1 حسین زاده. title alternative high school students’ physical activity: role of...
TRANSCRIPT
![Page 1: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/1.jpg)
زاده 1 حسین
![Page 2: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/2.jpg)
Title
Alternative High School Students’ Physical Activity: Role of Self-efficacy
زاده 2 حسین
![Page 3: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/3.jpg)
Importance of PA
• is a main protective factor against health problems.
• PA: biological, psychological, social/cultural, physical environmental factors.
زاده 3 حسین
![Page 4: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/4.jpg)
• researchers and practitioners are particularly interested in identifying which factors are the most to intervention?modifiable and responsive
زاده 4 حسین
![Page 5: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/5.jpg)
High risk youth
• Girls are less active than boys.• In ethnic minority• Having low SES*
زاده 5 حسین
![Page 6: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/6.jpg)
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
![Page 7: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/7.jpg)
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
![Page 8: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/8.jpg)
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
![Page 9: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/9.jpg)
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
![Page 10: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/10.jpg)
Method
• Sample
PA barriers • Measures: PASE MVPA Demography • Analysis:
زاده 10 حسین
![Page 11: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/11.jpg)
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
![Page 12: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/12.jpg)
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
![Page 13: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/13.jpg)
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
![Page 14: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/14.jpg)
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
![Page 15: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/15.jpg)
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
![Page 16: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/16.jpg)
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
![Page 17: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/17.jpg)
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
![Page 18: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/18.jpg)
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
![Page 19: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/19.jpg)
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
![Page 20: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/20.jpg)
Results (t- test)
Prev.
زاده 20 حسین
![Page 21: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/21.jpg)
Results (correlation)
Prev.زاده 21 حسین
![Page 22: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/22.jpg)
Results (Regression )
prev.
Sobel test: t=-2.29 p<0.05
زاده 22 حسین
![Page 23: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/23.jpg)
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
![Page 24: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/24.jpg)
For BOYS -2
MVPASchool/Neigh.B
-0.21 p>0.1
-0.28 p<0.05
زاده 24 حسین
![Page 25: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/25.jpg)
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
![Page 26: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/26.jpg)
• 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
![Page 27: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/27.jpg)
Discussion 2m
oderate
Trend level
زاده 27 حسین
![Page 28: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/28.jpg)
• 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
![Page 29: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/29.jpg)
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
![Page 30: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/30.jpg)
• 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
![Page 31: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/31.jpg)
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
![Page 32: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/32.jpg)
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
![Page 33: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/33.jpg)
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
![Page 34: 1 حسین زاده. Title Alternative High School Students’ Physical Activity: Role of Self-efficacy 2 حسین زاده](https://reader036.vdocuments.site/reader036/viewer/2022062805/5697bfb61a28abf838c9df10/html5/thumbnails/34.jpg)
• 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