Parental Influences on Physical Activity in Children: An Exploration of Potential Mechanisms

Abstract

This study examined the utility of a model to explain parental influence on children’s physical activity. Children (n = 994) from 3 elementary schools completed a survey with scales assessing physical activity, attraction to activity, perceived competence, and perceived parental influence. Self-report data on the physical activity levels of parents (n = 536) were also obtained to test the hypothesis that active parents may provide more encouragement and support for their children. The parental influence scales accounted for 20%, 26%, and 28% of the variance in physical activity, attraction to physical activity, and perceptions of competence, respectively. Correlations between parent and child levels of activity were low, but children of active parents had higher scores on the parental influence measures and psychosocial correlates than inactive parents. This study provides further confirmation of the important influence that parents exert on their child’s physical activity behavior.

Physical Activity and Sedentary Behavior Relative to Body Mass Index among School Children in Saudi Arabia

“…Normative PAQ data for English youth reported cut off scores of all ages and therefore found an average mean of 3.007 (0.720) for boys and 2.695 (0.628) for girls [32]. The mean activity score for boys was 3.29 (SD=0.66), whereas the mean activity score for girls was 3.16 (SD=0.62) by a study reported by Welk et al [52]. A pilot study regarding the effect of active video games on physical activity in children found average scores of PAQ-C score of 3.2 ± 0.5 with children participating video game play compared to the control group of scores 2.7 ± 0.8 with no intervention [53].…”

A cohort-sequential latent growth model of physical activity from ages 12 to 17 years

“…Studies have shown that parents may influence their children's physical activity both directly and indirectly (22,23,24). Mechanisms hypothesized to account for consistencies in family activity include genetics and environmental variables (e.g., modeling, shared activities, social support) (23).…”

Mediation effects of social support on relationships of perceived environment and self-efficacy with school-based physical activity: A structural equation model tailored for Japanese adolescent girls

“…Interestingly, the effect of family support on physical activity was significant in the after-school context but not at lunch time. This suggests that parents mainly act as a "gate keeper" by providing instrumental support (e.g., transportation and providing access to equipment) so that children can engage in organized physical activity during after-school hours [39,40]. Similarly, the non-significant association of teacher support with physical activity was understandable because physical activity becomes a free choice in leisure time.…”