Motivation and Behavioral Regulation of Physical Activity in Middle School Students

The Influence of a Girls' Health and Well-Being Program on Body Image, Self-Esteem, and Physical Activity Enjoyment

Adolescent girls report low physical activity levels and poor body image and self-esteem. This study evaluated the impact of a girls' health intervention on body image, self-esteem, and physical activity enjoyment. The intervention was grounded in self-determination theory, resulting in lessons designed to promote autonomy, competence, and relatedness. The two primary components of the intervention included opportunities for girls to learn about resistance training as well as ways to improve their psychosocial health (i.e., body image, self-esteem, and physical activity enjoyment). Girls (n = 590), in the intervention (Mage = 12.79, SD = 0.69) and control group (Mage = 12.92, SD = 0.73), completed pre and post measures. A repeated measures MANOVA was conducted to assess changes in body image, self-esteem, and physical activity enjoyment. The intervention resulted in a significant increase in body esteem-appearance, F = 9.23, p = 0.003, and body esteem-weight, F = 4.77, p = 0.029, and a greater, non-significant, increase in self-esteem (3.22%), and physical activity enjoyment (4.01%) compared to the control group. This highlighted the use of the intervention for significant improvements in appearance and weight-related body image. The results support implementing psychosocial lessons, as well as physical activity, in health programming for girls.

Intrinsic Motivation: Knowledge, Achievement, and Experimentation in Sports Science Students-Relations with Emotional Intelligence

In this paper, we have focused on the Self-Determination Theory, paying special attention to intrinsic motivation, which is understood as the motivation that leads the subject to perform a task without the expectation of obtaining an external reward. In the field of sport, motivation is one of the most studied variables and one of the most researched, since it is closely related to the reasons that lead the athletes to start, maintain, and abandon sports practice. The main objective of this study is to analyze the relationship between intrinsic motivation (IM) and emotional intelligence from the theoretical contributions of the Self-Determination Theory. The specific objectives are to analyze attention, clarity, and emotional regulation, as well as intrinsic motivation to acquire knowledge. Additionally, we aim to explore the relationship between attention, clarity, and emotional regulation and the intrinsic motivation to achieve something. Lastly, we investigate the correspondence between attention, clarity, and emotional regulation and the intrinsic motivation to experience stimuli. The sample consists of 163 undergraduate and master's students related to Physical Activity and Sports Sciences, studying at a Spanish public university, located in the southeast region of Andalusia-specifically, in the city of Almería. The participants had a mean age of 20.33 years. In terms of gender, 70.9% (n = 117) were men and 27.9% (n = 46) women. In terms of degree, 76.7% (n = 147) were undergraduate students and 23.3% (n = 18) were postgraduate students. The Sports Motivation Scale (SMS/EMD) was used to assess intrinsic motivation, and the TMMS-24 was used to assess emotional intelligence. The main findings of this research demonstrate the existence of a relationship between the three dimensions of emotional intelligence (emotional attention, emotional clarity, and emotional regulation) and intrinsic motivation (intrinsic motivation to know something, intrinsic motivation to achieve something, and intrinsic motivation to experience stimulation). These findings emphasize the importance of emotional intelligence for intrinsic motivation.

Parental Support Is Associated with Moderate to Vigorous Physical Activity among Chinese Adolescents through the Availability of Physical Activity Resources in the Home Environment and Autonomous Motivation

This study aimed to use a structural equation model (SEM) to determine the association between parental support and moderate to vigorous physical activity (MVPA) among Chinese adolescents and whether the availability of physical activity (PA) resources in the home environment and autonomous motivation of adolescents mediated the association. Data were collected using questionnaires extracted from the Family Life, Activity, Sun, Health, and Eating (FLASHE) study. A final analytical sample of 3738 adolescents was enrolled. A SEM was performed to evaluate the hypothesized associations. It was found that parental support was not only positively directly but also indirectly associated with MVPA in Chinese boys through the home environment (i.e., availability of PA resources) and the autonomous motivation of adolescents. It is worth noting that the above relationships also exist in Chinese girls, except for the regulatory role of autonomous motivation. These findings suggest that future interventions for increasing adolescents' MVPA should focus on health education for parents to provide more PA resources in the home environment and adequately mobilize children's autonomous motivation.

What makes children learn how to swim? - health, lifestyle and environmental factors associated with swimming ability among children in the city of Malmö, Sweden

BACKGROUND

Swimming ability among children in the city of Malmö, Sweden is strongly affected by socioeconomic differences. We investigated to what extent mediating health and lifestyle factors, such as children's eating, sleeping and physical activity habits, as well as the characteristics of the social and working environment at both school and home, could explain the socioeconomic gradient in swimming ability.

METHODS

Our study population included children who started their first-grade school-year in 2012 or 2013 at any of the public primary schools of Malmö, Sweden. Cross-sectional, self-reported questionnaire-based data about health status and swimming ability in the fourth grade (age 10) were included from the Pupil Health Database (ELSA) for 3468 children.

RESULTS

Children's self-reported swimming ability was strongly associated with both individual- and school-based sociodemographic variables. Nine health, lifestyle and environmental variables were identified as potential mediators and included in the final model. Four of these variables, "Activity", "Outdoor time", "Social relationships at home and on the free time", and "Positivity about future", were significantly and positively associated with children's ability to swim.

CONCLUSIONS

Social support, optimism for the future and an active lifestyle were positively associated with children's swimming skills; however, compared to the socioeconomic factors, these health- and lifestyle factors contributed very little. It is possible, that interventions concerning children's swimming ability in lower socioeconomic neighbourhoods, should in addition to children's swimming lessons, target the whole families with the goal of increasing their possibilities for socialising and engaging in different kinds of recreational activities.

Rationale for the Essential Components of Physical Education

Purpose: This introductory article provides the context and rationale for conducting systematic literature reviews on each of the essential components of physical education, including policy and environment, curriculum, appropriate instruction, and student assessment. Methods: Four research teams from Doctoral Physical Education Teacher Education programs (D-PETE) conducted these systematic reviews using the PRISMA guidelines process. Results: This article explains the role of the national framework for increasing physical education and physical activity (i.e., Comprehensive School Physical Activity Program) in supporting the essential components of physical education. It also highlights the expectations for physical education and provides a brief history of these components. Lastly, this article highlights each of the articles presented in the special feature. Conclusion: Understanding the implementation of these components may be important for improving the physical education experience for all students and creating a foundation for lifelong physical activity and health.

Understanding Vocational Students' Motivation for Dietary and Physical Activity Behaviors

Unhealthy eating behaviors and low levels of physical activity are major problems in adolescents and young adults in vocational education. To develop effective intervention programs, more research is needed to understand how different types of motivation contribute to health behaviors. In the present study, Self-Determination Theory is used to examine how motivation contributes to dietary and physical activity behaviors in vocational students. This cross-sectional study included 809 students (mean age 17.8 ± 1.9 years) attending vocational education in the Netherlands. Linear multilevel regression analyses were used to investigate the association between types of motivation and dietary and physical activity behaviors. Amotivation was negatively associated with breakfast frequency and positively associated with diet soda consumption and high-calorie between-meal snacks. A positive association was found between autonomous motivation and water intake, breakfast frequency, fruit intake, and moderate-to-vigorous physical activity. Autonomous motivation was negatively associated with the consumption of unhealthy products. Controlled motivation was not associated with physical activity or dietary behaviors. Different types of motivation seem to explain either healthy or unhealthy dietary behaviors in vocational students. Autonomous motivation, in particular, was shown to be associated with healthy behaviors and could therefore be a valuable intervention target.

Prediction of maturity offset and age at peak height velocity in a longitudinal series of boys and girls

BACKGROUND

Predicted maturity offset, defined as time before peak height velocity (PHV) is increasingly used as an indicator of maturity status in studies of physical activity, fitness, and sport.

OBJECTIVE

To validate maturity offset prediction equations in longitudinal samples of boys and girls.

METHODS

The original and modified maturity offset prediction equations were applied to serial data for 266 boys (8-17 years) and 147 girls (8-16 years) from the Cracow Growth Study. Actual age at PHV for each youngster was estimated with the SITAR protocol. In addition to maturity offset, the difference between CA at prediction and maturity offset provided an estimate of predicted age at PHV.

RESULTS

Predicted maturity offset and age at PHV increased, on average, with CA at prediction. Variation in predictions was reduced compared to that in observed ages at offset and at PHV, and was more apparent with the modified equations. Relatively few predicted ages at PHV approximated observed age at PHV in early and late maturing youth of both sexes; predictions were later than observed among the former, and earlier than observed among the latter.

CONCLUSION

Predicted maturity offset and ages at PHV with the original and modified equations increase with CA at prediction, have reduced variation, and have major limitations with early and late maturing boys and girls.

Neighborhood Socioeconomic Deprivation Associated with Fat Mass and Weight Status in Youth

(1) Background: Few studies have examined the relationship between neighborhood socioeconomic deprivation (SED) and weight-related outcomes in youth, controlling for weight-related behaviors. Hence, the purpose of this study was to examine the association between neighborhood SED, weight status, and fat mass in a diverse sample of youth, before and after controlling for physical activity and diet. (2) Methods: The sample included 828 youth from the Transitions and Activity Changes in Kids study. Neighborhood SED was expressed as an index score at the census tract of residence. Height, weight, and body composition were measured and used to calculate fat mass index (FMI) and weight status. Moderate-to-vigorous physical activity (MVPA) and sedentary behavior (min/h) were measured via accelerometry. Diet quality was assessed via the Block Food Screener for Kids. Multilevel regression models were employed to examine these relationships. (3) Results: Neighborhood SED was significantly associated with FMI and weight status before and after controlling for MVPA, sedentary behavior, and diet. Notably, youth residing in the most deprived neighborhoods had significantly higher FMI and were 30% more likely to be overweight/obese (OR = 1.30; 95% CI = 1.03-1.65). (4) Conclusions: Greater neighborhood SED was consistently and significantly associated with higher fat mass index and increased likelihood of overweight/obesity among youth.

Adolescent Autonomous Motivation for Physical Activity: A Concept Analysis

PURPOSE

The purpose of this concept analysis is to develop a clear definition of adolescent autonomous motivation for physical activity (PA) based on all existing theoretical and operational definitions of autonomous motivation noted in the literature. For providers, understanding this is essential to elucidate why some adolescents choose to participate in a health-promoting behavior like PA. Researchers need to identify if they are evaluating autonomous motivation or a different type.

METHODS

Rodgers' Evolutionary Method of concept analysis was used. PubMed, CINAHL, ERIC, PsychInfo, and Sport Discus were searched.

RESULTS

No concept analysis of adolescent autonomous motivation for PA was found. Autonomous motivation may include intrinsic motivation and two forms of extrinsic motivation, integrated and identified behavioral regulations. Defining attributes include being: 1) dynamic and 2) on a continuum. Adolescent autonomous motivation for PA is a personal desire to attain PA because the behavior is fun and enjoyable, or it is an important part of how the adolescent self-identifies. The adolescent views the self as being healthy so maintains a healthy lifestyle; or views the self as athletic so needs to attain adequate MVPA.

CONCLUSION

Findings are that an autonomy-supportive environment and positive perceptions of PA are needed in order to have the outcome of increased PA. The information may be helpful for promoting consistency of measurement across disciplines. Future research with adolescents is warranted to examine underlying differences between males and females, by age, weight status, and developmental stage.

PRACTICE IMPLICATIONS

An in-depth understanding is needed for providers who are interested in developing interventions to assist adolescents in regularly attaining adequate PA.

Motivational processes in physical education and objectively measured physical activity among adolescents

PURPOSE

Grounded in self-determination theory (SDT), the present study tested how students' perceptions of autonomy support from physical education teachers predicts objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents. According to SDT, it was expected that psychological needs and autonomous and controlled forms of motivation would mediate these relationships.

METHODS

Students (n = 397) aged from 11 to 15 years in 17 different schools filled in questionnaires regarding SDT variables. In addition, objective MVPA was measured using an accelerometer (ActiGraph GT3X; ActiGraph, Pensacola, FL, USA) for 7 days. Structural equation modelling was used to examine the hypothesized relationships among the study variables.

RESULTS

The theory-based model showed a good fit with the data: χ2 = 642.464, df = 257; comparative fit index = 0.932; non-normed fit index = 0.921; root mean square error of approximation = 0.062; root mean square error of approximation 90% confidence interval: 0.054-0.067. As hypothesized, there was a significant and positive direct relationship between autonomy support and need satisfaction (β = 0.81, p = 0.001). In turn, need satisfaction positively predicted intrinsic motivation (β = 0.86, p = 0.001). Intrinsic motivation was positively related to MVPA (β = 0.29, p = 0.009). A significant indirect effect (β = 0.20, p = 0.004) supported the mediating role of psychological need satisfaction and intrinsic motivation in the relationship between perceived autonomy support and objectively measured MVPA.

CONCLUSION

The findings of the current study support the applicability of the SDT-based model in explaining the antecedents of objectively measured MVPA of adolescents. To enhance adolescents' daily MVPA, special focus should be put on increasing their intrinsic motivation toward physical education.

Moving adolescents for a lifetime of physical activity: shifting to interventions aligned with the third health revolution

Public health advocates have been calling for an intensified focus on early, middle, and late adolescence health behaviours due to both the short- and long-term health consequences. Hence, both the health-risk (e.g., alcohol consumption) and health-promoting (e.g., physical activity) behaviours of adolescents have been widely studied to better understand the underlying causes or determinants with an eye towards implementing more effective interventions. The success of these interventions, typically grounded in a risk-reduction/prevention-oriented intervention approach has been modest, especially those focused on health-promoting behaviours, such as physical activity. The purposes of this paper are to (1) conduct a conceptual critique of the risk-reduction/prevention-oriented approach underlying traditional adolescent physical activity interventions, and (2) examine the potential usefulness of an emerging person-based, development-oriented (PBDO) approach for enhancing the motivation and sustainability of adolescent physical activity. Within this PBDO perspective, emphasis is on adolescent growth and development as the starting point for initiating and sustaining physical activity. Implications of the PBDO approach for adolescent physical activity interventions are presented.

The Effectiveness of Autonomy Support Interventions With Physical Education Teachers and Youth Sport Coaches: A Systematic Review

Researchers consider motivation a key determinant of physical activity. In physical education (PE) and youth sport, the more children and adolescents evaluate their teachers and coaches to be autonomy supportive, as opposed to controlling, the more self-determined they are in their motivation. Therefore, it appears valuable to help PE teachers and youth sport coaches optimize their interactions with the individuals they work with. This study was designed to systematically review the literature related to autonomy support interventions with PE teachers and youth sport coaches. After relevant databases were searched and duplicates were removed, 1,523 potentially pertinent articles were found. These were subsequently screened based on specific inclusion criteria. This systematic review process helped identify 21 studies that were included for further analyses. Overall, the interventions were frequently successful in enhancing PE teachers' and youth sport coaches' behavior. Additional research appears justified to foster self-determined motivation among children and adolescence.

Physical Activity for Lent: Changes in and Associations Between Religiosity, Enjoyment, Motivation, and Physical Activity

Purpose: Given the unequal distribution of physical activity (PA) opportunities across middle schools, alternative options for promoting it should be explored. Faith-based schools are positioned to offer religious-themed PA interventions, yet few have been reported. We replicated previous research by investigating the effects of the Physical Activity for Lent (PAL) program on change in step count (ΔPA) and its associations with religiosity, enjoyment, and motivation (four subscales). Method: Over the 6-week Lenten season, three Catholic middle schools' students (n = 128) participated in a randomly allocated controlled crossover trial of a pedometer-based virtual journey that followed Jesus's life path. We used the Reliable Change Index (RCI), general linear mixed models, and logistic regression to identify changes (pre- to post-Lent) in the independent variables, and their association with ΔPA overall and of being in the highest ΔPA tertile. Results: Between 11.6% (religiosity) and 34.7% (external regulation) of participants' scores changed. School (School 3 > Schools 1 and 2 by ~2,400 steps/day, p < .001) and grade (6th grade > 7th and 8th grades by ~2,500 steps/day, p < .001) - but not religiosity, enjoyment, or motivation - were significant predictors of ΔPA. As RCI for intrinsic motivation and identified regulation increased, students were more (OR = 2.49) and less (OR = 0.74) likely, respectively, to be in the high ΔPA tertile. Conclusion: Desirable ΔPA was situational (i.e., school, grade) and highest ΔPA tertile was associated with autonomous motivation. Faith-based PA interventions may need to include additional components to realize even greater gains.

Impact on Physical Fitness of the Chinese CHAMPS: A Clustered Randomized Controlled Trial

BACKGROUND

School physical activity (PA) policy, physical education curriculum, teacher training, knowledge of physical fitness, and parental support are among the key issues underlying the declining trend of physical fitness in children and adolescents. The Chinese CHAMPS was a multi-faceted intervention program to maximize the opportunities for moderate and vigorous physical activity (MVPA), and increase physical fitness in middle school students. The purpose of the study was to test whether the levels of modification in school physical education policy and curriculum incrementally influenced the changes in cardiorespiratory fitness and other physical fitness outcomes.

METHODS

This 8-month study was a clustered randomized controlled trial using a 2 × 2 factorial design. The participants were 680 7th grade students (mean age = 12.66 years) enrolled in 12 middle schools that were randomly assigned to one of four treatment conditions: school physical education intervention (SPE), afterschool program intervention (ASP), SPE+ASP, and control. Targeted behaviors of the Chinese CHAMPS were the student's sedentary behavior and MVPA. The study outcomes were assessed by a test battery of physical fitness at the baseline and posttest. Sedentary behavior and MVPA were measured in randomly selected students using observations and accelerometry.

RESULTS

The terms contrasting the pooled effect of SPE, ASP, and SPE+ASP vs. Control, the pooled effect of SPE and SPE+ASP vs. ASP only, and the effect of SPE+ASP vs. ASP on CRF and other physical fitness outcomes were all significant after adjusting for covariates, supporting the study hypothesis. Process evaluation demonstrated high fidelity of the intervention in the targeted students' behaviors.

CONCLUSIONS

Chinese CHAMPS demonstrated the impact of varying the amount of MVPA and vigorous physical activity (VPA) on the physical fitness in middle school students in support of the need to increase the opportunity for PA in schools and to introduce high-intensity exercises in school-based PA programs. Modification of school policy, quality of physical education curriculum, and teacher training were important moderators of the improvement in physical fitness. (Trial registration: ChiCTR-IOR-14005388, the Childhood Health; Activity and Motor Performance Study.).

Associations among Neighborhood Socioeconomic Deprivation, Physical Activity Facilities, and Physical Activity in Youth during the Transition from Childhood to Adolescence

Background: This study aims to examine the longitudinal association of neighborhood socioeconomic deprivation (SED) with physical activity in youth during the transition from elementary to middle school, and to determine if access to physical activity facilities moderates this relationship. Methods: Data were obtained from the Transitions and Activity Changes in Kids (TRACK) study, which was a multilevel, longitudinal study designed to identify the factors that influence changes in physical activity as youth transition from elementary to middle school. The analytic sample for the current study included 660 youth with complete data in grades 5 (baseline) and 7 (follow-up). A repeated measures multilevel framework was employed to examine the relationship between SED and physical activity over time and the potential moderating role of elements of the built environment. Results: Decreases in physical activity varied by the degree of neighborhood SED with youth residing in the most deprived neighborhoods experiencing the greatest declines in physical activity. Access to supportive physical activity facilities did not moderate this relationship. Conclusion: Future research studies are needed to better understand how neighborhood SED influences youth physical activity over time.

Gender-specific correlates of sufficient physical activity among vulnerable children

AIM

We aimed to identify the levels and types of physical activity (PA) by gender, and to determine correlates of sufficient PA on a theoretical basis of self-determination and social support; moreover, if significant correlates with sufficient PA would differ by gender among vulnerable children.

METHODS

Participants were 319 children enrolled in public welfare systems in Seoul, South Korea. Sufficient PA was defined as daily activity with moderate or vigorous intensity for 60 min. Self-determined motivation was assessed by autonomous and controlled forms; social support was assessed as two types: family and peer support. Questionnaires were self-reported by children and their parents.

RESULTS

Of the participants, 20.4% achieved sufficient PA, specifically 15.0% for girls versus 27.3% for boys (P < .001). Girls were more likely to perform casual exercise types, while boys were more likely to perform sports types (P < .05 for all). The autonomous form of self-determined motivation, but not its controlled form, was significantly associated with sufficient PA in both girls (adjusted odds ratio [AOR] = 2.03, P = .028) and boys (AOR = 2.47, P = .007). Family support was not significantly associated in girls and boys; however, peer support was significantly associated only in boys (AOR = 3.72, P = .042).

DISCUSSION

Of the children, girls were less likely to achieve sufficient PA and to perform sports than were boys. Self-determined motivation was a PA correlate uniformly in girls and boys; however, peer support was a PA correlate only in boys. Self-determined motivation-enhanced strategies should be integrated with peer support provided through gender-specific strategies when employing a PA intervention for vulnerable children.

Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents

The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents' leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents' objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old (Mage = 14.94 years; SD = 2.11) completed measures of perceived controlling behavior, frustration of the basic psychological needs, and motivational regulations in PE. One week later, motivational regulations towards leisure-time moderate-to-vigorous PA (MVPA) were assessed. Five weeks later, MVPA was measured using accelerometers (ActiGraph GT3X) during seven consecutive days. Structural equation modeling analysis indicated that perceived controlling behavior predicted students' frustration of basic psychological needs in PE. The competence need frustration in PE had a negative direct effect on objectively measured MVPA. A significant indirect effect supported the mediating role of competence frustration in PE in the relation between perceived controlling behavior from PE teachers and MVPA in adolescents. Findings suggest that future interventions striving to promote adolescents' PA engagement in their leisure-time should focus on decreasing controlling behaviors from teachers in PE that may manipulate the teacher-student relation.

Moderating effect of the neighbourhood physical activity environment on the relation between psychosocial factors and physical activity in children: a longitudinal study

Background

Few studies have examined the moderating role of neighbourhood environments on the relation between psychosocial factors and physical activity, and results of these studies are mixed. This study examined this relationship in 636 fifth to seventh graders from South Carolina, USA.

Methods

From 2010 to 2013, children and their parent/guardian completed annual self-reported surveys assessing psychosocial factors, and children wore accelerometers for 1 week each year. Neighbourhood environments were classified as supportive or non-supportive for physical activity (PA) based on in-person audits of facilities near children’s homes and windshield surveys of children’s streets. Growth curve analyses were completed to assess the moderating effect of the neighbourhood physical activity environment (NPAE) on the relation between psychosocial factors and total physical activity (TPA) over time.

Results

Significant interactions on TPA were found for (1) time, NPAE and parent-reported parent support for PA; (2) time, NPAE and child-reported equipment in the home; (3) child-reported parental support for PA and time; (4) child-reported parental support for PA and NPAE; (5) PA self-schema and time and (6) child-reported parental encouragement and time. Parental support and a supportive NPAE were important for TPA, especially as children transitioned to middle school, whereas home equipment and a supportive NPAE were important for fifth graders’ TPA.

Conclusion

Consistent with the socioecological model, PA behaviour was dependent on interacting effects across levels of influence. Generally, both a supportive NPAE and positive psychosocial factors were needed to support TPA. Factors influencing PA across multiple levels should be addressed in PA interventions.

Examining Young Children's Physical Activity and Sedentary Behaviors in an Exergaming Program Using Accelerometry

Exergaming has been observed to be a viable supplemental approach in promoting physical activity (PA) among children. However, whether sex differences in PA and sedentary behaviors exist during exergaming is inconsistent. Thus, this study aimed to quantify, via accelerometry, young children's PA and sedentary behaviors during exergaming as well as examine sex differences in these PA and sedentary behaviors during gameplay. In total, 121 first- and second-grade children (mean age = 6.89 ± 0.9 years; 73 girls) were included in the analysis. Children were a part of a large 18-week parent study. Children wore ActiGraph GT1M accelerometers during exergaming play, with four measurements purposively selected from the 28 total exergaming sessions to capture children's PA and sedentary behaviors during exergaming play. Outcome variables included mean percentages of time spent in moderate-to-vigorous PA (MVPA), light PA (LPA), and sedentary behavior during each exergaming session. One-way ANOVA was performed to determine whether there were differences in the percentage of time engaged in MVPA, LPA, and sedentary behavior during exergaming by sex. Accelerometry data indicated that children's mean percentage of exergaming time spent in MVPA, LPA, and sedentary behavior were 19.9%, 32.9%, and 47.2%, respectively. However, no sex differences were present. Observations in this study indicated that boys and girls have similar PA levels during exergaming and suggests that features inherent to exergaming may assist in PA promotion among both sexes.

Declining Physical Activity and Motivation from Middle School to High School

PURPOSE

The purpose of this study was to determine whether naturally occurring changes in intrinsic motivation, behavioral regulation, and goals mitigate declining physical activity among adolescents.

METHODS

Latent growth modeling was applied in tests of change in intrinsic motivation, facets of behavioral regulation, and their interactions with goals on change in physical activity measured by accelerometer in a cohort of 260 boys and girls evaluated longitudinally from sixth through ninth grades.

RESULTS

Physical activity declined less in youths who maintained higher intrinsic motivation or integrated regulation, but only when they maintained higher enjoyment goal compared with other students. Physical activity also declined less in students who maintained higher intrinsic motivation or integrated motivation and had bigger declines in appearance goal (or social and competence goals with intrinsic motivation) compared with students who maintained higher levels of those goals. The interactions correspond to 1 to 2 min·h less decrease in physical activity.

CONCLUSIONS

Consistent with Self-Determination Theory, the findings encourage interventions that target autonomous motivation among youths. The results extend prior evidence in three ways. First, the cohort was tracked for 3 yr using an objective measure of physical activity. Second, influences of intrinsic motivation and integrated regulation on changing physical activity were not direct. They interacted with changing goals, indicating that interventions should also focus on specific goals for physical activity as effect modifiers. Third, interventions focused on autonomous motivation should consider that controlled, introjected motivation may also interact with goals to influence physical activity during the transition between middle school and high school.

Determinants of Attendance at a Physical Activity Focused Afterschool Program in Elementary School Children

Afterschool youth physical activity (PA) programs provide opportunities for increasing children's time engaged in moderate-to-vigorous physical activity (MVPA). However, low program attendance reduces the benefits of participating in these programs. The purpose of this study was to determine if enjoyment, athletic competence and motivation for PA predict youth attendance at a free afterschool PA program from 3rd to 5th grade. Data were collected from a larger randomized community trial examining the effectiveness of an afterschool program for increasing opportunities to engage in MVPA. Data were collected twice annually (fall/spring) over 3 school years (3^rd - 5^th grade) in 9 schools. Analyses were stratified by grade and sex, and a series of multi-level linear regression models were utilized to determine if baseline levels of the psychosocial determinants predicted annual attendance as a percentage of afterschool sessions attended. Amotivation for PA was negatively associated with attendance in boys and non-self-determined extrinsic motivation was positively associated with attendance in girls in the 5^th grade. Age was associated with a 13.72% reduction in attendance in the 3rd grade, a 12.87% attendance reduction in the 4th grade, and a 7.93% attendance in reduction in the 5th grade. Race was also associated with attendance. Non-White youth attended the program 13.56% less in the 3rd grade, 17.35% less in the 4th grade, and 21.53% less in the 5th grade than White youth. The findings suggest that attendance to PA afterschool programming may be associated with children's motivational characteristics, but that other variables should be identified for further research.

The impact of feedback valence and communication style on intrinsic motivation in middle childhood: Experimental evidence and generalization across individual differences

Prior research among adolescents and emerging adults has provided evidence for the beneficial effects of positive (relative to negative) feedback and an autonomy-supportive (relative to a controlling) communication style on students' intrinsic motivation. Unfortunately, similar experimental research in middle childhood is lacking. Moreover, little attention has been paid to the question of whether individual differences in personality and perceived parenting play a role in these effects. In the current experimental study (N = 110; M_age = 10.71 years), children completed puzzles at school under one of four experimental conditions, thereby crossing normative feedback valence (i.e., positive vs. negative) with communication style (i.e., autonomy supportive vs. controlling). Prior to the experiment, children filled out questionnaires tapping into the Big Five personality traits and into perceived maternal autonomy support and psychological control. After the experimental induction, children rated several motivational constructs (i.e., intrinsic motivation and need-based experiences). In addition, their voluntary behavioral persistence in a subsequent challenging puzzle task was recorded objectively. Providing positive normative feedback in an autonomy-supportive way yielded the most favorable motivational outcomes. Both feedback valence and communication style yielded an independent impact on children's experiences of competence and autonomy during task engagement, which in turn helped to explain children's elevated intrinsic motivation, as reflected by their perceived interest and behavioral persistence. A few effects were moderated by children's perceived parenting and personality traits, but the number of interactions was limited. The discussion focuses on the motivating role of positive normative feedback and an autonomy-supportive communication style for children.

The Modifying Effects of Race/Ethnicity and Socioeconomic Status on the Change in Physical Activity From Elementary to Middle School

PURPOSE

Youth physical activity (PA) levels differ by race/ethnicity and socioeconomic status (SES). It is well established that various multilevel factors may influence changes in PA. The present study examined whether the association between the change in individual, interpersonal, and environmental factors and the change in PA is modified by race/ethnicity or SES.

METHODS

This study followed 643 youths and their parents from suburban and rural South Carolina participating in the Transitions and Activity Changes in Kids (TRACK) Study in 2008-2009 and 2010-2011. We assessed total PA in youth using accelerometry and categorized youth and parent survey data into blocks based on the socioecological model. Multivariate regression growth curve models evaluated whether the association between change in independent variables and change in PA was modified by race/ethnicity or SES.

RESULTS

PA declined from fifth to seventh grade among all racial/ethnic and SES groups. Associations between the range of variables and change in PA were modified by race/ethnicity but not SES. Blacks did not share any common predictors of change in PA with whites or Hispanics. However, child-reported number of active friends was associated with total PA, and enjoyment of PA was associated with change in PA among both whites and Hispanics. Significant interactions by time varied by racial/ethnic group.

CONCLUSIONS

The factors that influence changes in youth PA vary by race/ethnicity but not SES. These findings reinforce the complex nature of addressing PA behavior in diverse samples and further support the need for culturally appropriate interventions to promote PA in youth.

An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial

Objective

Quality physical education (PE) is the cornerstone of comprehensive school physical activity (PA) promotion programmes. We tested the efficacy of a teacher professional learning intervention, delivered partially via the internet, designed to maximise opportunities for students to be active during PE lessons and enhance adolescents’ motivation towards PE and PA.

Methods

A two-arm cluster randomised controlled trial with teachers and Grade 8 students from secondary schools in low socioeconomic areas of Western Sydney, Australia. The Activity and Motivation in Physical Education (AMPED) intervention for secondary school PE teachers included workshops, online learning, implementation tasks and mentoring sessions. The primary outcome was the proportion of PE lesson time that students spent in moderate-to-vigorous physical activity (MVPA), measured by accelerometers at baseline, postintervention (7–8 months after baseline) and maintenance (14–15 months). Secondary outcomes included observed PE teachers’ behaviour during lessons, students’ leisure-time PA and students’ motivation.

Results

Students (n=1421) from 14 schools completed baseline assessments and were included in linear mixed model analyses. The intervention had positive effects on students’ MVPA during lessons. At postintervention, the adjusted mean difference in the proportion of lesson time spent in MVPA was 5.58% (p<0.001, approximately 4 min/lesson). During the maintenance phase, this effect was 2.64% (p<0.001, approximately 2 min/lesson). The intervention had positive effects on teachers’ behaviour, but did not impact students’ motivation.

Conclusions

AMPED produced modest improvements in MVPA and compares favourably with previous interventions delivered exclusively face-to-face. Online teacher training could help facilitate widespread dissemination of professional learning interventions.

Trial registration number

ACTRN12614000184673.

Heritability of the affective response to exercise and its correlation to exercise behavior

OBJECTIVES

Individual differences in adolescent exercise behavior are strongly influenced by genetic factors. The affective response to exercise is a potential source of these genetic influences. To test its role in the motivation to exercise, we estimated the heritability of the affective responses during and after exercise and the overlap with the genetic factors influencing regular voluntary exercise behavior.

DESIGN

226 twin pairs and 38 siblings completed two submaximal exercise tests on a cycle ergometer and a treadmill and a maximal exercise test on a cycle ergometer. Affective responses were assessed by the Feeling Scale (FS), Borg's Rating of Perceived Exertion (RPE) and the Activation-Deactivation Adjective Checklist (AD ACL).

METHODS

Multivariate structural equation modeling was used to estimate heritability of the affective responses during and after submaximal and maximal exercise and the (genetic) correlation with self-reported regular voluntary exercise behavior over the past year.

RESULTS

Genetic factors explained 15% of the individual differences in FS responses during the cycle ergometer test, as well as 29% and 35% of the individual differences in RPE during the cycle ergometer and treadmill tests, respectively. For the AD ACL scales, heritability estimates ranged from 17% to 37% after submaximal exercise and from 12% to 37% after maximal exercise. Without exception, more positive affective responses were associated with higher amounts of regular exercise activity (.15 < r < .21) and this association was accounted for by an overlap in genetic factors influencing affective responding and exercise behavior.

CONCLUSIONS

We demonstrate low to moderate heritability estimates for the affective response during and after exercise and significant (genetic) associations with regular voluntary exercise behavior. These innate individual differences in the affective responses to exercise should be taken into account in interventions aiming to motivate adolescents to adopt and maintain regular exercise.

Incorporating Behavioral Techniques into a Serious Videogame for Children

INTRODUCTION

Little is known about how to design serious videogames for children. The purpose of this article is to describe how behavior change techniques promoting self-regulation were incorporated into a serious videogame to help children consume more fruits and vegetables (FVs) and the extent to which these techniques were used by players. A secondary goal is to contribute to the body of scientific knowledge regarding how to design effective serious videogames for children.

MATERIALS AND METHODS

This research examines the gameplay data from an effective 10-episode online serious videogame promoting FV consumption to preadolescent children in the United States (roughly 9-11-year-olds).

RESULTS

Children participated in the self-regulation components. Modifications to reduce potential cognitive overload and inform future game design were identified.

CONCLUSION

This research provided suggestive evidence that behavior change techniques promoting self-regulation can be successfully integrated into a serious videogame for children without detracting from game appeal. It also emphasizes the importance of formative research to the design of an appealing game where children understand and can successfully perform the behavior change procedures.

The Role of Autonomous and Controlled Motivation in Exercise Intentions of Participants in a Mass Cycling Event

Purpose: This study used self-determination theory to examine the role of participants' autonomous and controlled motivation to exercise and to participate in a challenging mass cycling event and investigated whether the event enhanced intended and actual exercise behavior among the participants.

Method: Two hundred and twenty-eight subjects, having participated in the cycling event, completed a questionnaire shortly after the event and again 4 months later. The questionnaire measured self-reported cycling and exercise activity, training in preparation of the event, motivation to participate in the event, motivation to exercise, and future exercise intentions due to the event.

Results: Results showed that most participants were very active in cycling and other sports. The expected positive effect of autonomous motivation on exercise intentions and behavior could not be confirmed in our study. Multiple regression analyses revealed that the event had an enhancing effect on exercise intentions shortly after the event among participants that scored higher on controlled motivation to exercise (β = 0.15) and to participate (β = 0.15); also, participants were more satisfied with the event (β = 0.19) and had followed a preparation program before the event (β = 0.15). However, intentions and exercise behavior distinctively dropped 4 months after the event.

Conclusions: Events aiming to enhance their participants' exercise behavior need to attract less active participants and need to make additional efforts to prevent relapse in intentions and exercise behavior.

An Internet-supported Physical Activity Intervention Delivered in Secondary Schools Located in Low Socio-economic Status Communities: Study Protocol for the Activity and Motivation in Physical Education (AMPED) Cluster Randomized Controlled Trial

Background

School-based physical education is an important public health initiative as it has the potential to provide students with regular opportunities to participate in moderate-to-vigorous physical activity (MVPA). Unfortunately, in many physical education lessons students do not engage in sufficient MVPA to achieve health benefits. In this trial we will test the efficacy of a teacher professional development intervention, delivered partially via the Internet, on secondary school students’ MVPA during physical education lessons. Teaching strategies covered in this training are designed to (i) maximize opportunities for students to be physically active during lessons and (ii) enhance students’ autonomous motivation towards physical activity.

Method

A two-arm cluster randomized controlled trial with allocation at the school level (intervention vs. usual care control). Teachers and Year 8 students in government-funded secondary schools in low socio-economic areas of the Western Sydney region of Australia will be eligible to participate. During the main portion of the intervention (6 months), teachers will participate in two workshops and complete two implementation tasks at their school. Implementation tasks will involve video-based self-reflection via the project’s Web 2.0 platform and an individualized feedback meeting with a project mentor. Each intervention school will also complete two group peer-mentoring sessions at their school (one per term) in which they will discuss implementation with members of their school physical education staff. In the booster period (3 months), teachers will complete a half-day workshop at their school, plus one online implementation task, and a group mentoring session at their school. Throughout the entire intervention period (main intervention plus booster period), teachers will have access to online resources. Data collection will include baseline, post-intervention (7–8 months after baseline) and maintenance phase (14–15 months after baseline) assessments. Research assistants blinded to group allocation will collect all data. The primary outcome will be the proportion of physical education lesson time that students spend in MVPA. Secondary outcomes will include leisure-time physical activity, subjective well-being, and motivation towards physical activity.

Discussion

The provision of an online training platform for teachers could help facilitate more widespread dissemination of evidence-based interventions compared with programs that rely exclusively on face-to-face training.

Trial registration

Australia and New Zealand Clinical Trials Registry-ACTRN12614000184673. Registration date: February 19, 2014.

Electronic supplementary material

The online version of this article (doi:10.1186/s12889-015-2583-7) contains supplementary material, which is available to authorized users.