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Predisposing, reinforcing and enabling factors for physical activity in boys and girls from socially disadvantaged communities

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posted on 2018-09-25, 13:42 authored by Robert J. Noonan, Lynne M. Boddy, Zoe R. Knowles, Stuart J. Fairclough
Objective: This study investigated relative associations between physical activity and selected predisposing, reinforcing, and enabling factors among 9-10 year-old children from socially disadvantaged communities, and examined the extent to which associations varied by sex. Design: Cross-sectional design Setting: Ten public primary schools in Liverpool, England. Methods: One hundred-ninety-four children (107 girls) completed measures of stature, body mass, waist circumference and cardiorespiratory fitness. Physical activity, physical activity self-efficacy, perceived physical competence, and parental physical activity support were self-reported. Sex-specific associations were examined by multiple linear regression and mediator analyses using bootstrapping method. Results: Boys’ physical activity was positively associated with parental physical activity support and perceived physical competence (p<0.01), whereas girls’ physical activity was positively associated with parental physical activity support and physical activity self-efficacy (p<0.01). Sex-specific mediation analyses revealed that perceived physical competence and physical activity self-efficacy partially mediated the association between parental physical activity support and boys’ and girls’ physical activity, respectively. Conclusion: As parents influence child physical activity directly and indirectly their involvement in future child physical activity intervention programmes is essential. Formative research with parents living in socially disadvantaged communities is warranted to explore the range and interaction of challenges they face to support different modes of physical activity participation for their children.

History

Publication

Health Education Journal;pp. 1-14

Publisher

SAGE Publications

Note

peer-reviewed

Other Funding information

Liverpool John Moores University

Language

English

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