Changes in Physical Activity Behaviour and Psychosocial Correlates Unique to the Transition from Primary to Secondary Schooling in Adolescent Females: A Longitudinal Cohort Study

Abstract

Few studies have investigated physical activity changes over the transition from primary to secondary school. This study assessed change in physical activity and the psychosocial correlates across 12 months in two cohorts of adolescent girls, who were either in primary school in year 1, moving to secondary school in year 2 (Transition cohort) or an older cohort (Secondary cohort) who remained in early secondary school. Female adolescents (n = 191; 38% response rate) in South Australia self-reported physical activity and psychosocial correlates of physical activity. Changes between baseline and 12-month follow-up were assessed using paired t-tests. Multiple regression modelling identified psychosocial predictors of physical activity change. Physical activity declined in the transition but not the secondary cohort. The decline was most pronounced during school break times. Independent predictors of physical activity change were: change in enjoyment in the transition cohort; and changes in enjoyment, perceived outcomes, and friend encouragement in the secondary cohort. Transitioning from primary to secondary school is a critical period during which physical activity typically declines, particularly among females. Effective physical activity promotion in this vulnerable group will depend on a deeper understanding of the sociocultural, curricular and environmental influences on physical activity that are unique to each school context.

Mobile application interventions to increase physical activity and their effect on kinanthropometrics, body composition and fitness variables in adolescent aged 12–16 years old: An umbrella review

“…The inclusion of adolescents aged 12–16 years was due to the considerable physical and psychological changes that occur at this stage as a result of puberty (Beunen et al, 2006), as well as the changes in their peer group (Jindal‐Snape et al, 2020), academic demands (Evans et al, 2018), social behaviours (Jindal‐Snape et al, 2020) or mental health (Evans et al, 2018), with the decrease in the adolescents' practice of physical activity during this stage being one of the most noteworthy aspects (Remmers et al, 2020; Ridley & Dollman, 2019), together with a decrease in the practice of extracurricular physical activity as adolescents become older (de Meester et al, 2014).…”

Prevalence and Trends of Physical Activity in Thai Children and Young People: Pooled Panel Data Analysis from Thailand’s Surveillance on Physical Activity 2012–2020

“…While there has been adequate research on the correlates of PA among children and young people, there is a lack of evidence—particularly in the Thai setting—concerning whether PA level is associated with periods of transition in a child’s life, particularly during school transition. Scholars from developing countries have reported that PA changes during school transition were common, and a greater decline was documented during the transition from primary to secondary school [ 30 , 31 , 32 , 33 , 34 ]. School characteristics, home environment (parents’ supports), and social space for PA was frequently reported as the correlates of PA changes during transitional periods [ 30 , 32 ].…”

The Influence of Teacher-Student Communication on the Importance of Physical Education

“…Both directly, raising proposals in the classes that help to meet adequate levels of moderate and vigorous Physical Activity (MVPA), as well as indirectly, through the transmission of values, knowledge, skills, etc. Since MVPA are decreasing in both sexes from early on, and especially among women (Ridley & Dollman, 2019;Farooq et al, 2020), PE should be considered and used as a unique opportunity to access, act, and approach young people for the development of healthy living habits from an educational, sports, and movement perspective, Furthermore, the entertainment and performance of PE classes is a powerful proponent of PA in young people (Wallhead, Garn, & Vidoni, 2014). The lack of enjoyment and motivation towards PE classes are important elements to be considered, as motivation towards PE classes has been shown to enhance and encourage PA from early ages to adolescence (Wallhead et al, 2014).…”