Using social cognitive theory to predict physical activity and fitness in underserved middle school children.

Autor/inn/en	Martin, Jeffrey J.; McCaughtry, Nate; Flory, Sara; Murphy, Anne; Wisdom, Kimberlydawn
Titel	Using social cognitive theory to predict physical activity and fitness in underserved middle school children. Gefälligkeitsübersetzung: Die Verwendung der sozial-kognitiven Theorie zur Vorhersage der körperlicher Aktivität und Fitness von benachteiligten Kindern in Mittelschulen.
Quelle	In: Research quarterly for exercise and sport, 82 (2011) 2, S. 247-255 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0270-1367; 2168-3824
DOI	10.1080/02701367.2011.10599752
Schlagwörter	Soziales Milieu; Umwelteinfluss; Selbstvertrauen; Schule; Lehrer; Schüler; Aktivität; Sozialer Einfluss; Sozialer Status; Bewegung (Motorische); Fitness; Sportförderung; Sportpädagogik; Sportunterricht; Infrastruktur
Abstract	Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, the authors evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N=506, ages 10-14 years). Using multiple regression analyses we accounted for 12 percent of the variance in PA and 13-21percent of the variance in fitness. The best predictors of PA were barrier self-efficacy, classmate social support, and gender; whereas, only gender predicted fitness. The results affirmed the importance of barrier self-efficacy and gender differences. The findings regarding classmate social support are some of the first to illuminate the importance of school-specific peers in promoting PA. Verf.-Referat (geändert).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2012/3