Effects of a Web-Based Health Program on Fifth Grade Children's Physical Activity Knowledge, Attitudes and Behavior

Palmer, Stephen; Graham, George; Elliott, Eloise

doi:10.1080/19325037.2005.10608164

Cited by 40 publications

(35 citation statements)

References 27 publications

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“…[10][11][12][13][14][15][16][17][18][19][20][21][22][23] Only two studies reported using the Theory of Planned Behaviour, 13,24 with other theoretical frameworks, such as the Behavioural Choice Theory, 11 the Organizational Change Theory, 14 the Social Ecological Model, 25 and Pender's Health Promotion Model 23 being reported by single studies. Four interventions did not explicitly identify using a theoretical framework; [26][27][28][29] however, the effects on theoretically derived constructs such as knowledge and beliefs, enjoyment, social influences, barriers, perceived health, and self-efficacy were reported. The most common mediators assessed included physical activity knowledge or beliefs (11 studies); [10][11][12][13][15][16]18,23,[26][27][28] self efficacy (8 studies); [14][15][16]18,20,22,23,26 and enjoyment or preference for physical activity (6 studies).…”

Section: Resultsmentioning

confidence: 99%

“…Four interventions did not explicitly identify using a theoretical framework; [26][27][28][29] however, the effects on theoretically derived constructs such as knowledge and beliefs, enjoyment, social influences, barriers, perceived health, and self-efficacy were reported. The most common mediators assessed included physical activity knowledge or beliefs (11 studies); [10][11][12][13][15][16]18,23,[26][27][28] self efficacy (8 studies); [14][15][16]18,20,22,23,26 and enjoyment or preference for physical activity (6 studies). [19][20][21][22]25,27 Less frequently reported mediators included attitudes, behavioural capability, intentions, outcome expectancies, social norms, social support and self-concept.…”

Section: Resultsmentioning

confidence: 99%

“…Seven of the 11 interventions that reported intervention effects on knowledge/beliefs reported positive changes in this mediator. [10][11][12][13]15,18,28 Four of the eight studies that reported intervention effects on self-efficacy reported significant improvements in that construct; [14][15][16]18 however, only two out of six interventions reported significant improvements in physical activity enjoyment or preference. 22,27 Positive effects on attitudes towards physical activity, 24,28 perceived social support for physical activity, 18 outcome expectancies, 16 and exercise behavioural capability 14 were also reported.…”

Section: Resultsmentioning

confidence: 99%

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Effects of strategies to promote children's physical activity on potential mediators

2009

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The aim of this paper is to review evidence of the effectiveness of interventions that present physical activity outcomes and potential mediators of behavioural change among 4-12-year-old children. A systematic search of electronic databases for original research articles published in peer-review journals between January 1985 and the end of June 2006 was carried out. A total of 19 studies that reported intervention effects on physical activity and mediators of behavioural change were identified. The most common mediators reported included physical activity knowledge or beliefs (11 studies); self-efficacy (8 studies); and enjoyment or preference for physical activity (6 studies). Less frequently reported mediators included attitudes, behavioural capability, intentions, outcome expectancies, social norms, social support and self-concept. Seven of the 11 interventions that reported intervention effects on knowledge/beliefs stated positive changes in this mediator. Four of the eight studies that reported intervention effects on self-efficacy had significant improvements; however, only two out of six interventions reported significant improvements in physical activity enjoyment or preference. None of the studies reviewed reported whether changes in these constructs mediated changes in children's physical activity behaviours. Although more than half of the studies reviewed reported a positive intervention effect on children's physical activity, no study carried out a mediating analysis to attempt to identify the mechanisms of change. Future research should more clearly identify the mediators of behavioural change that are being targeted and whether this explains intervention effects.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Effects of strategies to promote children's physical activity on potential mediators

2009

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“…Three studies had findings favoring eHealth interventions influencing physical activity. 23,25,26 In six studies, the findings were statistically indeterminate 15,19,[20][21][22]24 and in one study there was a between group difference at post-test that favored the control group for moderate physical activity levels. 18…”

Section: Physical Activity Interventionsmentioning

confidence: 99%

A Review of eHealth Interventions for Physical Activity and Dietary Behavior Change

Norman

Zabinski

Adams

et al. 2007

American Journal of Preventive Medicine

548

451

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Objective-To review eHealth intervention studies for adults and children that targeted behavior change for physical activity, healthy eating, or both behaviors.Data Sources-Systematic literature searches were performed using five databases: Medline, PsychInfo, CINAHL, ERIC, and the Cochrane Library to retrieve articles. Study Inclusion and ExclusionCriteria-Articles published in scientific journals were included if they evaluated an intervention for physical activity and/or dietary behaviors, or focused on weight loss; used randomized or quasi-experimental designs; measured outcomes at baseline and a follow-up period; and included an intervention where participants interacted with some type of electronic technology either as the main intervention or an adjunct component. All studies were published between 2000 and 2005.Results-Eighty-six publications were initially identified, of which 49 met the inclusion criteria (13 physical activity publications, 16 dietary behaviors publications, and 20 weight loss or both physical activity and diet publications), and represented 47 different studies. Studies were described on multiple dimensions, including sample characteristics, design, intervention, measures, and results. eHealth interventions were superior to comparison groups for 21/41 (51%) studies (3 physical activity, 7 diet, 11 weight loss/physical activity and diet). Twenty-four studies had indeterminate results, and in four studies the comparison conditions outperformed eHealth interventions.Conclusions-Published studies of eHealth interventions for physical activity and dietary behavior change are in their infancy. Results indicated mixed findings related to the effectiveness of eHealth interventions. Interventions that feature interactive technologies need to be refined and more rigorously evaluated to fully determine their potential as tools to facilitate health behavior change.

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“…In place of the exciting mobile games, came no less exciting -computer games. In the preferences and interests of preschool children and younger schoolchildren, there have been significant changes in the structure of their free time [1,2].…”

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confidence: 99%

Modern strategies for regulating the motor activity of preschool and school age children in the educational space

Voloshina

Kondakov

Tretyakov

et al. 2018

PPS

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Purpose:the systematization of modern strategies for regulating the motor activity of preschool and school-age children. The criteria for assessing motor activity taking into account the individual characteristics of children and sociocultural conditions are considered. The adaptive strategy of regulation of the motor activity of a growing person in modern educational space is substantiated. Material:10 theses and more than 80 papers published in specialized journals of Russia, Ukraine, Kazakhstan, Belarus were analyzed. In the article is used quantitative approach, which has research and descriptive character. This approach includes methods for examining documents. The identification of studies over the past 50 years has been carried out. The analysis of normative program-methodological materials, educational standards, exemplary educational programs and the results of their own research was carried out. These studies substantiated various approaches to regulating and forming positive dynamics of motor activity in preschool and school-age children. Results:Three strategies for regulating motor activity were identified: biological, value-social and biosocial (adaptive). Their compliance with the level of scientific and methodological knowledge and domestic experience is established. The limiting factors have been established and ways of transforming the system of physical education at different levels of education have been concretized. The modern adaptive strategy of regulation of the motor activity of preschool children and younger schoolchildren is substantiated. The expediency of its introduction into the educational process is shown. This creates a favorable environment for the physical development of children. Conclusions:The adaptive system for regulating motor activity should take into account: the interests and opportunities of children at all levels of the educational system; regional sports traditions; sociocultural and climatic conditions. It is extremely important to recreate the playing space of childhood. This contributes to the formation of an active position in relation to the physical culture of the individual.

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Effects of a Web-Based Health Program on Fifth Grade Children's Physical Activity Knowledge, Attitudes and Behavior

Cited by 40 publications

References 27 publications

Effects of strategies to promote children's physical activity on potential mediators

Effects of strategies to promote children's physical activity on potential mediators

A Review of eHealth Interventions for Physical Activity and Dietary Behavior Change

Modern strategies for regulating the motor activity of preschool and school age children in the educational space

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