Youth Physical Activity Behavior Research Articles

Short-Term Changes in Youth Physical Activity Behaviors and Attitudes: The Influence of Summer Camp

Changes in patterns of physical activity are common across adolescence and are often associated with psychological factors such as feelings of athletic competence (Agans et al., 2017; Dawes et al., 2014). However, although physical activity preferences and beliefs about competence and abilities are important contributors to participation (Sallis et al., 2000), these factors are rarely studied over shorter time scales or in the context of specific recreational environments. We therefore assessed the extent to which summer camp experiences may contribute to changes in youth physical activity behavior and attitudes, and examined factors associated with these changes. Data were collected from 309 youth (85% white, 44% female, average age of 11.6) attending three different summer camps in the northeastern United States. Camper survey data were analyzed using multilevel regression models to account for potential camp-level differences in physical activity experiences. Our findings suggest that youth experiences with physical activity at camp are not isolated from prior physical activity behaviors and attitudes, but that even one-week camp sessions can lead to changes for some youth. Specifically, overall physical activity levels increased from pre-camp to the end of camp, but camper demographics and pre-camp physical activity behaviors and beliefs were associated with participants’ self-reported activity levels, self-perceived athletic competence, and eagerness for physical activity at the end of a week of camp. We also found that many campers reported decreases in their enjoyment of physical activities with which they had prior experience, and this was especially true for teens with the lowest levels of physical activity at camp. Finally, we found that youth who tried more new types of physical activity at camp reported decreased self-perceived competence but were more likely to have higher levels of physical activity while at camp. These results suggest that summer camps can enable youth to increase their physical activity levels and change their physical activity-related beliefs, but that recreational camp programs do not affect all youth similarly. Camp staff should therefore be attentive to campers’ prior experiences, and seek to tailor their programs to better support the physical activity behaviors and attitudes of all campers.

Needs assessment for physical activity information during COVID-19 among a nationally representative sample of parents and children ages 6\u201317 in the United States: a cross-sectional study

BackgroundThe COVID-19 pandemic presented novel barriers to youth physical activity engagement. Identifying what resources parents and children are interested in receiving can support efforts to mitigate the negative impact of the pandemic on youth physical activity behavior. This study aimed to identify physical activity-related information needs during the COVID-19 pandemic among a nationally representative sample of American parents of children 6–10 years-old and parent-child dyads of children 11–17 years-old.MethodsA cross-sectional survey was conducted by a market research company in October–November 2020. Parents and children were asked about their interest in specific types of information about helping their family and themselves, respectively, be active (Yes/No). Weighted percentages were calculated for reported information needs and compared using two-sample test of proportions.ResultsFinal analytic sample was 1000 parents (55.4% female; 74.7% White; 74.0% non-Hispanic); 500 children 11–17 years-old (52.1% male; 77.6% White). Over 40% of participants were interested in information about being active during COVID-19. Parents were more likely to be interested in information if they always (versus never) worked from home [53.3% (95% CI: 43.3–63.0%) versus 22.0% (95% CI: 14.9–31.3%), p < 0.001]; had children attending school remotely versus in-person [47.3% (95% CI:40.2–54.5%) versus 27.5% (95% CI: 19.6–37.1%), p < 0.001]; and lived in a big city versus a rural area [66.5% (95% CI:54.5–76.7%) versus 34.1% (95% CI: 22.8–47.6%), p < 0.001]. Children most interested were those who did not have resources for online activity engagement and those worried about their safety or getting infected with COVID-19. Children were also more likely to be interested if their parents worked full-time versus not working [48.6% (95% CI:41.7–55.6%) versus 31.5% (95% CI: 24.1–39.9%), p < 0.001], and lived in a big city versus a rural area [57.2% (95% CI:45.3–68.3%) versus 27.8% (95% CI:17.8–40.7%), p < 0.001].ConclusionsFamilies are interested in physical activity resources, particularly those whose daily routines and opportunities for physical activity may have been most significantly impacted by the pandemic. This includes parents who always worked from home or whose children attended school remotely. Identifying felt needs is an important step in developing tailored interventions that aim to effectively and sustainably support families in promoting physical activity.

Sex-Stratified Trends in Meeting Physical Activity Guidelines, Participating in Sports, and Attending Physical Education Among US Adolescents, Youth Risk Behavior Survey 2009-2019.

During the past decade, guidelines for youth aerobic and muscle-strengthening physical activity remained unchanged. Active People, Healthy NationSM highlighted school and youth strategies (eg,sports and physical education [PE]) to increase physical activity. Sex, grade, and race/ethnicity disparities exist. This study examines sex-specific trends and differences by grade and race/ethnicity for the prevalence of 5 youth physical activity behaviors from 2009 to 2019. The national Youth Risk Behavior Survey assesses adolescents (grades 9-12) meeting the aerobic, muscle-strengthening, and both guidelines (2011-2019) and sports participation and daily PE (2009-2019). Sex-stratified logistic regression assessed trends and 2009 or 2011-2019 differences by grade and racial/ethnic subgroups. Decreases in meeting the aerobic, muscle-strengthening, and both guidelines were observed for nearly all male subgroups by grade and race/ethnicity, whereas female subgroups exhibited declines or no change to low prevalence. Sports and PE participation remained mostly constant; select subgroups showed decreases (ie,Hispanic males [sports]; Black males and ninth-grade females [PE]). Past decade prevalence and patterns suggest that school-based and other strategies for all adolescents and tailored interventions for sex-specific subgroups may be needed to supplement sports and PE in promoting high school youth physical activity.

The Comprehensive School Physical Activity Program Model: A Proposed Illustrative Supplement to Help Move the Needle on Youth Physical Activity

Birthed over a decade ago and built on a solid foundation of conceptual and empirical work in public health, the comprehensive school physical activity program (CSPAP) model set the stage for a new and exciting chapter of physical activity promotion through schools. On the academic front, there has been much enthusiasm around the potential of CSPAPs to positively affect youth physical activity behaviors and trajectories. However, program uptake in schools has yet to take hold. This article examines the CSPAP model and proposes an illustrative supplement to enhance communication about its application. The authors begin by charting the model’s challenging contextual landscape and then highlight the model’s early successes in spite of such challenges. Subsequently, they turn their attention to limitations in the way the model is presented, which appear to undermine CSPAP advocacy, and focus on improving the messaging about CSPAPs as an immediate step toward increased implementation.

The theory of expanded, extended, and enhanced opportunities for youth physical activity promotion.

BackgroundPhysical activity interventions targeting children and adolescents (≤18 years) often focus on complex intra- and inter-personal behavioral constructs, social-ecological frameworks, or some combination of both. Recently published meta-analytical reviews and large-scale randomized controlled trials have demonstrated that these intervention approaches have largely produced minimal or no improvements in young people’s physical activity levels.DiscussionIn this paper, we propose that the main reason for previous studies’ limited effects is that fundamental mechanisms that lead to change in youth physical activity have often been overlooked or misunderstood. Evidence from observational and experimental studies is presented to support the development of a new theory positing that the primary mechanisms of change in many youth physical activity interventions are approaches that fall into one of the following three categories: (a) the expansion of opportunities for youth to be active by the inclusion of a new occasion to be active, (b) the extension of an existing physical activity opportunity by increasing the amount of time allocated for that opportunity, and/or (c) the enhancement of existing physical activity opportunities through strategies designed to increase physical activity above routine practice. Their application and considerations for intervention design and interpretation are presented.SummaryThe utility of these mechanisms, referred to as the Theory of Expanded, Extended, and Enhanced Opportunities (TEO), is demonstrated in their parsimony, logical appeal, support with empirical evidence, and the direct and immediate application to numerous settings and contexts. The TEO offers a new way to understand youth physical activity behaviors and provides a common taxonomy by which interventionists can identify appropriate targets for interventions across different settings and contexts. We believe the formalization of the TEO concepts will propel them to the forefront in the design of future intervention studies and through their use, lead to a greater impact on youth activity behaviors than what has been demonstrated in previous studies.

Physical Activity Measures in the Healthy Communities Study.

The risk of obesity is reduced when youth engage in recommended levels of physical activity (PA). For that reason, public health organizations in the U.S. have encouraged communities to implement programs and policies designed to increase PA in youth, and many communities have taken on that challenge. However, the long-term effects of those programs and policies on obesity are largely unknown. The Healthy Communities Study is a large-scale observational study of U.S. communities that is examining the characteristics of programs and policies designed to promote healthy behaviors (e.g., increase PA and improve diet) and determining their association with obesity-related outcomes. The purpose of this paper is to describe the methods used to measure PA in children and the personal and community factors that may influence it. The study used both self-reported and objective measures of PA, and measured personal, family, and home influences on PA via three constructs: (1) PA self-schema; (2) parental support; and (3) parental rules regarding PA. Neighborhood and community factors related to PA were assessed using three measures: (1) child perceptions of the neighborhood environment; (2) availability of PA equipment; and (3) attributes of the child's street segment via direct observation. School influences on children's PA were assessed via three constructs: (1) school PA policies; (2) child perceptions of the school PA environment; and (3) school outdoor PA environment. These measures will enable examination of the associations between characteristics of community PA programs and policies and obesity-related outcomes in children and youth.

Youth perceptions of how neighborhood physical environment and peers affect physical activity: a focus group study.

ObjectiveThere is need for a youth-informed conceptualization of how environmental and social neighborhood contexts influence physical activity. We assessed youths’ perceptions of their neighborhood physical and peer environments as affecting physical activity.MethodsThirty-three students (20 girls; ages 12-14 years) participated in focus groups about the physical environment and peers within their neighborhoods, and their understanding of how they affect physical activity.ResultsInductive analysis identified themes of access (e.g., to equipment); aesthetics; physical and social safety; peer proximity and behavior (e.g., bullying); adult support or interference; and adult boundary setting. Participants also identified interconnections among themes, such as traffic shaping parent boundary setting and, in turn, access to physical spaces and peers.ConclusionsYoung adolescents view neighborhoods in ways similar to and different from adults. Examining physical and social environments in tandem, while mindful of how adults shape and youth perceive these environments, may enhance understanding of youth physical activity behavior.

Direct and Indirect Effects of Social Support on Youth Physical Activity Behavior

Social support (SS) from parents and peers are key reinforcing factors in the Youth Physical Activity Promotion (YPAP) model. This study aims to identify the relative contribution of parental and peer SS on youth participation in moderate to vigorous physical activity (MVPA). Participants included 203 high school students (n = 125 girls; mean age 14.99 ± 1.55 years). MVPA was assessed by accelerometry. SS influences were evaluated using a well-established scale. Structural equation modeling measured (AMOS, Version 19) the relative fit of the YPAP models using both parental and peer SS. Parental SS had significant associations with both predisposing factors, enjoyment (β = .62, p < .01), and self-efficacy (β= .32, p < .01), as well a direct effect on MVPA (β = .30, p < .01). Peer SS had direct effect on MVPA (β = .33, p < .05), also significantly influenced levels of enjoyment (β = .47, p < .01) and self-efficacy (β = .67, p < .01). In both models self-efficacy mediated the influence on MVPA. The direct effects for parents and peers were similar. This demonstrates that both parental and peer social support exert a strong influence on adolescent MVPA.

Urban Form Relationships with Youth Physical Activity

This article summarizes and synthesizes empirical research on relationships between youth physical activity and urban form across several disciplines, for a planning audience. It highlights how physical activity is characterized, introduces ecological theories of physical activity behavior, provides a conceptual model of interactions between urban form and other influences on youth physical activity behavior, and discusses implications of new evidence for future research and policy. Further research is needed to address several gaps and inconsistencies across studies and to build on recent methodological developments. Despite the limitations of existing research, it is evident that urban form can either serve to constrain or promote physical activity. Urban form interventions have the potential to result in lasting influences on the behavior of large populations of youth.

Adolescent body satisfaction: the role of perceived parental encouragement for physical activity

BackgroundParents play an important role in the development of children's health behaviors, but less is known about the role of parental encouragement for physical activity (PA) on youth PA behavior and body image satisfaction. The purposes of this study were to: (1) longitudinally assess whether adolescent PA at age 15 mediates the effect of perceived parental encouragement for PA at age 15 for predicting adolescent body satisfaction at age 16, while controlling for body mass index (BMI), and (2) examine the extent to which adolescent sex moderates this association.MethodsParticipants were 379 boys and girls assessed at 15 and 16 years of age, who completed surveys as part of a larger longitudinal study in their health/physical education classes in a school district in Central Pennsylvania. Participants completed measures of their perception of parental encouragement for PA, PA behavior, body satisfaction, and height and weight to calculate BMI at age 15 and 16 (i.e., 10th and 11th grades). Pearson correlations were used to examine the association among the study variables and hierarchical regression analyses were used to predict body satisfaction at age 16.ResultsPerceived encouragement for PA from fathers, but not mothers, at age 15, was significantly associated with adolescent PA at age 15 and body satisfaction scores at age 16. Adolescents reporting higher PA behavior and perceived encouragement for PA from fathers at age 15 had higher body satisfaction scores at age 16. Moreover, adolescent PA at age 15 mediated the association between perceived fathers' encouragement for PA at age 15 and adolescent body satisfaction at age 16, when controlling for BMI. Examining the moderating effect of adolescent sex on this association revealed that adolescent PA no longer mediated the association between perceived encouragement for PA from fathers and adolescent body satisfaction, and sex moderated this association.DiscussionThese findings suggest that, regardless of adolescent BMI, fathers may play an instrumental role in adolescents' body image satisfaction by positively influencing PA behavior. However, the influence of perceived encouragement for PA from fathers on adolescent body satisfaction and PA behavior may differ for boys and girls.

Distant interactions and their effects on children's physical activity levels

Background: It has been observed that physical activity patterns of health-related behavior are established in childhood and may continue into adulthood. Recent findings showing a relationship between the onset of chronic diseases and sedentary lifestyles support the importance of examining Moderate to Vigorous Physical Activity (MVPA). One instructional strategy that has been shown to correlate with higher physical activity levels in students at elementary school levels is the promotion of physical activity by teachers through verbal prompts, encouragement, and feedback. Purpose: To determine the functional relationship between distant interactions (a component of active monitoring where verbal interaction is given across the teaching environment) by physical education teachers and elementary students' MVPA levels during the physical fitness segment of their physical education class. Participants and setting: Five classes between Grades 3 and 5 (age range 8–10) and two elementary physical education teachers were observed for this study over 23–25 class sessions. Only the fitness segments were observed for this study. Intervention: Following a baseline phase, two conditions implemented and repeated across multiple class sessions. Condition C-IA (close interaction) consisted of the teachers only actively supervising those students in their immediate area (except for possible safety issues). During Condition D-IA (distant interaction) teachers also supervised actively, but only targeted their interactions to those students at fitness stations farthest removed from where they themselves were located. Research design: A reversal design using a baseline condition and two treatments, close interaction (C-IA) and distant interaction (D-IA) was implemented to demonstrate this relationship. Data collection: A modified System for Observing Fitness Instruction Time (SOFIT) and ‘live’ momentary time sampling along with videotape recordings were used to measure students' MVPA during fitness activities. Data analysis: The MVPA data were plotted graphically and analyzed visually, using data overlap, change in level, trends within and across phases, and variability within and across phases as the criteria to determine the functional relationship between the teacher's supervision techniques and the students' MVPA levels. Both session means and phase means were calculated for all conditions. Findings: Results indicated the teachers' use of distant interaction increased the MVPA levels for the students farthest from the teacher while the close students maintained their MVPA levels. Conclusions: Teachers need to be aware of the benefits of using distant interactions as part of their active supervision efforts to increase/sustain students' MVPA during fitness activities as part of the process aimed at shaping physical activity behavior in youth.

Physical Activity and Neighborhood Resources in High School Girls

Physical activity behavior is influenced by a person's physical environment, but few studies have used objective measures to study the influences of the physical environment on physical activity behavior in youth. The purpose of this study was to examine the relationship between selected neighborhood physical activity resources and physical activity levels in high school girls. Participants were students in schools that had participated in a large physical activity intervention trial. The 3-Day Physical Activity Recall was completed by 1506 12th-grade girls. Data on physical activity facilities and resources in the participating communities were collected using a variety of methods. Physical activity resources within a 0.75-mile street-network buffer around each girl's home were counted using ArcGIS, version 9.1. Mixed-model regression models were used to determine if there was a relationship between three physical activity variables and the number of physical activity resources within the 0.75-mile buffer. Data were collected in 2002-2003 and analyzed in 2006-2007. On average, 3.5 physical activity resources (e.g., schools, parks, commercial facilities) were located within the 0.75-mile street-network buffer. Thirty-six percent of the girls had no physical activity resource within the buffer. When multiple physical activity resources were considered, the number of commercial physical activity facilities was significantly associated with reported vigorous physical activity, and the number of parks was associated with total METs in white girls. Multiple physical activity resources within a 0.75-mile street-network buffer around adolescent girls' homes are associated physical activity in those girls. Several types of resources are associated with vigorous physical activity and total activity in adolescent girls. Future studies should examine the temporal and causal relationships between the physical environment, physical activity, and health outcomes related to physical activity.

Physical Activity of Youth with Intellectual Disability: Review and Research Agenda

This review characterizes physical activity behavior in youth with intellectual disability (ID) and identifies limitations in the published research. Keyword searches were used to identify articles from MEDLINE, EBSCOhost Research Databases, Psych Articles, Health Source, and SPORT Discus, and ProQuest Dissertations and Theses up to June 2007. Data were extracted from each study using a template of key items that included participant population, study design, data source, and outcome measure. Nineteen manuscripts met the inclusion criteria. Findings were mixed, with various studies indicating that youth with ID have lower, similar, and higher physical activity levels than peers without disabilities. Only two studies provided enough information to determine that some youth with ID were meeting minimum physical activity standards. Significant methodological limitations prohibit clear conclusions regarding physical activity in youth with ID.

Determinants of Physical Activity Behaviors in Native American Youth

Native Americans have an increased risk for cardiovascular and metabolic disorders related to low levels of physical activity (PA). This is even more apparent in Native American youth with minimal access to community facilities and programming. This project investigates Native American children's intentions and behaviors related to PA. PURPOSE: To identify determinants of Native American youth's PA behaviors in order to be better prepared to develop effective PA interventions. METHODS: Native American youth from the Southwestern United States (N=232, 13.59+1.61 yrs) fifth through twelfth grades answered a previously validated and reliable questionnaire related to PA based on the Theory of Planned Behavior (TPB). Multiple Regression analyses were used to examine the TPB model of student attitude, subjective norm, and control determining intention and intention predicting student PA behavior as measured by self-report of PA and its duration. RESULTS: TPB was supported in this population of Native American youth, with 48% of the variance in intentions to engage in PA due to attitude, perceived behavioral control, and subjective norm (F(3, 219) = 66.46, p<0.01). These determinants had a moderate effect on intentions to be PA. Intention was found to be a significant (t(2) = 2.41, p<.02), but weak predictor of self-reported behavior, accounting for only 2.5% of the variance. CONCLUSION: This study supports the value of using the TPB model to learn more about Native American youth's intentions and behaviors to related to PA. It also highlights the important role that these determinants may play in developing physically activity lifestyles. Attitude or creating programming that Native American youth will view in positive ways, subjective norm or the importance of youth's influencing social groups, and finally, the need youth have to feel in control of their PA patterns, also may influence Native American youth's intentions and behaviors related to healthful PA.

Psychosocial Correlates of Physical Activity in Home School and Public School Children

In recent years, there has been considerable public health interest in better understanding factors that influence physical activity behavior in youth. With the growing popularity of home schooling, it is important to determine if home school children differ from public school children with regard to physical activity and correlates of physical activity. PURPOSE: The purpose of this study was to examine the psychosocial correlates and self-reported physical activity (PA) behaviors of home school and public school children. METHODS: Home school (n = 79) and public school (n = 1,076) children from matched communities in a Midwestern state completed a survey instrument containing the Children's Physical Activity Correlates Scale (CPAC) and the Children's Physical Activity Questionnaire (PAQ) during their normal physical education class period (public school) or during a separate group enrichment session (home school). Multivariate analysis of covariance (controlling for age and location) was used to test for possible differences in these measures and regression analyses were used to examine relationships between the correlate measures and physical activity. RESULTS: Home school youth were found to have significantly higher activity scores (ES = .32) and more favorable values on the psychosocial correlates (Attraction to PA, ES = .40; Perceived Competence, ES = .28; Parental Influence, ES = .57) than public school children. Males reported higher levels of attraction and perceived competence (p<.016) than females for both school type. For home school children, PAQ scores and parental influence were higher for females than males, while the scores for public school youth were similar. The psychosocial correlates of activity explained a higher percentage of the variance in the home school sample (R2 = 31.7%) compared to the public school youth (R2 = 24.7%) and there were differences in the relative importance of the individual correlate measures. Attraction to physical activity (an affective component) was the most important predictor for both samples (R2 = 20–25%) but parental influence was found to contribute unique variance only with the public school sample (3.3%). CONCLUSIONS: The psychosocial correlates predicted PA in both samples but the variance accounted for and relative importance of the different constructs varied between the samples.

Effects of a School-Based Intervention on Latino Youth Physical Activity Behaviors

0726 Physical activity (PA) is a Leading Health Indicator of Healthy People 2010. Youth PA levels decline through the teenage years with Latino youth reporting less PA than Whites. A culturally appropriate intervention could prove effective in helping Latino youth adopt and maintain PA. PURPOSE: To determine if a culturally appropriate school-based intervention increases the self-reported levels of PA in 9th grade Latino youth. METHODS: Students (N = 332; 239 treatment, 93 control) from 2 primarily (> 80%) Latino schools served as subjects. The experimental students received a modified form of Salud Para Su Corazón (For the Health of Your Heart), a Latino communitybased cardiovascular health initiative from the NHLBI. Nine lessons were distributed across the entire academic year, integrated with health and life skills courses. Questions from YRBSS were used to measure changes from pre- to post, treatment, and across genders. A 2×2×2 mixed model ANOVA was used to investigate the effect of prepost, treatment, and gender (and all possible interactions) on self-reported days of participation in moderate (M) and vigorous (V) PA in the previous week. RESULTS: Students reported increased (p < .001) M and V PA at the post-test compared to the pre-test. The treatment did not have a statistically significant effect on M (p < .09) or V (p < .12) PA. The experimental students tended to report greater increases in V PA following intervention (p < .08) compared to the controls. Males reported higher levels of V PA (p < .05). There were no other significant interactions. The observed power for each test was less than .50 for tests of effects related to the treatment. The Effect Sizes for M and V PA were greater than .30 for the treatment students and only .18 (M) and .09 (V) PA from pre- to post measurement. CONCLUSION: The treatment effect may have been moderated by the lack of continuous intervention. Lessons may need to be focused and reinforced continuously throughout the school year rather than delivered within the general curriculum. Results suggest some potential effect on student PA behaviors as a result of the intervention. Supported in part by NAHGP Grant No. N003 from the Texas Higher Education Coordinating Board

Effects of a School-Based Intervention on Latino Youth Physical Activity Behaviors

Effects of a School-Based Intervention on Latino Youth Physical Activity Behaviors