The interaction of behavioral context and motivational-volitional factors for exercise and sport in adolescence: patterns matter

Abstract

Background: In order to generate more effective interventions to promote exercise and sport in adolescence, a better understanding of the interaction of influencing factors across different levels is needed. In particular, motivation and volition for exercise and sport, as well as the context in which adolescents are doing exercise and sport, have been identified as important factors. Behavioral context refers to both the organizational setting, e.g., doing exercise and sport in a club, and the social setting, e.g., doing exercise and sport with friends. Extending previous research, the present study applies a person-oriented approach and aims to identify typical behavioral context patterns and motivational-volitional patterns. To validate the patterns, it was examined whether they differ concerning the exercise and sport activity level. Furthermore, the study investigated how behavioral context patterns and motivational-volitional patterns interact. Method: A cross-sectional design with 1155 adolescents (M age = 15.29; 53% female) was applied. A latent profile analysis was used twice to identify typical patterns: once with eight organizational and social setting factors to examine behavioral context patterns, and once with five motivational-volitional factors to examine motivationalvolitional patterns. To validate the patterns identified, the exercise and sport activity level were compared across the patterns using Wald-tests. Finally, transition probabilities and odds ratios were calculated in order to investigate the interaction of the behavioral context and motivational-volitional patterns. Results: Four behavioral context patterns − differing in activity level − were identified: Mostly inactive, non-cluborganized individualists, self-organized individualists and family sportspersons, and traditional competitive club athletes with friends. Furthermore, five motivational-volitional patterns emerged with differing activity levels: three level patterns with overall low, moderate or high motivation and volition, and two shape patterns called the intention-and plan-less and the plan-less motivated. Regarding interaction, the results indicate that one behavioral context pattern is not solely responsible for moderate to high motivation and volition in adolescents. Conclusion: Applying a person-oriented approach allows a more differentiated view of how behavioral context and motivational-volitional factors interact within homogenous subgroups. This, in turn, provides a basis to design tailored multilevel interventions which account for the interaction of influencing factors across different levels.

Individual and Environmental Factors Associated with Participation in Physical Activity as Adolescents Transition to Secondary School: A Qualitative Inquiry

“…Understanding the environmental factors that influence adolescents’ levels of PA during the transition from elementary to secondary school is complex as this study identified a number of intrapersonal and environmental factors that changed during this period. Given our understanding of the environmental factors that influence adolescents’ PA [ 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 54 , 55 , 56 ], it was not surprising that changes in the school, social, and household environments were highlighted as influencing adolescents’ PA during transition. Studies that examine factors associated with youth PA during the transition from elementary school to secondary school are relatively rare, and this paper addresses an important gap in the literature.…”

“…Parents play a central role in socializing their adolescents to PA opportunities, and this process starts when adolescents are young and continuously evolves as they age [ 23 , 24 , 43 , 55 ]. Similar to others, our study found that parents continued to play an important role in supporting adolescent PA [ 30 , 31 , 32 , 33 ].…”

“…An agreed understanding of how the transition period from elementary to secondary school affects PA remains sparse, as the environments (school, family, peer, intrapersonal) adolescents experience vary drastically around the world [ 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 ]. In a previous qualitative study, girls’ participation in PA during the transition was related to the change in PA opportunities, decreased social support from friends and families to be active, increased pressure to be skilled in order to participate in PA, and competing priorities that took them away from PA [ 16 ]; however, changes like this are not as prevalent when regular MVPA is mandated in the school’s curriculum [ 18 , 19 , 20 , 21 ].…”

“…The transition to secondary school is often referred to as a pivotal event in an adolescent’s life as they experience numerous changes concurrently [ 18 , 19 , 20 , 21 , 22 ]. In the school setting, these changes include a new PA/Physical Education (PE) school environment [ 11 , 12 , 13 , 14 , 19 ]; a new range of school-based policies surrounding PA, PE, and the physical school setting that could affect the adolescents PA (i.e., availability of equipment) [ 15 , 17 , 18 , 19 , 20 ]; and differing expectations surrounding individual development and growth [ 21 , 22 , 23 , 24 ]. Changes in the household environment that have been identified to potentially modify PA during the transition are parental expectations for more responsibilities and independence [ 19 , 21 , 22 , 24 , 25 , 26 , 27 ]; and changes in the family’s role as a gate-keeper to adolescents PA [ 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 ].…”

“…In the school setting, these changes include a new PA/Physical Education (PE) school environment [ 11 , 12 , 13 , 14 , 19 ]; a new range of school-based policies surrounding PA, PE, and the physical school setting that could affect the adolescents PA (i.e., availability of equipment) [ 15 , 17 , 18 , 19 , 20 ]; and differing expectations surrounding individual development and growth [ 21 , 22 , 23 , 24 ]. Changes in the household environment that have been identified to potentially modify PA during the transition are parental expectations for more responsibilities and independence [ 19 , 21 , 22 , 24 , 25 , 26 , 27 ]; and changes in the family’s role as a gate-keeper to adolescents PA [ 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 ]. Noted changes experienced in the adolescents’ dynamic social environment include the desire to develop new friendships, increased peer influence on the adolescent’s lifestyle [ 13 , 16 , 23 , 25 , 27 , 33 , 34 , 35 ], and the need for social support [ 25 , 26 , 27 , 28 , 29 , 34 , 35 , 36 , 37 , …”