The role of physical activity enjoyment in the pathways from the social and physical environments to physical activity of early adolescent girls

Abstract

Most girls experience a notable decline in physical activity (PA) in early adolescence, increasing their risk for harmful health outcomes. Enjoyment for PA (i.e., positive feelings toward PA) is a determinant of PA among girls during adolescence and sustained PA throughout adulthood. Previous studies recommended increasing girls' PA enjoyment in order to increase their PA, but did not include environmental-level strategies for how families, schools, or communities do this. To gain insight on such strategies, this study examines the role of PA enjoyment as a mediator of social and physical environments to moderate-to-vigorous intensity PA of early adolescent girls. Cross-sectional, secondary analyses, using structural equation modeling, were conducted on a U.S. national dataset of 1721 sixth grade girls from the Trial of Activity for Adolescent Girls in 2003. Mediation model fit parameters included χ (292, N = 1721) = 947.73 p < 0.001, CFI = 0.95, RMSEA = 0.04 (90% CI = 0.03, 0.04), and SRMR = 0.037 suggesting overall good fit. There were no indirect effects on PA through PA enjoyment from the social or physical environmental factors. To PA, there were significant direct effects only from social support from friends (β = 0.15, CI = 0.09, 0.22). To PA enjoyment, there were significant direct effects from social support from family (β = 0.15, CI = 0.08, 0.23), school climate (teachers β = 0.15, CI = 0.10, 0.21 and boys β = 0.15, CI = 0.09, 0.20), and neighborhood environment (β = 0.10, CI = 0.04, 0.17). The findings of this study identified several direct effects of the social and physical environment on PA enjoyment that can begin to inform environmental-level strategies for increasing PA enjoyment among early adolescent girls.

Analisis Perbandingan Motivasi Belajar Siswa Dan Intensitas Gerak Pada Model Pembelajaran Taktis Dan Teknis Pada Permainan Invasi

“…Another study shows novelty in testing the enjoyment of physical activity as a mediator of the social and physical environment in the physical activity of early adolescents based on female gender. This study shows the contribution of the existing literature by identifying several social and physical environmental factors associated with pleasure in physical activity (Budd et al, 2018;Pfledderer, Burns, & Brusseau, 2019). Physical education in secondary schools provides valuable experience and structured physical activity programs (McLennan & Thompson, 2015;Bechter, Dimmock, & Jackson, 2019).…”

Effects of Attitude, Motivation, and Eagerness for Physical Activity among Middle-Aged and Older Adults

“…According to Yu and Lin [ 5 ], “the specific type of PA (e.g., walking) itself may be a key in promoting PA for older adults and the general adult population” (p. 483). Others denote that PAs are connected with some sort of enjoyment [ 6 ], self-determined motivation [ 7 , 8 ], and the fulfillment of basic psychological requirements. Several theories are used to guide, encourage, and enhance the participation of PAs and evaluate adults' active behaviors [ 9 ].…”

“…Attitude has been considered as an interrelated concept. In contrast, enjoyment [ 6 ] is regarded as an essential characteristic of self-determined motivation, which motivates people to engage in PAs [ 14 ]. Most studies used the self-determination theory (SDT) [ 7 , 8 ] to examine people's approach to PAs by analyzing self-determined motivation [ 15 ].…”

The Relationship between Actual Fundamental Motor Skill Proficiency, Perceived Motor Skill Confidence and Competence, and Physical Activity in 8–12-Year-Old Irish Female Youth

“…Research also demonstrates that PA decreases significantly during the transition from childhood to adolescence, with girls in particular showing sharper declines in participation [ 4 ]. There is a need to pay attention to girls’ PA patterns and influences [ 5 ]. Numerous factors have been shown to influence child PA participation [ 6 ], and research suggests that actual movement competency (e.g., fundamental movement skill (FMS) proficiency) in early childhood may be an important prerequisite for engagement in PA later in life [ 6 ].…”