Physical activity capability, opportunity, motivation and behavior in youth settings: theoretical framework to guide physical activity leader interventions

Rosenkranz, Richard R.; Ridley, Kate; Guagliano, Justin M.; Rosenkranz, Sara K.

doi:10.1080/1750984x.2021.1904434

Cited by 18 publications

(14 citation statements)

References 77 publications

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“…In the promotion of suitable motivation and types of PA in the school environment, it is necessary to respect the significant effect of the school's physical, social, and political environment on increasing PA and limiting sedentary behavior [ 57 ]. Rosenkranz et al [ 58 ] added that it is also important to consider the characteristics of settings and leaders, along with insights from behavioral theory, setting theory, and evidence-based effective interventions. It is equally important to promote the experience of a positive affective response to acute PA to improve intrinsic motivation for PA [ 59 ].…”

Section: Discussionmentioning

confidence: 99%

Differences and Associations between Physical Activity Motives and Types of Physical Activity among Adolescent Boys and Girls

Frömel

Groffik

Šafář

et al. 2022

BioMed Research International

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Interventions aimed at motivation for physical activity (PA) are mostly beneficial, but the effects on preventing the decrease in PA are not entirely clear, especially in girls. The main aim of this study was to identify the differences and associations between PA motives and types of PA in boys and girls and between low and high motivated boys and girls. Another aim is to identify the types of motivation and PA that increase the likelihood of achieving PA recommendations and to propose ways of increasing PA among low motivated adolescents. The research carried out before the COVID-19 pandemic (2010–2019) and involved 2,149 Czech and 1,927 Polish adolescents aged 15–19 years. The International Physical Activity Questionnaire-Long Form was used to identify the level of PA types, while PA motivation was examined through the Motives for Physical Activities Measure-Revised. During the ten years, a decline was observed in enjoyment, fitness, and social motives. An increase in appearance motives was observed in girls, while no significant changes were seen in boys. Boys showed a higher motivation for PA than girls in enjoyment, competence, fitness, and social motives, while girls were high motivated in appearance motives. The greatest statistically significant differences between low and high motivated individuals were found in the associations between recreation/vigorous PA and between all types of motivation in boys and girls in both countries. The strongest associations in both genders were observed between enjoyment/competence motives and recreation/vigorous PA. Respecting and using the associations between the types of PA motives and types of PA in low and high motivated boys and girls can support feelings of PA enjoyment, increase PA, support the achievement of PA recommendations, and positively affect adolescents’ healthy lifestyles.

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Section: Discussionmentioning

confidence: 99%

Differences and Associations between Physical Activity Motives and Types of Physical Activity among Adolescent Boys and Girls

Frömel

Groffik

Šafář

et al. 2022

BioMed Research International

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“…Further interventions are sorely needed that seek to develop physical activity leaders' capacity to facilitate people's more frequent attendance of sessions, improve their physical activity behaviours and experiences within sessions, and increase their overall physical activity levels. Although it may not be appropriate or realistic (particularly if resources are limited) for all interventions to aim for this latter goal [11], one tool intervention designers could draw on that may aid leaders' efforts to improve people's behaviours outside their own sessions is technology. For example, leaders could be encouraged to share videos providing encouragement or instruction, or to use social media (e.g.…”

Section: Recommendation 4: Focus On Translation and Implementationmentioning

confidence: 99%

“…For example, leaders could be encouraged to share videos providing encouragement or instruction, or to use social media (e.g. Facebook groups) to maintain communication with their group or class members outside sessions and encourage members to support each other [11,61].…”

Section: Recommendation 4: Focus On Translation and Implementationmentioning

confidence: 99%

“…By more effectively supporting those that cycle into exercise settings to do this, and by supporting all attendees to participate regularly, maximise the benefits they derive from each session (e.g. by successfully encouraging moderate to high effort), and lead active lives more broadly, leaders therefore have the capacity to make an important difference (see also [11]).…”

Section: Introductionmentioning

confidence: 99%

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Equipping Physical Activity Leaders to Facilitate Behaviour Change: An Overview, Call to Action, and Roadmap for Future Research

et al. 2022

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Addressing high and stagnant physical inactivity rates remains a pervasive challenge for researchers, and a priority for health organisations, governments, and physical activity practitioners. Leaders are a prevailing feature of numerous physical activity contexts and can fundamentally influence people’s physical activity behaviours and experiences. In line with this, fitness companies and organisations commonly claim that the leaders of their classes, groups, or sessions will motivate, inspire, and ensure exercisers achieve their goals. We argue, however, that there is insufficient evidence regarding how leaders can best facilitate positive behaviours among, and outcomes for, group members to be confident that these claims are translating into strong physical activity leadership on the ground. In this article, we therefore call for research that equips leaders with greater knowledge and practical guidelines for how to maximise their effectiveness. To facilitate such research, we provide an overview of research that has examined the most effective ways for physical activity leaders to promote health-enhancing behaviours (e.g. greater participation) and positive experiences that may lead to such behaviours (e.g. greater exercise enjoyment) among those they lead. Then, with the shortcomings of this extant research in mind, we outline four broad recommendations for future research: (a) conduct research in novel and varied contexts, (b) focus on insufficiently active populations, (c) utilise qualitative methods, and (d) focus on translation and implementation. Such research would, we believe, generate knowledge that enables physical activity leaders to capitalise on their potential to be powerful agents of behaviour change.

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“…Therefore, it has been a common concern of universities and society to promote college students to actively participate in physical exercise, avoid being sedentary and build a healthy body. And it has also become an issue of scientific research to explore the psychological mechanism for the promotion of exercise behavior of college students and construct a predictive intervention model suitable for this group, so as to enable them to keep exercising regularly (Rosenkranz et al, 2021;Liao et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Value-Added Contribution of Exercise Commitment to College Students’ Exercise Behavior: Application of Extended Model of Theory of Planned Behavior

Zhang

Feng

et al. 2022

Front. Psychol.

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The aim of this study was to investigate the applicability of the planned behavior theory model (TPB-5) and TPB-6 model of enhanced physical exercise in college students, and to explore the role of exercise commitment in the relationship between exercise intention and behavior, so as to provide theoretical and empirical support for college students to promotion exercise. The study participants were 581 college students (male = 243, female = 338, age = 19.27 ± 0.94) are investigated with Theory of Planned Behavior (TPB) Scale, Exercise Commitment Scale, and Physical Activity Rating Scale. Results showed that the explanatory power of the TPB to exercise intention and exercise behavior is 0.70 and 0.52, respectively, and exercise intention was the primary factor to predict exercise behavior of college students. The Model fit of TPB-6 model is acceptable, compared with TPB 5-factor model, the predictive power of TPB-6 (with the mediator: exercise commitment) on behavioral intention increases from 70.0 to 75.0%, and the predictive power towards behavior raises from 52.0 to 59.0%. Exercise commitment has a partial mediating effect between exercise intention and behavior, which accounts for 26.89% of the total effect, but it has no moderating effect. In conclusion, this research demonstrates the TPB-5 model has good applicability among the college students, with exercise commitment variables, exercise intention can better predict college students’ exercise behavior, which can be used as the theoretical basis for the intervention on their exercise behavior.

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Physical activity capability, opportunity, motivation and behavior in youth settings: theoretical framework to guide physical activity leader interventions

Cited by 18 publications

References 77 publications

Differences and Associations between Physical Activity Motives and Types of Physical Activity among Adolescent Boys and Girls

Differences and Associations between Physical Activity Motives and Types of Physical Activity among Adolescent Boys and Girls

Equipping Physical Activity Leaders to Facilitate Behaviour Change: An Overview, Call to Action, and Roadmap for Future Research

The Value-Added Contribution of Exercise Commitment to College Students’ Exercise Behavior: Application of Extended Model of Theory of Planned Behavior

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