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زاده 1 حسین
Title
Alternative High School Students’ Physical Activity: Role of Self-efficacy
زاده 2 حسین
Importance of PA
• is a main protective factor against health problems.
• PA: biological, psychological, social/cultural, physical environmental factors.
زاده 3 حسین
• researchers and practitioners are particularly interested in identifying which factors are the most to intervention?modifiable and responsive
زاده 4 حسین
High risk youth
• Girls are less active than boys.• In ethnic minority• Having low SES*
زاده 5 حسین
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.
زاده 6 حسین
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.
زاده 7 حسین
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.
زاده 8 حسین
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
?
زاده 9 حسین
Method
• Sample
PA barriers • Measures: PASE MVPA Demography • Analysis:
زاده 10 حسین
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.
زاده 11 حسین
PA barriers
• Modified questionnaire.• Barriers : 1-general 2-individual 3-school/neighborhood
• Stem: “How often do these things keep you from being physically active?”
Prev.زاده 12 حسین
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
Prev.
(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.
زاده 13 حسین
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:
Prev.زاده 14 حسین
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
Prev.زاده 15 حسین
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.
زاده 16 حسین
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)
Prev.
P.B
MVPA
SE
results
زاده 17 حسین
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
زاده 18 حسین
Results (descriptive)
• 145 students• 52% male• 14-19 years old (M=17.3 & SD= 1.2)• 39% white and ….• 60% for FRL
Prev.زاده 19 حسین
Results (t- test)
Prev.
زاده 20 حسین
Results (correlation)
Prev.زاده 21 حسین
Results (Regression )
prev.
Sobel test: t=-2.29 p<0.05
زاده 22 حسین
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
زاده 23 حسین
For BOYS -2
MVPASchool/Neigh.B
-0.21 p>0.1
-0.28 p<0.05
زاده 24 حسین
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
زاده 25 حسین
• 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.
زاده 26 حسین
Discussion 2m
oderate
Trend level
زاده 27 حسین
• 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.
زاده 28 حسین
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).
زاده 29 حسین
• 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.
زاده 30 حسین
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.
زاده 31 حسین
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.
زاده 32 حسین
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.
زاده 33 حسین
• 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.
زاده 34 حسین