls are less active than boys.• In ethnic minority• Having low SES*

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Researches say:

• in ethnic minority sedentary behavior was greater and MVPA levels were lower .

• SB* in poor families is twice than nonpoor families.

• 23% of high school students did not participate in any vigorous exercise in the past week.

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Alternative high school (AHS)

• Students in: (1.3% of high school students) have higher rates of health-risk behaviors,

such as substance use, sexual behaviors that contribute to STD, and unhealthy dieting practices; they also report low levels of physical activity.

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SCT

• Self-efficacy measures one’s judgment of the Capability to perform a health behavior versus actually measuring one’s intention.

• SCT says: self-efficacy acts upon other determinants of health behavior, such as environmental and individual factors.

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Goal & hypothesis

Examining an individual level factor, self-efficacy, as a mediator of the association between an environmental-related factor, perceived barriers to PA, and MVPA.

P.B to PA MVPA

self efficacy

?

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Method

• Sample

PA barriers • Measures: PASE MVPA Demography • Analysis:

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sample

• Cross sectional design• Convenience sampling (in 6 AHS)• the Team COOL (Controlling Overweight and

Obesity for Life).• Across schools, 145 students completed the

survey and anthropometric measures.

prev.

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PA barriers

• Modified questionnaire.• Barriers : 1-general 2-individual 3-school/neighborhood

• Stem: “How often do these things keep you from being physically active?”

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PASE

• Validated questionnaire.• “How strongly do you agree with the following

statements?”• MOST DAY I can…5 responses. Strongly disagree=1Strongly agree=5H scores=greater SEMin. =6 & Max.=30

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(1) be physically active no matter how busy my day is;

(2) Ask my parents or other adults to do physicallyactive things with me;

(3) be physically active instead of watching TV or playing video games;

(4) be physically active even if it is very hot or cold outside;

(5) ask a friend to be physically active with me

(6) be physically active even if I have to stay at home.

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MVPA

• modified ver. of the Leisure Time Exercise QuestionnaireQuestionnaire, reliable.

• In 65 students, MVPA measured by accelerometer and the self-report measure and correlation was sig. (r= 0.49; P < .0001).

• 2 questions:

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MVPA measuring1. “In a usual week, how many hours do you spend

doing strenuous exercise (heart beat rapidly)? Examples: Biking fast, aerobic dancing, running, swimming laps, rollerblading, soccer, basketball, football.”

2. “In a usual week, how many hours do you spend doing moderate exercise (not exhausting)? Examples: walking quickly, baseball, gymnastics, easy bicycling, volleyball, dancing, skate boarding.”

Six response category: None=1 to 6+ =6 Range: 2 -12

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Demography

• Gender / birth date.• Ethnicity:“Do you think of yourself American Indian/

Alaskan Native; Asian; Black or African American; Hispanic or

Latino; White; Other?” then: 4-category variable.• SES: FRL (Free/reduced lunch): 1-do you get FRL?(130) If missed or I dint know then, 2-does

your family get public assiss.?(8) Responses: YES, NO, I DON’T KNOW YES=low SES & NO=high SES PREV.

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Analysis • Descriptive analyses: demographic variables

• T-tests: if there is a significant gender difference on 3 types of perceived barriers(PB), PASE, and MVPA?

• Pearson corr. : separately in 2 genders to examine the associations between PB, PASE, and MVPA.

• The mediation analyses & and the linear model (baron & kenny)

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P.B

MVPA

SE

results

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GB PB S/N B(1) physical activity is boring; (1) My hair would get

messed up;(1) my school doesn’t haveany sports teams;

(2) the weather is bad; (2) I don’t like to sweat; (2) there’s no equipment(like balls, bikes, skates) to use for physical activity;

(3) I don’t know how todo the physical activity that I want to do;

(3) it would take time away from my friends;

(3) it’s not safe to bephysically active in my neighborhood;

(4) I don’t have a place to be physically active;

(4) I might get hurt or be sore;

(4) my school doesn’t offer any physical activities

(5) I don’t have time; (5) it would make me embarrassed;

(6) I don’t have energy (6) it would make me tired

5 responses: never=1 to very often=5

Higher scores indicate more barriers. Min. =16 & Max. =90Prev.

Score :6-30 6-30 4-20

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Results (descriptive)

• 145 students• 52% male• 14-19 years old (M=17.3 & SD= 1.2)• 39% white and ….• 60% for FRL

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Results (t- test)

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Results (correlation)

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Results (Regression )

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Sobel test: t=-2.29 p<0.05

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For BOYS -1

MVPAG/P B

G/-0.33 p<0.01P/-0.26 p<0.01

G/-0.29 p<0.05P/-0.22 p<0.05

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For BOYS -2

MVPASchool/Neigh.B

-0.21 p>0.1

-0.28 p<0.05

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Discussion 1

BY SCT, the present study revealed that PASE explained part of the association between GBPA and MVPA, but only among females.[s22]

FOR BOYS [s23, s24] SE did not explain the association between perceived barriers to MVPA.

• perception of barriers to physical activity differed by GENDER. See slide 20

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• Due to differing in S.NS.N surrounding PA for male and female.

• barriers of not knowing how to use equipment (exercise ball) and concerns about embarrassment when working out in front of others.

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Discussion 2m

oderate

Trend level

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• BY SCT: the strength of the barriers could differ by gender (eg, teen girls could be more worried about getting their hair messy).

• It is also possible that the demographics of the sample may have contributed to these findings. Further study in this area is merited.

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Discussion 3

• In interventions:• Base on slide 22 interventions that aim to

increase girls’ physical activity levels should incorporate strategies to enhance both; improving access to exercise equipment while also teaching girls to use it (barriers) and ensuring they feel efficacious in using it properly (self efficacy).

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• our findings suggest that one way to lessen the impact of barriers is to increase self-efficacy to engage in physical activity.

• One way in which SCT can be applied to increase self-efficacy would be in the use of social modeling techniques.

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Discussion 4• interventions with AHS students include a

component to build physical activity self-efficacy by engaging them in different types of physical activity to help them see how they can overcome common barriers.

• to achieve long lasting effects of a physical activity intervention, it would be critical to use these tactics (simple exercise) to bolster female adolescents’ sense of self-efficacy.

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Discussion 5• Interventions for boys may best be

implemented at the broader environmental level.

• Therefore, interventions should focus on both changing the school and community-level environments, while still paying heed to building youths’ self-efficacy in engaging in physical activity.

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Limitation & future directions

• Positive aspects:1- participants were representative of the study

schools2- scales had acceptable to good reliability and

the moderate-to-vigorous physical activity self-report measure was validated against accelerometer data.

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• Limitation1- study was limited to a few schools; may not

be generalizable. 2- Only adolescent self-report was used.3- A cross-sectional design does not allow for

causal inferences or for an estimation of the test-retest reliability.

4- sample size was too small to conduct analyses to examine differences by ethnicity.

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