Medicine and Health Sciences Commons^™

Self-Management Strategies Mediate Self-Efficacy And Physical Activity, Amanda Birnbaum, Rod K. Dishman, Robert W. Motl, James F. Sallis, Andrea L. Dunn, Greg J. Welk, Ariane L. Yung, Carolyn C. Voorhees, Jared B. Jobe

Department of Public Health Scholarship and Creative Works

Self-efficacy theory proposes that girls who have confidence in their capability to be physically active will perceive fewer barriers to physical activity or be less influenced by them, be more likely to pursue perceived benefits of being physically active, and be more likely to enjoy physical activity. Self-efficacy is theorized also to influence physical activity through self-management strategies (e.g., thoughts, goals, plans, and acts) that support physical activity, but this idea has not been empirically tested.

Self-Management Strategies Mediate Self-Efficacy And Physical Activity, Rod K. Dishman, Robert W. Motl, James F. Sallis, Andrea L. Dunn, Amanda Birnbaum, Greg J. Welk, Ariane L. Bedimo-Rung, Carolyn C. Voorhees, Jared B. Jobe

Department of Public Health Scholarship and Creative Works

Background

Self-efficacy theory proposes that girls who have confidence in their capability to be physically active will perceive fewer barriers to physical activity or be less influenced by them, be more likely to pursue perceived benefits of being physically active, and be more likely to enjoy physical activity. Self-efficacy is theorized also to influence physical activity through self-management strategies (e.g., thoughts, goals, plans, and acts) that support physical activity, but this idea has not been empirically tested.

Methods

Confirmatory factor analysis was used to test the factorial validity of a measure of self-management strategies for physical activity. Next, the construct …

A Social Cognitive Perspective Of Physical-Activity-Related Behavior In Physical Education, Jeffrey J. Martin, Pamela Hodges Kulinna

Kinesiology, Health and Sport Studies

The purpose of the current study was to examine student and teacher physical-activity-related behavior using the theory of planned behavior and self-efficacy theory. Although teachers reported an overwhelmingly positive attitude toward teaching physical activity lessons to promote fitness development, they only devoted 4% of their class time to actually demonstrating and promoting fitness. Students were quite sedentary during class spending 61% of class time sitting, standing, or lying down. Using hierarchical regression analyses, teachers' attitudes toward teaching physically active physical education classes accounted for 50% of the variance in teachers' intention. Teachers who demonstrated/promoted fitness and who limited their general …

Scale Development For Perceived School Climate For Girls’ Physical Activity, Amanda Birnbaum, Kelly R. Evenson, Robert W. Motl, Rod K. Dishman, Carolyn C. Voorhees, James F. Sallis, John P. Elder, Marsha Dowda

Department of Public Health Scholarship and Creative Works

Objectives: To test an original scale assessing perceived school climate for girls' physical activity in middle school girls. Methods: Confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: CFA retained 5 of 14 original items. A model with 2 correlated factors, perceptions about teachers' and boys' behaviors, respectively, fit the data well in both sixth and eighth-graders. SEM detected a positive, significant direct association of the teacher factor, but not the boy factor, with girls' self-reported physical activity. Conclusions: School climate for girls' physical activity is a measurable construct, and preliminary evidence suggests a relationship with physical activity.

Scale Development For Perceived School Climate For Girls’ Physical Activity, Amanda Birnbaum, Kelly R. Evenson, Robert W. Motl, Rod K. Dishman, Carolyn C. Voorhees, James F. Sallis, John P. Elder, Marsha Dowda

Department of Public Health Scholarship and Creative Works

Objectives: To test an original scale assessing perceived school climate for girls' physical activity in middle school girls. Methods: Confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: CFA retained 5 of 14 original items. A model with 2 correlated factors, perceptions about teachers' and boys' behaviors, respectively, fit the data well in both sixth and eighth-graders. SEM detected a positive, significant direct association of the teacher factor, but not the boy factor, with girls' self-reported physical activity. Conclusions:School climate for girls' physical activity is a measurable construct, and preliminary evidence suggests a relationship with physical activity.

The Role Of Peer Social Network Factors And Physical Activity In Adolescent Girls, Carolyn C. Voorhees, David Murray, Greg Welk, Amanda Birnbaum, Kurt M. Ribisi, Carolyn C. Johnson, Karin Allor Pfeiffer, Brit Saksvig, Jared B. Jobe

Department of Public Health Scholarship and Creative Works

Objective: To study the relationship between peer-related physical activity (PA) social networks and the PA of adolescent girls.

Methods: Cross-sectional, convenience sample of adolescent girls. Mixed-model linear regression analyses to identify significant correlates of self-reported PA while accounting for correlation of girls in the same school.

Results: Younger girls were more active than older girls. Most activity-related peer social network items were related to PA levels. More PA with friends was significantly related to self-reported PA in multivariate analyses.

Conclusions: Frequency of PA with friends was an important correlate of PA among the peer network variables …