Physical Activity-Related Profiles of Female Sixth-Graders Regarding Motivational Psychosocial Variables: A Cluster Analysis Within the CReActivity Project

Abstract

Introduction Adolescents’ physical activity (PA) behavior can be driven by several psychosocial determinants at the same time. Most analyses use a variable-based approach that examines relations between PA-related determinants and PA behavior on the between-person level. Using this approach, possible coexistences of different psychosocial determinants within one person cannot be examined. Therefore, by applying a person-oriented approach, this study examined (a) which profiles regarding PA-related psychosocial variables typically occur in female sixth-graders, (b) if these profiles deliver a self-consistent picture according to theoretical assumptions, and (c) if the profiles contribute to the explanation of PA. Materials and Methods The sample comprised 475 female sixth-graders. Seventeen PA-related variables were assessed: support for autonomy, competence and relatedness in PE as well as their satisfaction in PE and leisure-time; behavioral regulation of exercise (five subscales); self-efficacy and social support from friends and family (two subscales). Moderate-to-vigorous PA was measured using accelerometers. Data were analyzed using the self-organizing maps (SOM) analysis, a cluster analysis including an unsupervised algorithm for non-linear models. Results According to the respective level of psychosocial resources, a positive, a medium and a negative cluster were identified. This superordinate cluster solution represented a self-consistent picture that was in line with theoretical assumptions. The three-cluster solution contributed to the explanation of PA behavior, with the positive cluster accumulating an average of 6 min more moderate-to-vigorous PA per day than the medium cluster and 10 min more than the negative cluster. Additionally, SOM detected a subgroup within the positive cluster that benefited from a specific combination of intrinsic and external regulations with regard to PA. Discussion The results underline the relevance of the assessed psychosocial determinants of PA behavior in female sixth-graders. The results further indicate that the different psychosocial resources within a given person do not develop independently of one another, which supports the use of a person-oriented approach. In addition, the SOM analysis identified subgroups with specific characteristics, which would have remained undetected using variable-based approaches. Thus, this approach offers the possibility to reduce data complexity without overlooking subgroups with special demands that go beyond the superordinate cluster solution.

Study Protocol of a School-Based Randomized Controlled Trial to Promote Cycling to School Among Students in Germany Using Intervention Mapping: The ACTS Project

“…Our planned intervention has also several strengths: We chose the school setting for our intervention because it is regarded as ideal (50)(51)(52)(53). According (38,39), thigh-mounted (40) accelerometers with a sample rate of 30 Hz should be worn from waking up until going to bed except during water activities for a minimum of 8 h on a minimum of 3 weekdays and 1 weekend day (38,39). Collected data will be downloaded using an epoch length of 1 s (38,39).…”

“…According (38,39), thigh-mounted (40) accelerometers with a sample rate of 30 Hz should be worn from waking up until going to bed except during water activities for a minimum of 8 h on a minimum of 3 weekdays and 1 weekend day (38,39). Collected data will be downloaded using an epoch length of 1 s (38,39). For wear time validation, the algorithm from Choi et al will be applied (41).…”

Motivation and Basic Psychological Needs Satisfaction in Active Travel to Different Destinations: A Cluster Analysis with Adolescents Living in Germany

“…Given the theoretically proposed simplex structure of motivation [ 18 , 37 ], a profile with a single dominant form of motivation combined with some endorsement of proximate forms and decreasing endorsement of more distant ones (i.e., displaying an unimodal curve) would be more common than profiles that exhibit matching levels of opposing forms of motivation [ 36 ]. Based on SDT, research has been conducted aiming to identify profiles representing groups of people who share certain motivational characteristics regarding, for example, motivation for physical education [ 38 , 39 , 40 ], physical activity [ 41 ], or exercise [ 42 , 43 ]. Throughout these studies, research identified various clusters that comprised distinct combinations of the different motivational types.…”

“…Person-centered research has also been conducted to identify profiles concerning BPNs satisfaction [ 41 , 44 , 45 ]. Considering the theoretical perspective that autonomy, competence, and relatedness constitute key nutriments of high quality motivation [ 18 , 20 ], profiles with high BPNs satisfaction would be observed in combination with higher autonomous motivation.…”

“…Considering the theoretical perspective that autonomy, competence, and relatedness constitute key nutriments of high quality motivation [ 18 , 20 ], profiles with high BPNs satisfaction would be observed in combination with higher autonomous motivation. Agreeing with SDT, research from physical education found higher autonomous motivation in clusters of students with high BPNs satisfaction compared to clusters of lower BPNs satisfaction [ 41 , 45 ]. However, in clusters of university students, the cluster characterized by mainly extrinsic motives for PA exhibited higher levels of autonomy satisfaction than the cluster of intrinsic motives [ 44 ].…”